Teaching and Learning Geography

Teaching and Learning Geography

Teaching and Learning Geography

Teaching and Learning Geography

Synopsis

The contributors to this book are experienced teacher educators and have mainly concentrated on areas such as current curricular provision and planning, syllabus design, teaching and learning strategies and assessment and evaluation.

Excerpt

Daniella Tilbury and Michael Williams

Unlike the core subjects of language, mathematics and science the place of geography in the curriculum of primary and secondary schools is relatively uncertain. In some countries the separate identity of the subject is not recognized while in others it is often squeezed into elective structures as pressures mount on the limited amount of curriculum time. In elementary and primary schools geography is sometimes included as one component of topics studied there while in secondary schools it may be integrated into courses labelled humanities, social studies or environmental education.

The focus in this book is predominantly on geography identified as a separate subject, largely within the context of schools in England and Wales. Our overall aim is to provide a clear and thorough overview of contemporary concerns in the teaching and learning of geography and to offer pointers for future developments in the subject. The National Curriculum introduced by legislation in 1988 is the obvious backcloth for the chapters and we have sought to take into account any variations which have emerged in curriculum provision between England and Wales. Even in the short period since 1988 changes have been made in the statutory requirements for curriculum content and pupil assessment. As part of a slimming-down process the status of geography has been modified, particularly for pupils aged 14-16 in Key Stage 4, and the amount of content in each of the four Key Stages has been reduced. Major alterations are also being implemented in the whole 16-19 curriculum in response to the pressure to develop vocational courses and examinations. Despite the many changes taking place in geography teaching, however, central principles and practices in teaching and learning continue to be relevant. We have sought to concentrate on the continuities while placing them within the context of the changing curriculum environment.

The historical context is the subject of the first three chapters. Initially, the focus is upon the broad sweep of the changing nature of school geography in the twentieth century. This takes into account the reorganization of state schools and the legislation and official reports which have had . . .

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