Geography FREE to subscribers - join the GA for instant access or login now if you're already a member.

Challenging Assumptions: Whatever has happened to 'understanding' in geographical education?

Trevor Bennetts

Understanding is a prime goal for students' learning in all the subjects that contribute to the secondary school curriculum. However, while this is recognised in the formal subject requirements for key stage 3 (KS3) of the national curriculum and for GCSE and AS/A-Level examinations, the revised programme of study for KS3, issued in 2007 for implementation from September 2008, have given greater emphasis to the notion of 'key concepts' than to the more fundamental and overarching idea of 'understanding'. This article argues that it is necessary to give more careful consideration to the characteristics of 'key concepts' and 'understanding', the relationship between them and their relevance for the geography curriculum, than is evident in the current national specifications.

  • Price: £2.49 / FREE to subscribers
  • Page Numbers: 38-41
  • Volume: 95
  • Issue: 1
  • Date: Spring 2010

add article to cart

Comment on this page

Comments made by GA members appear instantly and don't require security words to be entered - make sure you're logged in! Guest comments will be sent to a moderator for approval.

Journal archive

A searchable archive of Geography (formerly known as The Geographical Teacher) from 1901 and Teaching Geography from 1975 hosted by JSTOR.


Subscribe to Geography Login
  • Become a geography examiner
  • Cambridge International Examinations
Receive our email newsletters

Sign up to our email newsletter for all the latest news and updates throughout the year.