Aspects of Teaching Secondary Geography: Perspectives on by Margaret Smith

By Margaret Smith

This publication offers a realistic representation of the abilities, wisdom and figuring out required to educate within the secondary school room. in addition to discussing ideas and concepts, the publication offers a serious exam of a few of the most important concerns, and may motivate the reader to interact with the guidelines and examine their perspectives and ideology. it's a useful source should you are studying to educate or for these lecturers who desire to give some thought to their instructing perform.

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Additional resources for Aspects of Teaching Secondary Geography: Perspectives on Practice (Aspects of Teaching Series)

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Schools were now becoming data-rich environments and, alongside the levels awarded, it was possible to show the ‘value added’: in other words, how much progress pupils had made in their three years. Departments that assessed the geographical knowledge and understanding through a ‘baseline assessment’ were able to be very specific. An assessment that had been developed through consultation with partner primary schools was particularly useful. Primary–secondary liaison at the subject level is very important, particularly with Year 6 teachers and the geography coordinator in the primary school.

With the introduction of the GCSE in 1988, it was the intention that it would cater for candidates of all abilities. However, it became clear that there would still be a sizeable number of pupils at the lowest end of the ability-range in mainstream schools who would not be able to cope with the demands of these courses. This continued after 1998, even with the introduction of Foundation Tier examination papers. This group is likely to increase, as the policy of inclusion develops and more and more pupils who previously would have been educated in special schools because of their learning difficulties are now in mainstream schools.

Statutory requirements supported by marginal notes providing help with planning (including ICT opportunities, cross-curricular links with core & ICT and technical advice). ) Key Stage 3 1991 Order 1995 Review PoS brief reference Teaching and Little reference to learning the approaches that to enquiry teachers should use approach (1b) and strategies Assessment Curriculum 2000 Detailed emphasis on enquiry approach – makes clearer links to skills and integrated with subject content Support from QCA schemes of work except for the statement that ‘an enquiry approach should be adopted for classroom activities’ (DES 1991: 41) skills (2), the use of language and information technology Within each Attainment Target there were Statements of Attainment (183 in total) against which pupils were to be assessed.

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