Welcome to SLN geography for special needs. This is a series of
pages, which will support and network geographical education in special
schools. If there are any suggestions or contributions please get in
It is time this page had new materials and we are
- Teaching geography to hearing impaired students;
- Celebrated high quality geography for life with pupils with moderate
or severe learning difficulties;
- Inclusive geography - cooperation between mainstream and special
- Fieldwork - worthwhile and welcoming experiences you may like to
share with others - photographs are welcome;
- Fieldwork - addressing inclusion issues;
- Inclusion policies or self reviews for mainstream school
Have you seen the
SEN teacher website? Lots
of useful information and resources!
Meeting SEN in the Curriculum: Geography
Swift and Staffordshire teachers, Irene Corden (Springfields Special), Bev
Rowley (The Fountains)Jan Bird (Moorside High), Julie Dale (St. John
Fisher) have been working on a book and accompanying CD-Rom, just
published by David Fulton,
details on their website. It is £25 and essential reading for all in
special schools or who teach pupils with SEN in mainstream secondary
Sensory Room - a geographical experience
Why not have a go turning your sensory room into a geographical
experience. Download this discussion document by 'right clicking'
and selecting 'save target as':
The Sensory Room - a
If your sensory room has been the rainforest, a desert, a big city, the
seaside, then we would like to hear from you.
Teaching geography to visually impaired students
Stuart Snowdon is a teacher a school for visually impaired students in
Worcester. I hope colleagues will find this useful, I know I did!
Feel free to contact Stuart for further information after reading
If your colleges have any questions about
teaching VI students in other subjects then please contact:
High standards for lower
Sandon High School, Stoke-on-Trent can be praised for their work with lower ability
pupils. The strategies that Pauline Marsden. Andy Housley and Chris
Rutter should be commended. This mucky hand will reveal some hints and
tips about how they achieve these standards, including the
department's SEN policy.
The full story here!
A personal view of geography
Geography really does matter in life. In order to take advantage of one
of life's essential freedoms, freedom of movement, there is a need to
explore and provide young people whatever their ability with opportunities
for decision-making, enrichment and exploration. For all young people
preparation for adult life involves controlled risk taking. There is
evidence to show that fear of traffic and abduction has really taken hold
of parents and young people are far less free than they used to be.
Forgive me being romantic, but 'messing about was part of the way you
understood the environment as a young person. Pupils is special schools
are drawn from a wider catchment area and so travel further to school,
they come from a range of different environments. Special schools have
opportunities to use minibuses and can get out with small groups. This
should be a rich geographical experience.
Evidence from research by Patrick Wiegand and Sally Beveridge at the
University of Leeds illustrated that pupils with Down's Syndrome had
limited spatial movement in their own local area for a whole variety of
reasons but mainly because of the caring nature of parents and teachers.
School work out of school, concentrated on the activity at the end of the
journey and not the journey itself. The research illustrated that these
pupils have spatial ability and can use maps independently to get around a
town centre. However the research showed also that crossing a busy road
without a pelican crossing caused difficulties. The freedom of movement
gained by the installation of a pelican crossing enabled a young person to
have the whole town centre available to them. These are issues for us all
in society. Can we make independent movement a reality for as many of our
young people as possible? Issues in geography should be real and relevant
and there is none so real an issue as a young person a prisoner in their
|The following files are Microsoft Word documents. You
are free to use them if you are in a school. Please acknowledge
their use. Please let us know how you use them.
the overview (30kb)
the Staffordshire Expanding Geography Scheme Level Descriptions
between level 1 and 2 (36kb)
KS1 Staffordshire Expanding Geography (60kb)
KS2 Staffordshire Expanding Geography (68kb)
KS3 Staffordshire Expanding Geography (64kb)