ABSTRACT
In order to help readers understand the richness, relevance and context of the many examples of ‘principles into practice’ incorporated in the remaining chapters of this book, we include here a brief overview of the structure and content of the National Curriculum for Schools in England and of the Foundation Stage, a more detailed description of the particular requirements for geography, and a discussion of the place and nature of environmental education/education for sustainable development. For some readers the basic facts will be very familiar but we hope they will nevertheless serve as a useful aide memoire for considering issues raised and discussed. For overseas readers and others not familiar with implementing the English National Curriculum, such background is essential for understanding the case studies of interpretation which follow. The National Curriculum for schools in England is organised on the
basis of four key stages following on from the Foundation Stage. The Foundation Stage, introduced in September 2000, is part of the statutory National Curriculum for England and covers education for children aged from 3 to the end of the Reception year in school. It is intended as a valuable educational stage in its own right; also one of preparation for learning in the first of the key stages of schooling that commences at the end of the Reception year and proceeds through Years 1 and 2. Many children attend one or more forms of nursery or pre-school at the age of 3 and so follow this distinctive stage which addresses central aspects of early childhood learning and experience. The four key stages which follow are defined precisely with the Education
Act of 1996. The age range 5-7, or Year Groups 1 and 2 constitute Key Stage 1. Geography is one of seven statutory non-core Foundation subjects (the others being Design and Technology, Information and Communication Technology, History, Art and Design, Music and Physical Education) to be
included within the curriculum for Key Stage 1, alongside the statutory core subjects of English, Mathematics and Science. For each subject and for each key stage, programmes of study set out what
pupils should be taught, and attainment targets set out the expected standards of pupils’ performance. It is for schools to choose how they organise their school curriculum to include the programmes of study (DfEE 1999). The 1996 Education Act defines a programme of study as the ‘matters,
skills and processes’ that should be taught to pupils of different abilities and maturities during the key stage. This programme provides the basis for planning schemes of work. An attainment target sets out the ‘knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of each key stage’. Attainment targets consist of a series of level descriptions of increasing difficulty (up to level 8) plus a description of exceptional performance above level 8. Each level description describes the types and range of performance that pupils working at that level should characteristically demonstrate (DfEE 1999). The level descriptions provide the basis for making judgements about pupils’ performance at the end of Key Stage 1, as discussed in Chapter 4. Geography, like all National Curriculum subjects, provides many oppor-
tunities within its Programme of Study for learning across the curriculum – that is, inter-disciplinary studies and the development of cross-curricular themes and skills. In particular it provides opportunities for:
promoting spiritual, moral, social and cultural development; promoting personal, social and health education and citizenship; promoting skills across the curriculum including communication,
application of number, information technology, working with others, problem solving and thinking skills;
promoting other aspects of the school curriculum, notably education for sustainable development as discussed below.
