Placing Geography A QCA perspective on 3 – 19 geography Eleanor Rawling – QCA Adviser for Geography March 2005

A geographical perspective is essential…. … .for life in the 21st century Global environmental change / sustainable development Cultural and ethnic diversity Social and economic change impacting on lives Population – immigration / emigration, refugees Conflict over resources, geopolitics, imperialisms Identity, community, nationality Technological change and consequences

… .for life in the 21st century

Global environmental change / sustainable development

Cultural and ethnic diversity

Social and economic change impacting on lives

Population – immigration / emigration, refugees

Conflict over resources, geopolitics, imperialisms

Identity, community, nationality

Technological change and consequences

Lost in place and space…..? Making the case for geographic education entitlement: “ our social, political and economic orientation completely obscures where we are geographically.” we are “victims of disorientation.” Will Self – PsychoGeography “ People of all ages need to learn to negotiate with others in and about places all their lives.” Doreen Massey

Growing recognition at national level Subject Specialism - March 2003 Geography Development Fund – 2003 onwards Secretary of State’s Geography Focus Group – autumn 2004 Possibility of a National Strategy and a National Adviser for geography QCA monitoring report (2003 – 04) “the beginnings of a more positive phase in school geography” Connections being made “public concerns” and “relevance of geography”

Subject Specialism - March 2003

Geography Development Fund – 2003 onwards

Secretary of State’s Geography Focus Group – autumn 2004

Possibility of a National Strategy and a National Adviser for geography

QCA monitoring report (2003 – 04) “the beginnings of a more positive phase in school geography”

Connections being made “public concerns” and “relevance of geography”

Good news in schools Geography popular with young people (despite falling numbers) Major contributor to citizenship, ESD, local links Geography departments frequently innovate with ICT “ the world around us” – is a motivating and well used context for 3 – 7 year olds Quality of teaching, standards of achievement high 14 – 19 (eg GCSE 62.7% A* - C cf. national average 59.2%) Impressive support from subject associations/others

Geography popular with young people (despite falling numbers)

Major contributor to citizenship, ESD, local links

Geography departments frequently innovate with ICT

“ the world around us” – is a motivating and well used context for 3 – 7 year olds

Quality of teaching, standards of achievement high 14 – 19 (eg GCSE 62.7% A* - C cf. national average 59.2%)

Impressive support from subject associations/others

Problems communicating and building on this…. Poor public image – especially in the media Low status (or near invisibility) in some primary schools Poor quality teaching in some KS1 – 3 classrooms (Ofsted press release) Lack of subject expertise and CPD (KS1-3) Outdated “tired” curriculum frameworks

Poor public image – especially in the media

Low status (or near invisibility) in some primary schools

Poor quality teaching in some KS1 – 3 classrooms (Ofsted press release)

Lack of subject expertise and CPD (KS1-3)

Outdated “tired” curriculum frameworks

The image: Teachers ‘ You teach ******* geography, probably the most tedious subject in the history of subjects, historically taught by the most tedious ******* teachers. You’re supposed to be boring. Live with it.’ (Kurt to Brian, the PE/geography teacher, Teachers, 20 Aug 2003 )

‘ You teach ******* geography, probably

the most tedious subject in the history

of subjects, historically taught by the

most tedious ******* teachers. You’re

supposed to be boring. Live with it.’

(Kurt to Brian, the PE/geography teacher,

Teachers, 20 Aug 2003 )

What can we do? Address the immediate problems QCA – support and guidance via National Curriculum in Action, Schemes of Work, Innovating with Geography website etc…. GA + RGS-IBG support and projects, such as GCSE pilot support, GA journals/publications, RGS-IBG Geography in the News, CPD conferences Subject community campaign to “change the image”

Address the immediate problems

QCA – support and guidance via National Curriculum in Action, Schemes of Work, Innovating with Geography website etc….

