Summary
Contents
Subject index
This book provides a comprehensive overview of contemporary thought and practice in teaching geography. It is designed to support continuing professional development and reflective practice in geography education by: encouraging a critical understanding of the literature and concepts; stimulating teachers to continue with personal and professional development; and providing professionally relevant knowledge, understanding, skills and values. Drawn from a wide range of eminent geographers and experienced practitioners, the authors cover: progress in geography - changing viewpoints; the geography curriculum - development planning and issues; research and geography teaching - why and how research matters. Thi
National Curriculum Geography: New Opportunities for Curriculum Development?
National Curriculum Geography: New Opportunities for Curriculum Development?
Introduction
The first version of the National Geography Curriculum for England, published in 1991 (DES, 1991), was greeted with considerable concern by the geography education community, since it largely ignored the developments in curriculum planning which had taken place during the 1970s and 1980s and, consequently, inhibited the role of teachers in school-based curriculum development (Rawling, 1996). The five content-led attainment targets, 183 statements of attainment, overlapping programmes of study and highly prescriptive details of topics and places to be studied comprised so weighty a structure that further professional development seemed unnecessary.
Since 1991, there have been two reviews of the National Curriculum as a whole – the Dearing Review 1993–95 and ...
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