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dc.contributor.authorPriestley, Marken_UK
dc.description.abstractThe fragmented approach to teaching geography, history and modern studies currently employed in Scottish secondary schools prevents links being made between these disciplines and limits quality learning time. Through exploration of the concept of curriculum integration and examination of its history in secondary school education in the United Kingdom, this article argues that there are no compelling reasons for subject separation. Indeed, the vitality of constituent subjects of social studies both in secondary school and higher education can be regarded as indicative of the success of an integrated approach. The article concludes with suggestions for progress in this area.en_UK
dc.publisherSchool of Education, University of Aberdeenen_UK
dc.relationPriestley M (2009) Social Studies in Scotland’s school curriculum: a case for a more integrated approach. Education In The North, (17).
dc.rightsThe publisher has granted permission for use of this article in this Repository. The article was first published in Education In The North by the School of Education, University of Aberdeen.en_UK
dc.subjectsocial studiesen_UK
dc.subjectgeography educationen_UK
dc.subjecthistory educationen_UK
dc.subjectmodern studies educationen_UK
dc.subjectCurriculum planning Scotlanden_UK
dc.subjectCurriculum-based assessmenten_UK
dc.subjectEducational changeen_UK
dc.titleSocial Studies in Scotland’s school curriculum: a case for a more integrated approachen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleEducation in the Northen_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorPriestley, Mark|0000-0001-8276-7771en_UK
local.rioxx.projectInternal Project|University of Stirling|
local.rioxx.filenameIntegrated social studies.pdfen_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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