Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Figures & data

Figure 1: Framework depicting Covid-19’s illustration of geographical concepts.

Figure 2: Samples of pupils’ maps drawn during Covid-19 lockdown.

Table 1: Futures dimension framework.

Futures dimension framework informed by Hicks (2007) and Roberts (2013)
1.	Examining the current context: What is happening now and why?
2.	Identify the key trends: How does the current situation differ from previous experiences and why? (historical dimension)
3.	Identifying underlying causes, commonalities, trends and interconnections: spatial and temporal dimension.
4.	Developing scenarios for possible, probable and preferred futures.
5.	Selecting one preferred future and identifying action points.

Hicks, D. 2007. “Lessons for the Future: A Geographical Contribution.” Geography 92 (3): 179–188.

 Google Scholar

Roberts, M. 2013. Geography Through Enquiry: Approaches to Teaching and Learning in the Secondary School. Sheffield: Geographical Association.

 Google Scholar