GA + RGS-IBG support and projects, such as GCSE pilot support, GA journals/publications, RGS-IBG Geography in the News, CPD conferences

Subject community campaign to “change the image”

What can we do? Lever some change into the existing structures / system QCA – pilot GCSE, Assessment Project, White Paper remit for 14 – 19 work, Key Stage 3 Review, Innovating with Geography website GA and RGS-IBG – Geovisions and Valuing Places, Progression study, Geography in the Community

Lever some change into the existing structures / system

QCA – pilot GCSE, Assessment Project, White Paper remit for 14 – 19 work, Key Stage 3 Review, Innovating with Geography website

GA and RGS-IBG – Geovisions and Valuing Places, Progression study, Geography in the Community

GCSE Geography pilot: key features The new course : Comprises a core (half a GCSE – a GCSE Short Course) plus two optional units (along academic -> vocational continuum) Geography for global citizenship and reflects ‘newer geography’ Active experiential learning Assessment 33% external 67% internal and teacher assessment is a feature in two optional units Core content: 3 themes; My Place in UK and Wider World; An Extreme Environment; People as Consumers

The new course :

Comprises a core (half a GCSE – a GCSE Short Course) plus two optional units (along academic -> vocational continuum)

Geography for global citizenship and reflects ‘newer geography’

Active experiential learning

Assessment 33% external 67% internal and teacher assessment is a feature in two optional units

Core content: 3 themes; My Place in UK and Wider World; An Extreme Environment; People as Consumers

GCSE Pilot: Opportunities for Teachers To draw on new aspects of the subject To focus on active teaching/learning To be creative and flexible in planning own course To work with other teachers/schools and make links with HE geographers and local community i.e. school-based curriculum development

To draw on new aspects of the subject

To focus on active teaching/learning

To be creative and flexible in planning own course

To work with other teachers/schools and make links with HE geographers and local community

i.e. school-based curriculum development

14 – 19 White Paper – immediate impact Review KS3 curriculum - including improve geography curriculum – concepts, flexibility, choice Immediate changes to GCSE and A Level GCSE - including review coursework and reduce assessment burden, consider impact of pilots A/AS - increase “stretch” for most able, extended project, reduce assessment burden (6 to 4 units)

Review KS3 curriculum

- including improve geography curriculum – concepts, flexibility, choice

Immediate changes to GCSE and A Level

GCSE - including review coursework and reduce assessment burden, consider impact of pilots

A/AS - increase “stretch” for most able, extended project, reduce assessment burden (6 to 4 units)

Issues raised by 1 and 2 Curriculum development infrastructure no longer exists – time / resources / opportunity / stimuli Curriculum planning and school-based curriculum development are “lost arts” Subject based professional development is inadequate The “mood music” is all wrong

Curriculum development infrastructure no longer exists – time / resources / opportunity / stimuli

Curriculum planning and school-based curriculum development are “lost arts”

Subject based professional development is inadequate

The “mood music” is all wrong

Problems in… “ making things happen” “moving debate on” Are we stuck in an inappropriate culture and language? Subjects as discrete and hierarchical building blocks (English and mathematics untouchable at the top) Focus on outcomes and performance (targets, qualifications) rather than on curriculum inputs, quality of experience Managerial and technical solutions (training booklets grading software) rather than professional and creative ones Simplistic quick fixes for political ends (6 units down to 4 at A level, catch-up classes at KS3

Are we stuck in an inappropriate culture and language?

Subjects as discrete and hierarchical building blocks (English and mathematics untouchable at the top)

Focus on outcomes and performance (targets, qualifications) rather than on curriculum inputs, quality of experience

Managerial and technical solutions (training booklets grading software) rather than professional and creative ones

Simplistic quick fixes for political ends (6 units down to 4 at A level, catch-up classes at KS3

What can we do? Change the culture and the system QCA – Futures project (Tomlinson –missed opportunity?) Subject Associations working with QCA at national level via Geography Development Fund, Geography Focus Group and dialogue with DfES and ministers Others – eg. Nuffield 14 – 19 Review

Change the culture and the system

QCA – Futures project (Tomlinson –missed opportunity?)

