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Tapsfield Andrea & Lambert David (2011). Geographic curriculum consultation : Summary report. Sheffield (UK) : Geographical association. En ligne : <http://www.geography.or ... tationSummaryReport.pdf>. 
Added by: Feyfant Annie (12 Jun 2013 14:47:19 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Tapsfield2011
Categories: General
Subcategories: Contenus d'enseignement
Keywords: Angleterre, curriculum, géographie
Creators: Lambert, Tapsfield
Publisher: Geographical association (Sheffield (UK))
Views: 1915/2210
Views index: 24%
Popularity index: 6%
URLs     http://www.geograp ... nSummaryReport.pdf
 The 2010 White Paper The Importance of Teaching and its re-emphasis on the knowledge contents of subjects was broadly welcomed by the Geographical Association (GA). In response, the Association set out its rationale and proposals for geography. This took the form of a curriculum framework, key stage expectations and a set of principles guiding a statutory geography subject component in the National Curriculum for ages 5 to 16.
The GA put forward its proposals for web-based consultation and asked teachers to respond to several perceived weaknesses in modern school geography. Between August and October 2011 the consultation received 7200 page views. The GA's rationale and proposals had 1840 downloads. (In addition, the Standish proposals had 1460 downloads). The consultation stimulated 57 (often lengthy and very thoughtful) public comments and generated nearly 200 questionnaire responses (many of which were the results of group discussions in GA Branch meetings and such like).
The comments confirm strong support to create a rigorous geography curriculum that will inform and educate the nation's pupils about the world we live in today. Drawing from its close involvement with earlier national curriculum debates, as well as the present consultation, the GA is clear that a line-by-line, detailed list of geography's contents is not the best way to draw a
positive response from teachers. The contents of geography are highly dynamic and a tight centralised specification may impede the development of the curriculum in meaningful ways.
On the other hand, although we live in a rapidly changing world, making the tight specification of the geographical contexts to be studied in schools hazardous, there is strong support for the national curriculum achieving greater clarity over the core and essential knowledge contents of geography.
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