The implications of key stage 3 reforms for the teaching of geography in secondary schools

The implications of key stage 3 reforms for the teaching of geography in secondary schools

This research looks at the Key Stage 3 (hereafter abbreviated to KS3) geography curriculum, the reforms to the curriculum that are planned from September 2008 onwards and the implications for the teaching of geography that these reforms may have. In essence the reforms promote an interdisciplinary a...

Full description

Bibliographic Details
Main Author: Norman, Melanie J.
Published: University of Brighton 2008
Subjects:
910.712
Online Access:http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499063
id ndltd-bl.uk-oai-ethos.bl.uk-499063
record_format oai_dc
spelling ndltd-bl.uk-oai-ethos.bl.uk-4990632015-03-20T03:36:40ZThe implications of key stage 3 reforms for the teaching of geography in secondary schoolsNorman, Melanie J.2008This research looks at the Key Stage 3 (hereafter abbreviated to KS3) geography curriculum, the reforms to the curriculum that are planned from September 2008 onwards and the implications for the teaching of geography that these reforms may have. In essence the reforms promote an interdisciplinary approach to subject teaching whilst also preserving subject integrity. A discrete subject approach to the curriculum is adopted in many schools while others prefer a more integrated curriculum, especially in the early years of the secondary school. The new curriculum could create a tension in schools in its attempt to support both separate subject and integrated teaching. Schools selected for this research have contrasting curricular structures, which enables comparisons to be made.910.712University of Brightonhttp://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499063Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
topic 910.712
spellingShingle 910.712
Norman, Melanie J.
The implications of key stage 3 reforms for the teaching of geography in secondary schools
description This research looks at the Key Stage 3 (hereafter abbreviated to KS3) geography curriculum, the reforms to the curriculum that are planned from September 2008 onwards and the implications for the teaching of geography that these reforms may have. In essence the reforms promote an interdisciplinary approach to subject teaching whilst also preserving subject integrity. A discrete subject approach to the curriculum is adopted in many schools while others prefer a more integrated curriculum, especially in the early years of the secondary school. The new curriculum could create a tension in schools in its attempt to support both separate subject and integrated teaching. Schools selected for this research have contrasting curricular structures, which enables comparisons to be made.
author Norman, Melanie J.
author_facet Norman, Melanie J.
author_sort Norman, Melanie J.
title The implications of key stage 3 reforms for the teaching of geography in secondary schools
title_short The implications of key stage 3 reforms for the teaching of geography in secondary schools
title_full The implications of key stage 3 reforms for the teaching of geography in secondary schools
title_fullStr The implications of key stage 3 reforms for the teaching of geography in secondary schools
title_full_unstemmed The implications of key stage 3 reforms for the teaching of geography in secondary schools
title_sort implications of key stage 3 reforms for the teaching of geography in secondary schools
publisher University of Brighton
publishDate 2008
url http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499063
work_keys_str_mv AT normanmelaniej theimplicationsofkeystage3reformsfortheteachingofgeographyinsecondaryschools
AT normanmelaniej implicationsofkeystage3reformsfortheteachingofgeographyinsecondaryschools
_version_ 1716781781024243712

Similar Items