Teaching Geography 11-18: A Conceptual Approach

A modern school geography
The place of geography in schools today
What does it mean to be a teacher of geography?
A 'capability' perspective on geography in schools
Space
Place
Scale
Interdependence and development
Cultural understanding and diversity: promoting community cohesion?
Environment, sustainability and futures
Geography, media and education
A mind for the future

"This is a must read for all 11-18 geography educators. It argues for a new geography curriculum founded on a set of major concepts that are profoundly relevant to 21st century life. For years, books on 11-18 geography education have focussed on classroom techniques, new pedagogic technologies and alternative modes of student assessment. Not this one. 'Teaching Geography 11-18' digs deep. It asks not only what geography is for, but bases its answer on a set of key concepts able to sustain an exciting and relevant curriculum. It also grounds its many arguments in the latest geographical research, thus re-establishing the broken connection between geography teaching in schools and that in higher education".

Professor Noel Castree, University of Manchester, UK

This engaging and stimulating book aims to radically re-shape and sharpen debates in geography education by taking an entirely fresh approach to both the subject and its place in secondary education.Key questions addressed in this book include:

• What is the place of geography within the secondary school curriculum?
• To what extent does school geography reflect and engage with contemporary issues and theories from the wider subject?
• What are the issues, challenges and opportunities of a concept-led approach to teaching geography?
• What are the implications of ICT, media and technology for the future of geography teaching in schools?

Influenced by the revised national curriculum for geography which has reduced the prescribed content to be covered, this book offers an objective view of the concept-led approach.

The new focus on concepts represents a significant shift in how geography is to be taught in schools, yet there has been little extended discussion of what a 'concept-led' approach to teaching and learning would entail. This book fills that void by examining geography's key concepts, and providing teachers with a theoretically robust and practical approach to curriculum planning using a concept-led approach.

This is essential reading for all secondary geography teachers, trainee teachers and anyone involved with education and curriculum planning.