Professional Focus Paper
Course: Geography
1.
Level: National 3
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Geography National 3.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3-18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3-15 Broad
General Education (BGE) and, at the senior phase, through programmes which build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over
two years which might involve learners bypassing qualifications at a given level, whereas others may enable
learners to work towards qualifications within one year. In both cases, the advice in this paper is relevant to the
learning and teaching approaches that learners will encounter. This paper, then, is intended to stimulate
professional reflection and dialogue about learning. It highlights important features of learning which are enhanced
or different from previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of learners?
2.
What’s new and what are the implications for learning and teaching?
Geography National 3 consists of three Units, providing learners with the opportunity to develop a wide range of
transferable skills which can be applied over a range of contexts.
 Physical Environments
 Human Environments
 Global Issues
To achieve Geography National 3, learners must pass all of the required Units. National 3 courses are not graded.
GEOGRAPHY
Key aspects of National 3 Geography
Integrated approach to skills development
Learning experiences will enable learners to develop a wide range of transferable skills including: using a limited
range of geographical information; interpreting basic geographical phenomena; using a limited range of maps and
other data to organise and communicate geographical information; and researching skills, including fieldwork
The skills will be developed and applied over a range of physical environment, human environment and global
issues contexts. If units are taken as part of a course then evidence for ‘mapping skills’ or ‘research skills’ may be
presented in the context of either the Physical Environments unit or the Human Environments unit. Skills in the use
of numerical and graphical information will be presented in the Global Issues context. It is important to stress,
however, that these particular skills have been allocated to particular units for assessment purposes only to avoid
over-assessment. All skills should permeate throughout all units.
Wider range of evidence of learning
There is a new emphasis on learning which can lead to naturally-occurring evidence and combined assessments.
Staff can make use of a wider range of learning experiences which lead to evidence for assessment, including; for
example, digital or oral presentations, recorded DVD/video, written work, podcasts, wall displays.
Hierarchy of Units
Programmes of learning should be planned to encourage young people to aim for the highest level of achievement.
The hierarchical nature of the Geography course and respective units, allows for the delivery of National 3 and
National 4 with groups at a variety of different stages. The degree of choice within the units further allows for new
areas of study for those who are able to progress from one level to another, whilst ensuring that all learners are not
required to repeat content from one level to the next. The hierarchy of units allows for a flexible approach, enabling
learners to tackle unit and course assessments at the appropriate level. . Careful planning however will be required
for any movement between National 3 and National 4 to ensure that learners complete the Added Value unit.
Added Value Unit
There is NO requirement for an Added Value Unit at National 3 level.
Key features of learning in National 3 Geography
Learning Independently
Learners undertaking Geography National 3 will continue to develop as independent learners either working
individually or in groups. Learners can develop confidence and self-motivation through activities which offer a
choice of approaches, for example by making decisions, solving problems and initiating their own learning.
Learning activities will encourage learners to develop important attitudes including respect for the values, beliefs
and cultures of others, an increased understanding of the environment and sustainability and a sense of
responsibility and global citizenship.
How will you plan opportunities for learners to work independently?
GEOGRAPHY
Responsibility for learning
With much greater emphasis on personalisation and choice, learners are expected to take more responsibility for
their own learning and develop an understanding of how best they learn. Learning activities could be planned in
consultation with learners, taking account of interests, aspirations and prior learning. This will promote motivation
and ensure that individuals are challenged appropriately.
Learners should be encouraged to monitor their own progress and set targets, aiming to make effective use of
feedback to improve. By planning regular opportunities to discuss and review learning, including self- and peerevaluation, staff will help learners engage with this process and set meaningful targets for improvement.
How might you develop a more flexible approach embedding personalisation and choice? How will you ensure that
learners are making informed decisions about where they are in their learning and what they need to do to
progress?
Active Learning
Throughout Geography National 3, it is essential that learners have opportunities to engage and challenge their
own thinking and to develop the higher-order thinking skills required to do so. Staff will want to reduce the focus on
teacher-led activities and place a greater emphasis on learners’ experiences. Opportunities for practical work,
including fieldwork, should be included. Fieldwork encourages a ‘hands on’ approach to problem solving, engaging
learners in real life scenarios and allowing them to evaluate the impact of environmental issues on themselves and
society as a whole.
How will you encourage self-motivation and resilience in your group of learners?
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working. Collaborative working
helps to develop essential social and interpersonal skills and challenges learners to think independently and
engage in discussion, debate and activity. Effective collaboration makes the learning process visible and
encourages deeper and more reflective thinking.
Learners can work together in pairs or groups to research topics in all Units, for example by studying the same
human development issue in different developing countries they can then share their learning and provide
information and explanations to others. They can work on team challenges, for example using map skills to
produce a tourist guide about their area. They can take on roles and responsibilities, for example considering a
local planning issue. They can debate current issues to develop informed views, for example the infrastructure and
organisation required for the 2014 World Cup and 2016 Olympic Games in Rio de Janeiro.
As learners become more confident they could begin to collaborate with learners from other establishments locally,
nationally and internationally allowing an increased awareness of citizenship at a global level. In planning
activities, staff should provide opportunities for learners to collaborate more widely with others, recognising that
learning takes place both within and beyond the classroom. Working with partners provides the relevant and real
life contexts and situations which promote investigative and problem solving approaches.
How will you ensure that learners have the confidence to take on appropriate roles and responsibilities in
collaborative tasks?
GEOGRAPHY
Applying Learning
Learning experiences should enable coherent study which explores the interaction of human and physical
processes. There will be many opportunities throughout to deepen learning and explore current topical issues.
Learners should be encouraged to be open to new ideas and to develop their ability to think critically and creatively.
Geography lends itself to the development of literacy and numeracy skills including, in particular, reading, writing
and information handling. Geographers have used thinking skills approaches for some time now and staff will
continue to develop and apply these in their teaching and learning. Citizenship will be an important feature of
learning. Exploring current global and environmental issues and how they impact on themselves, other individuals
and society at large will raise learners’ awareness and encourage them to see the relevance of their learning.
Learning outdoors, going on field trips and engaging with employers through visits and speakers will broaden their
horizons and help prepare learners for the world of work.
Links with a range of curriculum areas such as science, mathematics and other social studies subjects, are
essential to help learners apply and make connections in their learning. This will ensure their skills are reinforced
and transferrable.
How can you ensure that learners can access opportunities to apply their learning in different curriculum areas?
GEOGRAPHY
3.
Qualification information
The SQA web site provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for qualifications is available at the SQA website:
Geography National 3: http://www.sqa.org.uk/sqa/48591.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/socialstudies/principlesandp
ractice/index.asp
http://www.educationscotland.gov.uk/nationalqualifications/subjects/geography.asp
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the pages below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
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