ABSTRACT
In the persistent attempt to improve standards of attainment in school geography, it is essential that close attention is paid to establishing curriculum structures which facilitate geographical learning. In essence, the nature of geography as a school subject changes as pupils mature. Maturity brings intellectual accomplishment with gains in knowledge and understanding, changes in values and attitudes, and the acquisition of a broader range of skills. It also brings substantial changes in pupils’ enthusiasms, experience and interests. The geography teacher’s task is to achieve a match between the learner as he or she matures and appropriate subject-matter defined in terms of knowledge, attitudes and skills. Aspects of these three domains can be developed at particular stages of pupil development-some can be initiated in the early years while others are best left until later. In this chapter we shall discuss some of the principles which are currently being used within the framework of the National Curriculum to take account of progression and we shall highlight some of the difficulties inherent in the transition from stage to stage in the school system.
