By John Halocha
Particularly designed for busy academics who've accountability for co-ordinating a topic region inside their basic college. every one quantity within the sequence conforms to a concise kind, whereas supplying a wealth of suggestions, case reports and photocopiable fabric that lecturers can use immediately.; There are certain volumes devoted to facing OFSTED, growing complete university coverage and the calls for of co-ordinating numerous matters inside of a small school.; the complete set of sixteen volumes is on the market.
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Additional resources for Coordinating Geography Across The Primary School (Subject Leader's Handbooks)
The aims of geography There are significant omissions from the English and Welsh Statutory Orders for Geography in the National Curriculum. There is no general overview of the nature of geography and its contribution to a child’s education. No broad aims are expressed. (Naish, 1997) SUBJECT KNOWLEDGE 25 It is likely that you will be expected to include the aims of geographical education when you prepare the school geography policy. Perhaps even more important will be your ability to discuss and formulate these ideas in your own mind and with other people.
Ask the headteacher if you can have a display board in a prominent Chambers and Donert (1996) suggest a sequence through which pupils could develop skills and attitudes to help them begin to understand people’s values and points of view and how to analyse issues: 1 2 3 4 5 6 7 Awareness of the issue. Identifying the key interest groups. Understanding the different points of view. Identifying their value positions. Proposing various solutions. Evaluation of the proposals. The personal involvement and action of the pupils.
The second is that at Key Stage 2 they state that for the study of the themes ‘contexts should include the United Kingdom and the European Union’ (DfE, 1995). Halocha (1997a) discusses the practicalities and opportunities for developing a European dimension in the primary school. While locality studies are central to primary geography, children would gain a very unrealistic view of the world if they were studied in isolation. ‘All localities need to be set in the context of the wider region and country’ (SCAA, 1997a).