ABSTRACT
Fry and Schofield sensibly suggest that it is difficult to see how the pre-Dearing National Curriculum geography could be covered without a high degree of individualised work being set. They were pleased to find the use of key ideas or key questions to structure a particular unit had survived the introduction of the National Curriculum, helping to give units an enquiry focus, and produce active, investigational work, rather than passive learning. As we have seen, the National Curriculum Planning process as a whole has left geography as the subject explicitly linked with current global issues, bearing a heavy responsibility therefore for the international understanding dimension of social education. The document argues that the National Curriculum provides the opportunity to offer a co-ordinated approach on the European dimension, with some subjects - such as geography, history, art, music, and modem foreign languages - more centrally involved than others.