Subject Associations working with QCA at national level via Geography Development Fund, Geography Focus Group and dialogue with DfES and ministers

Others – eg. Nuffield 14 – 19 Review

QCA Futures : Meeting the Challenge QCA futures team to lead and drive a change of vision and a modernising agenda. Aim to Lead the national debate about the curriculum Inform current initiatives and influence immediate changes Inform future policy directions Raise the profile of QCA as an agent of change and centre of subject expertise

QCA futures team to lead and drive a change of vision and a modernising agenda. Aim to

Lead the national debate about the curriculum

Inform current initiatives and influence immediate changes

Inform future policy directions

Raise the profile of QCA as an agent of change and centre of subject expertise

Future thinking “ Education only flourishes if it successfully adapts to the demands and needs of the time…The curriculum cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself.” National Curriculum 1999 “ All education springs from images of the future and all education creates images of the future. …… Unless we understand the future for which we are preparing, we do tragic damage to those we teach” Alvin Toffler, Learning for Tomorrow

QCA Futures:The Challenge Forces for Change Changes in society and the nature of work & implications for learning The impact of technology on the nature of subject and schooling New understandings about learning & the “learning to learn” agenda Greater personalisation of public services and curriculum innovation The increasing international/global dimension to learning The Challenge Consider what the forces for curriculum change mean in relation to subjects / areas of learning

Forces for Change

Changes in society and the nature of work & implications for learning

The impact of technology on the nature of subject and schooling

New understandings about learning & the “learning to learn” agenda

Greater personalisation of public services and curriculum innovation

The increasing international/global dimension to learning

The Challenge

Consider what the forces for curriculum change mean in relation to subjects / areas of learning

Futures : Geography Subject seminar January 24 th 2005 Suggested an agenda for action – subjects as educational resources for an aims-led curriculum Suggested some “big ideas” as one element of geography’s distinctive contribution

Subject seminar January 24 th 2005

Suggested an agenda for action – subjects as educational resources for an aims-led curriculum

Suggested some “big ideas” as one element of geography’s distinctive contribution

Futures: Agenda for action Need a small number of overarching aims to summarise the dynamic and forward looking nature of the whole curriculum Subjects consider distinctive contribution to such a curriculum (ie what will be missing from the curriculum if the subject did not exist) Then develop broad aims and a broad framework (encapsulating the subject’s contribution via key concepts/skill/experiences) from which courses can be developed for different age groups Subject framework needs be minimal/flexible to enable teachers to ‘make the curriculum’–with support, time to facilitate such SBCD Subject specialism and scholarship - are more, not less, important in this process, so school/university dialogue needs strengthening

Need a small number of overarching aims to summarise the dynamic and forward looking nature of the whole curriculum

Subjects consider distinctive contribution to such a curriculum (ie what will be missing from the curriculum if the subject did not exist)

Then develop broad aims and a broad framework (encapsulating the subject’s contribution via key concepts/skill/experiences) from which courses can be developed for different age groups

Subject framework needs be minimal/flexible to enable teachers to ‘make the curriculum’–with support, time to facilitate such SBCD

Subject specialism and scholarship - are more, not less, important in this process, so school/university dialogue needs strengthening

Futures Geography: Draft Key Concepts Geographical imagination Spatial awareness Interdependence Scale and scale linkages Environmental interaction

Geographical imagination

Spatial awareness

Interdependence

Scale and scale linkages

Environmental interaction

Nuffield 14 – 19 Review “ The 14 – 19 landscape is cluttered with policy initiatives…….The time is ripe, therefore, for the Nuffield Foundation to launch a thorough and independent review of every aspect of these changes, to ask searching questions and examine what they mean for learners, and in the light of available evidence, to make recommendations.” Nuffield 14 – 19 Review Annual Report 2003 - 04

For geography,’futures’ thinking means…… Clarity about what the subject can offer to a future curriculum Clarity about the appropriate relationship between the state, schools and the subject community Willingness to liaise with other subjects “to make the curriculum bigger than the sum of its parts” (Christine Counsell) Readiness to guard subject scholarship and subject specialism Commitment to enthusing students, policy makers and the public about geography

Clarity about what the subject can offer to a future curriculum

Clarity about the appropriate relationship between the state, schools and the subject community

Willingness to liaise with other subjects “to make the curriculum bigger than the sum of its parts” (Christine Counsell)

Readiness to guard subject scholarship and subject specialism

Commitment to enthusing students, policy makers and the public about geography

Curriculum Development - subjects The State Sets out broad aims, a minimal national curriculum and assessment framework and sufficient resources to support schools and teachers The Subject Community Maintains and develops the subject and ensures a lively, effective contribution to all stages of education The schools / teachers Translate the broad aims and national frameworks as appropriate to the the pupils and community (SBCD)