Conceptions of geography and learning geography have been studied through recording the experiences of a group of secondary school pupils over a threeyear period. This group formed part of the first cohort to experience Key Stage 3 Geography in the National Curriculum. The study is set within the context of Geography in the National Curriculum and the formulation and issues arising from this are discussed. A review of recent research in geographical education is presented to indicate how this study adds to current thought and practice. The study sought evidence to answer two specific questions: 1. What is geography? 2. What is learning geography? The study is set in a secondary school in Kent where the researcher has taught for sixteen years. Evidence was obtained from two classes of pupils, these were taught geography by the researcher for the whole period of Key Stage 3 1991- 1994. Data was obtained through applying a range of methods. The study was conducted in the phenomenographic tradition, seeking qualitatively different ways in which pupils understood the phenomena of geography and learning geography, and describing the "structural" and "referential" aspects of each. Categories of description of the distinctly different ways in which the phenomena are understood have been identified, presented and discussed. The categories are illustrated by quotes from individual pupils. These form the results of the study. The results of the study shed light on the ways in which pupils understand aspects of geography and learning geography as developed in the context of Geography in the National Curriculum. The longitudinal perspective adopted illuminates how these understandings change over time. A discussion is presented which clarifies the main features of the conceptions discovered. This is followed by a consideration as to how the results of the research could be applied by teachers to their understanding of geography, the pupils they teach, and in planning learning experiences. The thesis concludes by drawing together the contextual setting of the research, methodology and key findings. It suggests reasons that may have influenced the findings before considering their utility and avenues for further research.

This research project is concerned with raising attainment by addressing the problems associated with literacy (reading, writing and spellings) at Key Stage 3 in the context of a supplementary school. It looks at different ways of addressing specifically identified problems associated with reading, writing and spellings by designing relevant forms of intervention and tracking progress within an emancipatory approach of the sort advocated by Freire (1970; 1972). Students’ low performance in literacy at Key Stage 3 as observed in a survey carried out by Clark, (2012, p.9-13) revealed that more than fifty per cent of Key Stage 3 students (11-13 years) do not enjoy reading or writing, and/or experience difficulties. Current legislation, the Children and Families’ Act, 2014, provides for additional funding in schools for those young people with the most serious difficulties in learning, for example those who are severely dyslexic. Around two percent of the student population receive additional support for their learning needs in this way (Wearmouth, 2012). It is obvious, therefore, that there are many students, in addition to this two percent, who require additional specialist support for their learning needs that is not available through individual resourcing in schools. The current study, albeit small-scale, indicates that students who experience difficulties in literacy can make rapid improvement in a supplementary school that is based on the principles underpinning supplementary schools in general, but, in the case of adolescents who are disengaged from literacy learning, also adopts an emancipatory approach that takes seriously their own views of their learning and the difficulties they have experienced, and supports their own agency in enhancing their literacy learning outcomes. Lessons learnt from this study can contribute to thinking around alternative approaches to re-engaging students with their literacy learning when provision is designed to engage their personal interests and the young people have a measure of control over their own learning. There may be a suggestion that high-achieving students may also benefit in this way.

This thesis looks at the development of a physical 3D learning model designed to introduce key stage 3 students to the basics of SolidWorks with the ultimate aim of developing the model to a level where schools can use it in the education of students. The purpose of this thesis is to identify any problems with the author’s final year undergraduate project (a three-dimensional card model of Tower Bridge, which features instructions to help teach the fundamentals of SolidWorks), and to create a new learning material based on those findings. The creation of the new learning material was in part based on feedback during visits to local secondary schools. Small scale user trials were also conducted throughout the product development in order to gain first-hand insight into how the solution was meeting its objectives, i.e. being a viable learning pack for Secondary Schools. The overall project aim was to create 3 – Dimensional teaching material designed to assist in classrooms for secondary education. This aim was partially realised in that a clear and concise learning path was created. However, due to lack of engagement from local secondary schools it was not feasible to conduct user trials. These trials and subsequent review have been suggested as possible future work. It should be noted that apart from the Tower Bridge product, reviewed in chapter 3, all work presented within this thesis was conducted as part of this master study.

This research was designed to investigate issues of quality in the reading of fiction of 11 – 16 year olds in school; this included the reading of fiction as part of the curriculum and private reading for pleasure. It is research which found its roots in the surveys of children’s reading habits carried out by Jenkinson (1946), Whitehead, Capey, and Maddren, (1977), Hall and Coles (1999) and Clark, Osborne and Akerman (2008). These surveys, over sixty years, show how attitudes to reading for 11 – 16 year olds, their reading habits and their preferred texts have changed. Judgements of quality in children’s chosen reading are implied in those studies but criteria for these judgments of quality are not defined. The National Curriculum (NC) for England (2008) explicitly refers to texts considered to be of high quality and lists prescribed texts and authors, but does not define what is meant by quality. The study was designed to investigate how teachers and students in secondary schools (11 – 16 year olds) in England conceptualised quality in the fiction used in class and for private reading. Individual teachers and groups of 11 – 16 year olds from four schools in the South-West of England were interviewed using semi-structured interviews. The interview data were analysed using a Cultural and Historical Activity Theory (CHAT) framework. The findings indicate that interpretations of quality are complex and often linked to examination syllabus requirements; the iterations of the NC for English in England; and discrete individual school and departmental needs. This can cause professional tension amongst teachers relating to the imposed rules, to external expectations and to the lack of teacher autonomy. The study offers new insights into how fiction for 11 – 16 year olds is used and conceptualised in school. This is represented theoretically through the framework of CHAT and in terms of the confusion at the intersection of boundary objects. The outcomes of the research will also contribute to clarifying how texts written for young adults may be judged and to the conceptualisation of a pedagogy to support the use of fiction with 11 – 16 year olds in school.

This thesis deals with teaching the digital technology within the ISCED 2 education. The theoretical part monitors the current state of teaching these technologies in the Czech Republic and two European Union states, Ireland and the United Kingdom. The practical part includes a conception of digital technology teaching, including a methodical manual for teachers and a working environment for students, verification of this conception in practice and drawing conclusions.