Memorandum submitted by the Royal Geographical
Society (with The Institute of British Geographers)
ABOUT US
1. The Royal Geographical Society (with
The Institute of British Geographers) is the learned society and
professional body for geography and geographers.
2. The Society was founded in 1830 and is
one of the most active of the learned societies. The Society was
pivotal in establishing geography as a teaching and research discipline
in British universities, and has played a key role in geographical
and environmental education ever since. Today the Society is a
leading world centre for geographical learning—supporting
education, teaching, research and scientific expeditions, as well
as promoting public understanding and policy. The Society has
extensive expertise in supporting the teaching of geography in
English schools which includes:
— Leading on the Action Plan for Geography,
jointly with the Geographical Association, funded by the Department
for Children, Schools and Families (DCSF)
— Awarding professional accreditation
for specialist teachers of geography: Chartered Geographer (Teacher)
and a substantial teacher membership
— Running national CPD programmes and
producing award winning educational resources
— Promoting fieldwork and "local
learning" that explores the social, cultural and physical
characteristics of a schools local area, and different environments
further afield.
— Working with the Department for Children,
Schools and Families within the Learning Outside the Classroom
sector groups, Engaging Places (DCMS) programme and as a lead
partner in the Who Do You Think You Are? programme.
Our responses to the Inquiry's specific questions
are set out below:
PART 1: ON
THE PRINCIPLE
AND CONTENT
OF THE
NATIONAL CURRICULUM
AND ITS
FITNESS-FOR-PURPOSE
Arguments for and against having a National Curriculum
3. The Society strongly supports the principle
of a National Curriculum, a curriculum that can support young
peoples academic achievement, their aspirations and positive commitments
towards citizenship, their transition into the world of work and
not least their enjoyment of and curiosity about their world around
them. We believe a key element of such a curriculum is the specialist
knowledge, specific skills, discipline based analysis and progression
in learning that is provided through a clear commitment to "subject".
4. The study of geography stimulates an
interest in, and a sense of wonder about, places and helps make
sense of a complex and dynamically changing world. It explains
where places are, how places and landscapes are formed, how people
and environment interact, how our natural environment is changing
and how a diverse range of economies, societies and environments
are interconnected through processes such as globalization and
sustainable development.
5. We strongly believe that the expertise
and enthusiasm of subject specialist teaching benefits teachers
and pupils. As the Department for Education and Skills (as it
was then called), said:
"Our very best teachers are those who
have a real passion and enthusiasm for the subject they teach.
They are also deeply committed to the learning of their students
and use their enthusiasm for their subject to motivate them, to
bring their subject alive and make learning an exciting, vivid
and enjoyable experience." (DfES, June 2003)
6. There are a number of initiatives which,
if implemented by schools in a poorly planned way can limit pupils'
access to key areas of knowledge, understanding and skills. For
example, the new KS3 has been interpreted by some schools as an
opportunity for dropping subject emphasis in their curriculum.
Whilst much can be gained by well planned and developed collaboration
between subjects across the curriculum, its overemphasis may reduce
pupils' access to the specific analytical framework and progression
in learning that subjects provide.
7. The Rose review of the primary curriculum
also appears to be considering rolling back subjects. The Secretary
of State for Children, Schools and Families has asked Sir Jim
to consider if "pupils interests may be better served by
studying fewer subjects during the primary education" (letter
Secretary of State for Children, Schools and Families to Sir Jim
Rose, 9 January 2008). Ofsted has previously reported low levels
of geographical teaching in primary schools and we believe such
"integration" would further dilute the opportunities
for children to become curious about and engaged with the world
around them.
8. A range of subjects in the Curriculum
is also popular with pupils. Students have found geography useful
for social and cultural awareness (Biddulph and Adey, 2003) and
to "building world knowledge" (Norman and Harrison,
2004). Research on pupils experiences of the National Curriculum
highlights that pupils consistently request a breadth and range
of subjects and courses on offer (Lord and Jones 2006). Pupils
do, however, perceive "tested" subjects as the most
important and construct relevance in terms of "getting a
good job". We also recognise that there may also be important
differences across types of pupils in their attitude to Curriculum
subjects. In a Northern Ireland study, for example, "low-engaged"
pupils expressed concern about the over-representation of academic
subjects and this seemed to contribute to their disengagement
(Harland et al 2002).
9. We recognise that the Curriculum must adapt
to contemporary changes—subjects do that, and offer a robust
framework to deal with topical subjects such as climate change
and globalisation, and its underlying principles and concepts,
but within a deeper, unifying context of a discipline such as
geography. Treating contemporary topics in isolation, without
a rigorous grounding in the wider historical and geographical
context and understanding of key principles, would provide a limited
educational experience. Further, it is through the Society's reach
across the schools and University context that geography teachers
understanding of and approaches to key contemporary issues can
be continually informed by the outcomes of cutting-edge geographical
research.
10. National Curriculum subjects cannot
remain static. If we are to prepare young people for the world
they will inhabit, the curriculum must be responsive to changes
in society, the nature of work and the impact of technology. As
well as building on the best of the past, it must also address
contemporary challenges such as sustainability and globalisation.
