As part of the secondary school qualification repackaging, the Ministry of Education has requested the geography education community define what constitutes their “critical body of knowledge.” In this article, I discuss three knowledge‐oriented themes focused on: (a) recent assessment trends in geography; (b) the predictive value of NCEA Level 3 geography with 100‐level success and (c) the nature of knowledge as expressed by the New Zealand Curriculum and assessment. Taken together, these themes suggest a need for a serious conversation about knowledge in school geography, as a pre‐cursor to the re‐design of the geography standards matrix.

中文翻译：

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讲知识的时间

作为中学资格重新包装的一部分，教育部已要求地理教育界定义什么构成其“关键知识体系”。在本文中，我将讨论三个面向知识的主题，重点是：（a）地理学的最新评估趋势；（b）取得100级成功的NCEA 3级地理的预测价值，以及（c）新西兰课程和评估所表达的知识性质。综上所述，这些主题表明需要认真讨论学校地理知识，以此作为重新设计地理标准矩阵的先兆。