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The body is now known as The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). html. nz/welcome-to-the-nzbogt. 6 School geography has followed the pattern laid down in Britain. Indeed, Snook (1989) argued that education in New Zealand reflects the fact that New Zealand culture is the result of a protracted struggle between the indigenous and the imported. Schooling was an imported institution. In the ‘colonial’ period, the main aim was the incorporation of Maori children and the provision of a basic education to a predominantly rural or small town population.
154). Authored by teachers Barlow and Newton and ﬁrst published in 1971 by McGraw Hill Company (Sydney), there were two books—one on physical geography and one on economic geography. Both publications are a pre-cultural turn in geography with ample evidence of systems theories that dominated global geography at the time, especially the influence of Peter Haggett’s (1972) Geography: A modern synthesis published by Harper & Row Publishers (New York). 4 The Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible for the National Curriculum, including geography for schools from preparatory entry to year 12 or secondary school exit.
1977). On progress and geography. Progress in Human Geography, 1(1), 1–11. Chapter 2 Germany The Need for Rigorous Conceptualization of Progression Péter Bagoly-Simó and Anke Uhlenwinkel Abstract In Germany the concept of learning progression (LP) has long been neglected. Although inherent in ideas of sequencing geographical topics in the 1970s and also partly in hierarchical goal oriented approaches, progression only gained broader attention when competence oriented curricula were developed. But even here it is hardly underpinned by theoretical concepts.