By David Lambert, John Morgan
"This is a needs to learn for all 11-18 geography educators. It argues for a brand new geography curriculum based on a collection of significant thoughts which are profoundly suitable to twenty first century lifestyles. For years, books on 11-18 geography schooling have focussed on lecture room innovations, new pedagogic applied sciences and replacement modes of scholar evaluation. now not this one. 'Teaching Geography 11-18' digs deep. It asks not just what geography is for, yet bases its resolution on a collection of key techniques in a position to maintain an exhilarating and suitable curriculum. It additionally grounds its many arguments within the most recent geographical examine, therefore re-establishing the damaged connection among geography instructing in faculties and that during greater education". Professor Noel Castree, collage of Manchester, united kingdom This enticing and stimulating ebook goals to substantially re-shape and sharpen debates in geography schooling through taking a completely clean method of either the topic and its position in secondary schooling. Key questions addressed during this publication comprise: what's the position of geography in the secondary institution curriculum? To what volume does tuition geography mirror and have interaction with modern matters and theories from the broader topic? What are the problems, demanding situations and possibilities of a concept-led method of instructing geography? What are the results of ICT, media and expertise for the way forward for geography educating in colleges? prompted via the revised nationwide curriculum for geography which has diminished the prescribed content material to be coated, this publication bargains an goal view of the concept-led technique. the hot specialise in recommendations represents an important shift in how geography is to learn in colleges, but there was little prolonged dialogue of what a 'concept-led' method of instructing and studying may entail. This booklet fills that void through studying geography's key suggestions, and supplying lecturers with a theoretically strong and functional method of curriculum making plans utilizing a concept-led method. this can be crucial examining for all secondary geography academics, trainee academics and an individual concerned with schooling and curriculum making plans.
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Additional resources for Teaching Geography 11-18: A Conceptual Approach
Ofsted 2007: 6) In addition to measures to improve test scores and achievement in public examinations, it is widely argued that schools should pay attention to children’s welfare and social needs. This is in line with the government’s Every Child Matters agenda. In many ways this is the latest in a series of initiatives that are concerned with the health, welfare and upbringing of children. Every Child Matters was a direct response to the early death in 2000 of Victoria Climbie. One of the outcomes of the enquiry into this tragedy was that there was a lack of coordination between different agencies responsible for her welfare.
While for some children there may be opportunities in developing ‘emotional capital’, McWilliams and Hatcher (2004) argue that a focus on emotions within schools can be used to manage and control teachers and students. This may sound overcritical at a time when there is a widespread concern to help students deal with the problems that are thrown up by living in a rapidly changing society. At a time of economic uncertainty and where the bonds of the social are increasingly strained, moves to involve schools and teachers in forms of social and personal education are to be welcomed.
S (2003) Spaces of Work, which explores the way in which production is organized. The authors suggest that the dominant story about the world economy is based on a series of ‘myths’. These include: * * * * * first, that we live in an increasingly ‘borderless world’; second, globalization is an irresistible force that stands over and above people and places; third, globalization signals the demise of the nation state; fourth, the myth of worker vulnerability; fifth, the myth of cheap labour. Castree and colleagues argue that there is an element of truth in every one of these myths, and that taken together they suggest that globalization is everywhere transforming the world.
Teaching Geography 11-18: A Conceptual Approach by David Lambert, John Morgan