By Margaret Smith
This booklet offers a realistic representation of the abilities, wisdom and knowing required to coach within the secondary lecture room. in addition to discussing strategies and concepts, the e-book supplies a serious exam of a few of the foremost concerns, and should motivate the reader to have interaction with the information and look at their perspectives and ideology. it truly is a useful source if you happen to are studying to coach or for these lecturers who desire to contemplate their educating perform.
Read or Download Aspects of Teaching Secondary Geography: Perspectives on Practice (Aspects of Teaching Series) PDF
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Extra resources for Aspects of Teaching Secondary Geography: Perspectives on Practice (Aspects of Teaching Series)
1991) Geography in the National Curriculum (England), London: HMSO. Geographical Association (GA) (2000) Geography in the Curriculum: A Position Statement, Sheffield: Geographical Association. Lambert, D. and Balderstone, D. (2000) Learning to Teach Geography in the Secondary School: A Companion to School Experience, London: RoutledgeFalmer. Lambert, D. and Daugherty, R. (1993) ‘Teacher assessment in Key Stage 3: a snapshot of practice’, Teaching Geography 18(3): 113–15. Marsden, B. (1995) Geography 11–16: Rekindling Good Practice, London: David Fullerton Publishers.
These contained a variety of assessed material including tests, investigations, homework and IT projects and were added to each year, ready for the awarding of the TA at the end of the Key Stage. However, the reporting of TA was put on hold. The 1991 version will at best be remembered by practising teachers for its overloaded content and unworkable assessment. An overhaul of the order was essential. Even with such a review, the impact of the 1991 order would have lasting consequences for geography departments because of the large amount of time, resourcing and developmental work that had been necessary.
Dearing had emphasized that teachers were in the best position to provide professional judgements about which level best described the overall performance of a pupil, and that one could not expect an exact fit on all parts of the level description paragraph, hence the phrase ‘best fit’. He also re-emphasized the fact that there was no statutory requirement to keep detailed records or evidence on every pupil (SCAA 1996b). During 1997 schools reported levels for the first time and individual school data had to be submitted for all Year 9 pupils, showing the percentage of pupils achieving at the different levels in each subject.
Aspects of Teaching Secondary Geography: Perspectives on Practice (Aspects of Teaching Series) by Margaret Smith