By John Halocha
In particular designed for busy lecturers who've accountability for co-ordinating an issue sector inside their basic university. each one quantity within the sequence conforms to a concise sort, whereas offering a wealth of assistance, case reviews and photocopiable fabric that academics can use immediately.; There are exact volumes devoted to facing OFSTED, growing entire college coverage and the calls for of co-ordinating numerous matters inside a small school.; the full set of sixteen volumes is obtainable.
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Extra info for Coordinating Geography Across The Primary School (Subject Leader's Handbooks)
Pupils in both locations can become involved in answering enquiry questions raised by their partner school. ■ It provides a practical mechanism for getting pupils involved in their locality and can enable members of the wider community to contribute to your work. ■ If fieldwork is planned in, the partner school can provide useful local knowledge and perhaps even practical help with facilities such as toilets. SUBJECT KNOWLEDGE 33 ■ The information can feel more relevant because real people are involved and it’s not just coming from a pack, TV programme or textbook.
2 Collect and record evidence to answer the questions. 3 Analyse the evidence, draw conclusions and communicate findings. The ‘ability to undertake geographical enquiry and to use skills’ (SCAA, 1997b) is again emphasised in the booklet Expectations in Geography, confirming the requirement to plan such work into the primary curriculum. It may also be helpful to look at the Science and History Orders (DfE, 1995) to see their requirements for enquiry when working on the whole curriculum with colleagues.
38 WHAT THE COORDINATOR NEEDS TO KNOW ABOUT CURRENT RESEARCH However, ‘Piaget’s work is not without its critics. Although his ideas are powerful, there are substantial objections to his methodology’, (Wiegand, 1992). In particular Vygotsky (1979) argues that Piaget’s stages are not natural processes but ‘historically and socially determined’. He suggests that children’s cognitive development will be affected by the range and type of materials they experience. They will also be influenced by social and cultural situations.