The Form I Geography Curriculum: based on basic concepts and skills

Abstract

Most of the literature that had been written about the "new geography" has been well above school level and thus geography teachers found it difficult or impossible to translate new ideas into the classroom procedures. In this work, I have tried to narrow the gap between academic theory and the reality of the classroom situation, and clear away much of the 'waffle' that has been deposited on the discipline over the last decade. This dissertation is made up of two distinct parts. Part One contains a concise introduction on the developments in educational theory with regard to the curriculum and learning experiences in so far as these affect the geography teacher. Part Two provides a practical guide for teachers who are interested in the general approach of the "new geography" and are looking for examples of the application of modes, simulation games, quantitative techniques and concept-orientated learning to the classroom. 1