References

Bell, D. (2005). The value and importance of Geography. Primary Geographer, (56), pp.4-5.

This text was good as it gave me an insight into some common issues with teaching geography,
whilst also demonstrating what the best practice looked like. It also provided a clear argument
as to why geography is important in the primary curriculum.

Catling, T. and Willy, S. (2009). Teaching Primary Geography. Exeter: SAGE Publications.

This text gave me examples of what good practice looks like in geography, and how teachers can
improve. It also informed me of the authors’ opinion on what geography is and means. The text
went into some detail on geographical enquiry.

Cooper, H., Rowley and Asquith (2006). Geography 3-11: a guide for teachers. Florence: Taylor and
Francis.

This text covered a lot about the nature and characteristics of geography, and gave me information
on what good practice looks like.

DfES (2006). Learning outside the classroom manifesto. Annesley, Nottingham, UK: DfES.

I used this text as a rationale for teaching outside the classroom and how it can benefit children. I
backed this up with other pieces of non-government literature to reinforce this.

Halocha, J. (2012). The Primary Teacher's guide to Geography. Oxfordshire: Scholastic.

This text was useful for finding out about effective resources in geography, and how they can be
used to fuel enquiry.

Harlen, W. and Qualter, A. (2014). The teaching of science in primary schools. New York:
Routledge.

This text was useful for discovering information on the importance of teaching primary science. It
was also helpful in providing an insight into the inquiry skills and how they can fuel scientific
learning.

Loxley, P., Dawes, L., Nicholls, L. and Dore, B. (2013). Teaching Primary Science: promoting
enjoyment and developing understanding. 3rd ed. London: Routledge.

This text was good because it gave me detail into the meaning of enquiry and how it can look in
science lessons. It also went into some detail into what a good science lesson might look like, so
I was able to critique this against school lessons.

Murphy, C. and Beggs. J (2003) Children’s perceptions of school science, School science review, 84
(308), 109-116

This text provided the opposite from Harlen and Qualter (2014). This text explained how some
science lessons were ineffective and learning strategies that children tended not to enjoy. This
allowed me to critique lessons further.

Owen, D. and Ryan, A. (2001). Teaching geography 3-11: the essential guide. London: Continuum.

This text informed me on geographical enquiry and how geography lessons can become more
engaging, particularly with a focus on how resources can be used effectively.