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Continuity and progression within and between Key Stages 2 and 3 in geography

Chapman, Simon Rhys (2002)
Ph.D. thesis, University of Birmingham.

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Abstract

This thesis is concerned with the ways in which curriculum continuity and progression of children’s learning occurs in the geography curriculum both within and between Key Stages 2 and 3. It explores the current attempts to achieve continuity and progression within and between these two Key Stages as well as the extent of cross-phase liaison in four Local Education Authorities (LEAs) in the Midlands.
To set curriculum continuity and progression in context, a consideration of the geography being taught and delivered in primary and secondary schools is undertaken and the impact of pressures upon the Geography National Curriculum at Key Stages 2 and 3 are investigated.
To understand the present nature and status of geography in primary and secondary schools, the place of geography as a school subject both prior to and following the introduction of the Geography National Curriculum is examined. In addition, the degree of continuity and progression that has existed during these periods is evaluated, together with previous attempts at cross-phase liaison in geography.
The thesis concludes with an analysis of the ways in which continuity, progression and cross-phase liaison within and between Key Stages 2 and 3 might be enhanced in the future.

Type of Work:Ph.D. thesis.
Supervisor(s):Butt, Graham W
School/Faculty:Schools (1998 to 2008) > School of Education
Department:School of Education
Subjects:LB1501 Primary Education
LB1603 Secondary Education. High schools
Institution:University of Birmingham
Library Catalogue:Check for printed version of this thesis
ID Code:380
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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