Towards a sound 'foundation': a consideration for the possibility of planning a geography curriculm for slow learners in secondary three and four

Abstract

This dissertation has attempted to explore the symbiotic nature of the relationship between theory and practice in the somewhat neglected area of curriculum planning in geography for slow learners in S3 and S4. This has required an analysis of what geography teachers can contribute to the education of the slow learner, both in the general educational and specific subject contexts, and of their particular learning problems. These aspects have then been accorded a degree of animation in an exemplar on the Environment, an area of study fairly central to any course in secondary school geography.The suggestion was made that conceptual development is as important at Foundation level as at any other more advanced level, but that the range of concepts may need to be limited in number and complexity. Learning experiences, it was argued, need to be organised so as to allow the re- learning and reinforcement of concepts, with fresh approaches devised to maintain pupil motivation.Skill development in the cognitive sphere was also emphasised. Arguments for the introduction of slow learners to levels of thinking beyond knowledge and simple comprehension were backed up by practical suggestions in the exemplar. The basic skills of oral competence, reading, writing and computation however were not overlooked. Along with inter -personal skills they were considered a vital part of any curriculum for slow learners, partly for their intrinsic utility but also for the effect they have on levels of pupil confidence and self- esteem.Some areas in curriculum planning at Foundation level will require a research input before policy- decisions can be made. In assessment and evaluation for example, many techniques such as criterion -referencing, internal moderation, item -banking and diagnostic testing, are still at a fairly embryonic stage of development. Much in- service training on curricular design and methods will also have to be undertaken. It would perhaps be useful to have a system whereby regional and national in- service agencies were more explicitly linked so that new ideas and expertise could flow more freely throughout the system.Curriculum design at Foundation level offers a great opportunity and challenge to all involved in Scottish secondary education. It would be regrettable if the 'new wine in old bottles' principle were followed to the extent that the new Foundation course amounted to little more than a 'pastiche' of the 'O'grade, an exam which has proved to be totally inappropriate for the slow learner. Solving the problems of overlap and differentiation of Foundation, General and Credit level courses is a subsidiary issue, and should surely not be allowed to cloud the vision of those given the arduous task of formulating the guidelines for Foundation courses. There would seem to be little point in tinkering with the superstructure of a curriculum if the foundations, the basic design criteria and assumptions, have not been carefully mapped out.