21. Memorandum submitted by the Royal
Geographical Society (with the Institute of British Geographers)
(DP 23)
The Royal Geographical Society (with IBO) welcomes
the opportunity to respond to the Committee's enquiry into the
diversity of provision in secondary education. We believe that
retaining diversity and choice is essential in our education system.
1.1 The Royal Geographical Society (with
IBG) is the learned society and professional body for geography
and geographers. The Society has six strategic aims:
— Stimulate and support geographical
research in the UK and overseas.
— Promote and strengthen the value
of geography in formal education and lifelong learning.
— Acquire, hold and disseminate geographical
information.
— Encourage a wider public interest,
understanding and enjoyment of geography.
— Advise Governments and other agencies
on geographical issues.
— Ensure the continuing vigour of the
Society and its Fellowship.
The Society has two points relating to the specialist
schools programme and the Green Paper 14-19 proposals that, in
our view, reduce the diversity of provision.
1.2 The Society believes that the diversity
of opportunity offered through the Specialist Schools Programme
is seriously flawed in that geography and history are excluded.
They remain the only disciplines within the core and foundation
subject areas of the national curriculum currently not included
in the programme, and they have much to offer that is distinctive
and relevant to people's lives and employment in the 21st century.
1.2.1 Geography and history provide essential
elements in education for a modern world. The subjects teach about
the world in which pupils live and the world for which they will
have responsibility at a later age. Geography is the integrated
study of the earth's landscapes, environments and societies, set
within the context of places and regions. It provides the much-needed
capacity to understand the interactions between society and environment.
Together with history, the subjects instil in pupils social and
environmental responsibility, and understanding of sustainable
development and citizenship.
1.2.2 Geography and history are the people-based
disciplines, in which learning about individuals, communities,
societies, events and places are central. This is in stark contrast
to all the other schools specialisms.
1.2.3 Geography is one of the top five disciplines
sought by employers to the graduate market, demonstrating how
important the skills are that young people will have learned at
school and also its relevance to our global economy.
1.2.4 The continuing omission of geography
and history from an expanding Specialist Schools Programme runs
counter to pupil choice, which has consistently placed geography
as the most popular optional GCSE, and one of the most popular
subjects at A level. History is a close second.
1.2.5 The study of geography and history
provides the fulcrum for subsequent development of individual
study into the more specialist environmental and social sciences.
1.2.6 We are also concerned that the provision
of non-specialist subjects in the specialist schools will inevitably
be squeezed; thus further reducing the diversity of provision.
This should be very carefully monitored.
1.3 The Society believes that the implementation
of the proposals in the 14-19 Education Green Paper could actually
reduce diversity and choice when it comes to geography and history.
At present almost all schools offer geography and history for
pupils up until the age of 16. The proposals in the Green Paper,
which include a statutory entitlement to a (ie one) subject in
the humanities, could encourage schools to offer, if they wish,
either geography or history at 14-19. Furthermore, the subject
may be taught via neighbouring schools, and not on site, at Key
Stage 4 and above.
1.3.1 We feel strongly that all pupils should
have an entitlement to study geography and history if they wish
between ages 14-19 and that schools should be required to provide
for that. The two subjects are not interchangeable. Without this
diversity the provision in secondary education is significantly
limited.
November 2002
| 
