|• frameworks to assist analysis and evaluation of current practice;|
|• challenges about practice and/or underlying assumptions in 'environmental change and sustainable development';|
|• priorities for the next phase of curricular implementation, including approaches to these priorities, opportunities needed to address them, and how progress in relation to these priorities is monitored, i.e. action planning.|
In the new National Curriculum (DfEE/QCA 1999), the introductory statements about Geography at Key Stage 3 link 'environmental change and sustainable development' with the overall teaching objectives for geographical knowledge, skills and understanding:
Teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, and environmental change and sustainable development.
Their importance to the Programme of Study is reinforced through their integra tion within statements about geographical enquiry and skills, including:
In undertaking geographical enquiry, pupils should be taught to: 1e appreciate how people's values and attitudes, for example, about overseas