Recent changes to geography in the Curriculum have helped to do
that and reflect the thriving academic background of geography,
which studies some of the most important issues facing the world
today, from climate change to migration, from neighbourhood diversity
to flooding.
11. Geography provides an excellent vehicle
to enrich the wider curriculum. Geography is well placed to make
a significant contribution to the current curriculum priorities
of literacy, numeracy, ICT and citizenship. With regard to citizenship,
geography has a vital role to play, as David Bell (then Her Majesty's
Chief Inspector of Schools) identified in his Roscoe Lecture:
"|a partnership between geography and
citizenship| will energise the former and give substance to the
latter. The Key Stage 3 curriculum requires that pupils know about
the world as a global community and the role of international
organisations. By the end of Key Stage 4 they should understand
the challenges of global interdependence and responsibility, sustainable
development and Agenda 21." (David Bell, 2005)
12. Geography is an ideal platform for delivering
the following "cross-curriculum dimensions":
— identity and cultural diversity
— community participation
— global dimension and sustainable
development
— technology and the media.
13. A Curriculum based on subjects offers
a great resource for teachers and pupils, a way to tap into wider
communities of academics and professionals working in particular
subject disciplines such as geography. Learned societies and subject
associations (such as the Geographical Association) assist teachers
in developing specialist subject knowledge and expertise. The
RGS-IBG offer ways for teachers to be part of a wider professional
and intellectual community and be part of the new professionalism.
Many other subject organisations support their subjects across
the whole range of education from primary to higher education,
such as the Royal Society for Chemistry, Institute of Physics,
English Association, Mathematical Association and others. The
Specialist Schools and Academies Trust also offers valuable support
for subject expertise. The central question we must ask is: in
which other areas of professional life would you expect somebody
who is not a specialist to engage, teach and inspire a learner?
14. In short, pupils should not expect anything
less than being taught by those, particularly at secondary level,
with specialist subject knowledge.
15. Geography is a challenging subject and
we strongly believe that it requires specialist subject knowledge
to teach effectively. Ofsted survey inspections conducted between
2005 and 2007 continue to show that many teachers, particularly
in primary schools, are still not confident in teaching geography
and have little or no opportunity to improve their knowledge of
how to teach it (Ofsted 2008).
16. For geography, the Curriculum is fit
for purpose. Indeed it has recently been substantially revised
at the secondary level. It is relevant, properly selective, covers
key and interesting areas that should resonate with students.
17. We recognise, however, that there are
some teachers who do not support the Curriculum. Head teachers
have reported to us that the Curriculum can be too prescriptive
and stifle creativity and teacher determination of content. This
is the case with some of our outstanding teachers and schools
with strong subject-based expertise. It is however, our view,
that overall the benefits of the Curriculum far outweigh the potential
negatives.
What the purpose of a National Curriculum should
be (for example, whether it should set out broad principles or
detailed aims and objectives)
18. The Curriculum should include visionary
broad principles and key concepts. Guidance on detailed, concrete
aims in terms of content, skills and learning outcomes should
also be given. It must be relevant to students and their future
lives, touch on key issues, develop skills, and deal with values
and attitudes of students to contemporary issues, support literacy,
numeracy, ICT and other key skills (eg organisational, presentational,
researching and others).
How best to balance central prescription and flexibility
at school/classroom level.
19. We recommend keeping a balance of broad
guidelines and exemplar materials.
PART 2: ON
THE MANAGEMENT
OF THE
NATIONAL CURRICULUM:
General points about the management of the Curriculum
20. According to Ofsted, the leadership
and management of geography is weaker than for other subjects
in primary and secondary schools in 2004-05. Many geography coordinators
have significant weaknesses in their subject knowledge. However,
in those primary schools where geography is well managed, the
subject thrives and contributes positively to the Every Child
Matters outcomes (Ofsted, 2008). We are deeply concerned that
some senior managers in schools seem to struggle to engage with
geography and other non-core disciplines.
21. Geography can very successfully support
other policies and commitments in schools. It is, for example,
an excellent platform to deliver educational value on global dimensions
and sustainable development. It is also highly valuable for the
Learning Outside the Classroom and Sustainable Schools agendas.
Evidence from schools involved in the new pilot GCSE suggests
that pupils value the relevance of their work and the links between
citizenship and geography (Ofsted 2008). Unfortunately, too many
schools are struggling to connect geography with these wider policies.
For example, the global dimension remains underdeveloped in the
majority of schools surveyed by government inspectors (Ofsted
2008). In these cases, insufficient connections are made between
the wider curriculum and the geography curriculum to reinforce
pupils' understanding of issues such as global citizenship, diversity,
human rights and sustainable development.
22. The overcrowded Curriculum and other
policies and strategies may have undermined geography by offering
competing demands on limited time in the classroom. For example,
Dr Bill Boyle and Joanna Bragg, of Manchester University, have
collected data for the Qualifications and Curriculum Authority
on timetabling since 1997. They found that junior children spent
almost half of their week in English and maths lessons in 2006.
Science occupied more than two hours and the remaining subjects
have around one hour a week each (Boyle and Bragg, 2008).
23. We would ask that, wherever possible,
new government initiatives are delivered through subjects such
as geography, and that teachers are provide with specific support
to undertake this. The recent commitment to climate change teaching
is one good example of a contemporary and highly relevant issue
that can be successfully delivered through geography.
The extent to which the National Strategies are
effective in supporting the National Curriculum
24. The National Strategies have been good
for the core subjects—they had extra funding and time to
implement the literacy, numeracy and ICT strategies. They have
been done in partnership, simplified and offer actionable examples,
supported by resources and CPD. They have been less successful,
however, for foundation subjects. For example, they have just
tended to get one school improvement officer for all 10 subjects
so an art specialist could easily have been advising about geography
or vice versa. Ofsted has found that the Secondary National
Strategy has "had only a limited impact on improving geography
teaching" (Ofsted 2008). Although some teachers have gained
from using the Secondary National Strategy's methodology, others
have adopted a rigid and formulaic three-part lesson which does
not allow for spontaneity and creativity. Our information from
our member teachers is that there is a perception that the national
strategies have bypassed geography.
The impact of the current testing and assessment
regime on the delivery and scope of the National Curriculum
25. Foundation subjects tend to get pushed
to the background in Y6 as schools teach English, maths and science
for the KS2 end of phase tests. We fully support the attention
given to numeracy and literacy but we regret that one of the "unintended
outcomes" is to undermine other important subject areas,
especially when there are many ways, potentially, which literacy
and numeracy can be taught through other subjects.
The likely impact of the single level tests currently
being piloted
26. No comment.
The likely impact of the current "root and
branch" review of the primary curriculum by Sir Jim Rose
27. The Society looks forward to responding
to the primary curriculum consultation during 2008. We are, however,
very seriously concerned that the Secretary of State is considering
narrowing the curriculum. Namely, that "pupils interests
may be better served by studying fewer subjects during the primary
education" (letter Ed Balls MP, Secretary of State for Children,
Schools and Families to Sir Jim Rose, 9 January 2008). Reading,
writing and numeracy should remain a key objective, but not at
the expense of understanding the contemporary natural and human
world through subjects such as geography. We also seek clarification
on what the request for "greater flexibility for other subjects"
within the primary curriculum will entail (Paragraph 17 Children's
Plan; Building Brighter Futures, Department for Children,
Schools and Families 2008).
28. We also strongly recommend not combining
subjects for the sake of timetable "convenience"—particularly
if this might compromise pupils' achievement and enjoyment. If
subjects are integrated in primary schools, they may not provide
a robust learning outcome and the breadth of learning young people
are exposed to will suffer. Primary teachers who do not have confidence
and specialist knowledge will not benefit from combining, say,
history and geography.
The implications of personalised learning, including
the flexibility introduced by the new secondary curriculum (from
September 2008)
29. No comment.
How well the National Curriculum supports transition
to and delivery of the 14-19 Diplomas
30. No comment as the Humanities Diploma
has yet to be developed.
The role of the new style Qualifications and Curriculum
Authority in relation to the National Curriculum
31. We see no direct impact on the Curriculum
of the organisational changes.
The role of teachers in the future development
of the National Curriculum
32. We believe that teachers should have
an important role in the future of the National Curriculum based
on subject expertise and in doing so work in partnership with
subject bodies that bring expertise in developing subject content
and pedagogy.
33. Training and professional development
should be encouraged and we strongly endorse the commitment to
professional development of teachers encouraged by the Training
and Development Agency for Schools. The Society has established
the nationally accredited Chartered Geographer status for teachers
and other geography professionals. Many other learned societies,
subject bodies and professional organisations are providing similar
accreditation for teachers and we welcome this development in
teachers' knowledge and skills which we believe will have tangible
benefits to the quality and standards of education in schools.
REFERENCES
Bell, David (2 November 2005) "Education
for democratic citizenship", Roscoe Lecture, Liverpool
Biddulph, M. & Adey, K. (2003). "Perceptions
v. reality: pupils' experiences of learning in history and geography
at key stage 4", The Curriculum Journal, 14, 3, 291-303
Boyle B. & Bragg J. (2008) "Making Primary
Connections—the cross curriculum story", Curriculum
Journal, Vol 19, No 1 pp 5-21.
Department for Children, Schools and Families (2008)
Children's Plan; Building Brighter Futures
Department for Education and Skills (2003) Subject
Specialism
Harland, J., Moor, H., Kinder, K. & Ashworth,
M. (2002). Is the Curriculum Working? The Key Stage 3 Phase
of the Northern Ireland Curriculum Cohort Study. NFER.
Lord, P & Jones, M (May 2006) "Pupils'
experiences and perspectives of the national curriculum and assessment:
final report for the research review." Qualifications
and Curriculum Authority
Norman, M & Harrison, L. (2004). "Year 9
students" perceptions of school geography', Teaching Geography,
29, 1, 11-15
Ofsted (2008) Geography in Schools; Changing Practice
Royal Society for the Arts (2005) How Special
Are subjects? Are They The Best Way To Structure A Curriculum
Or Can We Do Better?
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