By Kanae Miura
Scanned e-book, no OCR
Bilingual (English-Japanese) publication approximately educational shows.
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Extra info for Introduction to Academic Presentations
Because the experience in the early stages of implementing the National Curriculum showed that too much formal testing was unmanageable, it is likely that much of this monitoring will be based on the informal assessment of pupils’ work, though occasional formal tests may be given as appropriate. SCAA (1995a) has issued guidance on how to ensure consistency in teacher assessment. This suggests that teachers need to develop a common understanding about standards of work and that that may be helped by collecting together in a ‘portfolio’ examples of pupils’ work in geography to illustrate a particular standard.
If there is again to be the familiar ‘beauty contest’ of optional subjects from which pupils may choose at the end of their ninth year of study, there is now stiffer competition at the post–14 stage. Whether GCSE numbers in geography will hold up under the competition of other subjects and alternative pathways is an open question. Conversely, however, the introduction of a National Curriculum at Key Stages 1 and 2 is providing a much-needed fillip for primary geography. The great debate and 1988 23 Teachers are rediscovering the value of subject-focused study after decades of experiment with amorphous topic work and the ‘integrated day’.
Thus, when a GA delegation went to meet Baker in his Elizabeth House headquarters in June 1987, he greeted them with a broad smile and an assurance that geography would have a place in the proposals which he would shortly put to Parliament. How far this was due to the GA’s campaigning it is difficult to judge, though an appendix to A Case for Geography outlining ‘expectations’ at various ages certainly found favour with him and was in tune with his plans for assessment at the end of Key Stages.