Examines continuity in curricular aims, content, teaching, and assessment as found in the geography programs of a single secondary school and its feeder primary schools. Places emphasis on pupils aged 8 to 13. Finds little agreement in any of the areas investigated. Proposes that structures are needed to develop productive dialogue. (KO)

Describes the process for curriculum development effectively used in a rural Alaskan school district and currently being applied in another recently created rural school district. Suggests its potential for adoption in other rural school districts is great. (AH)