The information, practices and views in this article are those of the author(s) and do not necessarily reflect the opinion of the Royal Geographical Society (with IBG).
In the context of the current review of New Zealand's National Certificate of Educational Achievement (NCEA), the paper reflects on the nature and relevance of geography in education, life and work. The context of school geography programmes is critically examined, and a checklist of points for further consideration and action is presented.
Now is the time to think about climate change within the broader context of what your school wants to achieve through its teaching. Alan Kinder offers some advice
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