Abstract

This article is devoted to the characterization of the theoretical and curricular framework for the concept of gradual learning tasks and their importance to developing geographical thinking among primary school pupils. The concept of powerful knowledge as a way to systematize educational content and link it to clearly stated educational goals is emphasized. Bloom’s revised taxonomy, which forms the basis for these gradual learning tasks, appears to be useful in applying powerful knowledge to teaching. The authors intend to describe the process of creating gradual learning tasks in selected parts of the geography curriculum inspired by Bloom’s taxonomy. Examples of specific formulations of learning tasks at different levels of difficulty are provided.