The document discusses the current state and future direction of geography education in the UK. It outlines some of the challenges facing geography, such as a poor public image and outdated curriculum frameworks. It also discusses opportunities to address these issues, such as support from the Qualifications and Curriculum Authority (QCA) and subject associations. The document advocates for a change in culture to focus on curriculum inputs and quality of experience rather than just outcomes and qualifications. It presents a vision for geography to make a distinctive contribution to the curriculum by focusing on key concepts like geographical imagination and interdependence.

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

3. 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

17. 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

22. 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

24. 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)