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education (Catling 2003, 2005; Catling and Willy 2009); and Michael Young’s recent argument for reasserting knowledge in the curriculum (Young 2008). In the context of the primary geography curriculum, teachers’ lack of subject knowledge has been identified as problematic for some time (Bell 2005; Ofsted 2008, 2011). This has coincided with an apparent erosion of the importance of subject knowledge in schooling and with an inferred downgrading of the importance of curriculum in relation to experience:
DOI link for education (Catling 2003, 2005; Catling and Willy 2009); and Michael Young’s recent argument for reasserting knowledge in the curriculum (Young 2008). In the context of the primary geography curriculum, teachers’ lack of subject knowledge has been identified as problematic for some time (Bell 2005; Ofsted 2008, 2011). This has coincided with an apparent erosion of the importance of subject knowledge in schooling and with an inferred downgrading of the importance of curriculum in relation to experience:
education (Catling 2003, 2005; Catling and Willy 2009); and Michael Young’s recent argument for reasserting knowledge in the curriculum (Young 2008). In the context of the primary geography curriculum, teachers’ lack of subject knowledge has been identified as problematic for some time (Bell 2005; Ofsted 2008, 2011). This has coincided with an apparent erosion of the importance of subject knowledge in schooling and with an inferred downgrading of the importance of curriculum in relation to experience:
ABSTRACT
A school shouldn’t start with curriculum content. It should start with designing a learning experience and then check it has met National Curriculum requirements. (Mick Waters, quoted in Wilby, The Guardian 2010)
