ABSTRACT
At an appropriate staff meeting, the headteacher will no doubt initiate discussion on leadership for policy implementation. If a curriculum leader for geography and environmental work is already in place (and initiated policy), so far so good. If not, this person must be identified. The implementation phase may well involve the establishment of a working group of staff (especially in larger schools where early years co-ordinators will liaise with colleagues who teach older pupils) who represent different subject areas. This group may also accept responsibility for working and communicating with other interested parties, including parents, the community and the school’s governing body. As so much work in geographical and environmental education will require learning outside the classroom, such liaison is essential.
Work already being done in the school will no doubt form the basis for development. Questions to consider are:
