Effective primary-secondary school links should provide useful information about the extent of the global dimension in the primary school curriculum. World locational knowledge and the grasp of the enquiry approach to geographical issues will often determine pupils starting points. If the children arrive from a small number of feeder schools a pattern may be evident where it is possible to identify the resources used. A balance needs to be found between re-inforcing the knowledge and understanding acquired, perhaps with cross-reference to particular locations, and with extending the global coverage.
In England at key stage 3, the selection of 'two countries in significantly different states of economic development' is especially critical. This is no more so than for those pupils who may be ending their formal study of geography at the age of thirteen.
A careful selection of resources, including those beyond any textbook used, will support particular themes and, at the same time, provide opportunities for further study of places. For example, 'Rainforests for Tomorrow' provides an A3-size map showing the equatorial belt and a clear map of Guyana identifying the Iwokrama Forest Reserve. Global Eye edition 11 and the Global Eye website provide additional support for this locality.
Another challenge is to convey an overall coherence in themes and places studied. For 13 to sixteen year olds, the ten half-hour programme 'World 2000' series co-produced by BBC Education Production and the International Broadcasting Trust can make a major contribution in this respect. A teachers' guide to accompany the series has photocopiable pages, photocards and a countryfile for each programme. The first in the series called 'Globalisation' and, indeed, the introductory news compilation for each programme, sets the agenda for our times.