ABSTRACT
This chapter assumes that teaching geography should be about developing the capacities of the mind such that students who study the subject are assisted in becoming good learners. Research on expert problem solvers suggests that they have both excellent subject knowledge and cognitive skills. Geography students need knowledge of major environmental systems, processes and patterns evident at a variety of scales. Black and Dockrell investigated the intended learning outcomes of Scottish teachers, including geographers. Their analysis, across subjects, identified three different levels of intended outcomes: Modular, Longitudinal and Background. The recent review by Black and Wiliam of classroom assessment demonstrates forcibly that improved practice can raise standards. An analysis of answers by pupils on the Avery Hill General Certificate of Education (GCSE) showed that approximately 40 per cent of candidates scored zero on the case study parts of questions.
