Now that children are confident with the process, they can conduct and follow their own lines of geographical enquiry and make their own choices and decisions based upon their own area interest. As a result, less guided structure needs to be provided by the teacher. They can consider which secondary sources of information to use; deciphering what is relevant to answering the question. They draw upon many areas of geographical knowledge to help them answer their enquiry question such as economy, social factors and climate. Children continue to think critically. For example, thinking of alternative solutions to a problem.
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