A Geographical response to the Rose Interim Report 15.3.2009

Key to compilation

This document contains a summary of the responses made thus far to the Rose Review by

email, Ning and in published form. It has benefited from the experience of Paula Owens

and others attending meetings at the QCA and RGS. It gathers together the range of

responses that have been made to different parts of the Review. The Review headings

have been used to enable the position of geography to be recognised in a cross curricular

mode rather than to express explicit agreement to the proposed areas. The GA executive

summary has provided the preamble to each section and the additional material is

included to aid further reconsideration of the primary curriculum

Part One: A Rational for the Curriculum

1) Status of subjects We concur with the view that the National Curriculum is an entitlement for all children and that it should reflect what our society deems to be worthwhile knowledge, understanding and skills. However, whilst overriding pressure on a narrow band of achievement exists, overload will remain inevitable. A more balanced view of subject status in terms of value (if not time) would encourage and support teachers to think and plan in terms of a whole curriculum and to be encouraged to make rigorous links between subjects, and within and between areas of learning. For example:

In defining ‘well planned, cross-curricular studies’ (para 1.47) it would be helpful to make reference to (as currently defined) both core and foundation subjects rather than making reference to core subjects only. In addition, clear references should be made to the value of subject areas such as geography and the inherent potential for contributing to achievement in core areas such as English and communication.

Assessing Pupils’ Progress (APP) offers the potential for recognition of geography as a superlative vehicle to ‘...help children apply and refine their reading, writing, speaking and listening... across the rest of their learning’ (para 1.27).

In addition one’s argument should also note that:

“Geography is not a narrow academic subject for the few. It is fundamental for

everyone. It starts very early, when a young child encounters and begins to

discover the world. Geography can nourish and enrich a whole lifetime of learning

Geography fascinates and inspires: the beauty of the earth, the terrible power of

earth-shaping forces – these things can take us out of us. Geographical

investigation both satisfies and nourishes curiosity. Geography deepens

understanding: many contemporary challenges – climate change, food security,

energy choices – cannot be understood without a geographical perspective.

Geography serves vital educational goals: thinking and decision making with

geography helps us to live our lives as knowledgeable citizens, aware of our own

local communities in a global setting. Geographers are skilful: using maps and

mediated images of people and place, numerical data and graphical modes of

communication and getting to grips with the geographic information systems that

underpin our lives, make geographers skilful and employable.”

From A different view: a manifesto from the Geographical Association, 2009, p.5

Using maps and aerial views

2) Subject integrity We agree wholeheartedly that subject integrity should be preserved as per Recommendation 4 and stress that in order for teachers to understand how to apply geography knowledge effectively, the curriculum must include clear and relevant underpinning concepts; specific mention of geographical skills and processes such as map work, fieldwork and enquiry, and clear signposts given to productive links between as well as within Areas of Learning.

In addition one’s argument should also note that:

To remove continued development of geographical understanding of a child’s locality

is to deprive them of not only a vocabulary but also a language “that provides a way

of thinking about the world: looking at it, investigating it, …understanding it in new

ways” (GA, 2009, p.10)

The grammar of a child’s geography is the key ideas which are the means for

progressing and are referenced in Part 2.

Distinctiveness of children’s learning (para 1.51)

At the heart of the opportunities geography can offer is ‘what matters’ to children. In

one sense this concerns what is relevant to children (in a parochial, self-interested

kind of way) but it also concerns what is relevant to others (the altruism of younger

children). Given the interests in the world referred to above and the issues that afflict

peoples across the world which children encounter through the media, there is much

opportunity to develop a curriculum that ‘matters’, i.e. that is of concern to children,

developed around their geographies (their use/imagining of their active

environments), the geographies that affect them (what adults do), and their

perceptions of and perspectives on the world they see and how they might contribute

to it in an engaged way. An approach that is concerned with problem-tackling (not

always solving) and issue oriented is a more persuasive curriculum for children.

Geography can contribute to this very strongly.

In addition one’s argument should also note that:

Curricular Continuity (para 1.30-1.41) is considered essential in particular because the

geographical child develops from the earliest age - babyhood, as recognised to some

extent in the Foundation Stage Early Learning Goals (QCA/DfEE, 1999) and its

continuation into the Key Stage 1 programmes.

Professor Catling has pointed out in ‘Children, Place and Environment’

(http://www.geography.org.uk/download/EVcatling1.doc) that several geographical

strengths/ideas develop through out of school experiences:

awareness of the features and lay out of the local environment. [through landmarks,

routes and directions]

awareness of the wider environment [from TV, relatives and friends]

awareness of environmental matters [from care of gardens, need to keep tidy …]

representations of places [through vocabulary and symbol, play and its different

viewpoints, above, through and along…]

imagining of ‘being in places and events’ [through play and story] (pp.1-2)

This is pure geography, the ‘whereness’ of an individual now – neither history nor science,

the first of these dealing with times past, the other with particular characteristics in a small

spot.

Gardening in the school grounds

3) Support for teachers It is essential that teachers are fully supported to develop subject expertise both through effective and redesigned teacher training programmes and through ongoing CPD. It might be helpful for teacher training programmes to focus on the Areas of Learning but programmes should rather strive to give trainees an understanding of the distinctiveness of each individual subject’s contribution to the Areas and of how integrated planning can be made rigorous. Ongoing CPD should seek to strengthen subject expertise and to enable confident and creative professional application of subject knowledge within a school’s personalised curriculum.

Designing a curriculum is not just a technical matter, specifying objectives and a course of study to meet them. It is a moral concern, and should reflect what we think we should be teaching. This is why we believe the curriculum should be deeply influenced by confident, autonomous teachers. (GA, 2009, p.28)

In addition one’s argument should also note that:

The question of whether the key elements of geography and history will be covered relate

partly to the issues above regarding teachers' future professional development and ITE.

Also to the extent to which schools adopt the area of learning approach through either

content or process methods or a mixture of both. It will require teachers and school

leaders to radically re-think the nature of the primary curriculum. It will be the role of the

curriculum subject leader to ensure that the new curriculum in any school is rigorous in its

coverage and progression of skills. The success of Roses’ proposals is dependent on

excellent, not just adequate, CPD, to familiarize and make teachers confident with what, to

many, will be a new way of thinking. Locating geography and history in an area of learning

enables time to be treated as a continuum from past to present to future and encourages

places to be considered as dynamic environments that have been, are and will continue to

undergo change on different scales and at varying rates. This has to be a holistic

approach to the humanities embracing and using these key words: history, geography and

society/citizenship (including values, beliefs, and faiths). As long as place includes natural

and social places/spaces, accommodating physical and human processes and time is

viewed as a continuum, this has the potential to provide an exciting joined-up experience

for children, taking learning out of its artificial pigeon holes.

Now this window means the house was built in…

4) Aims and values If the new curriculum is to fulfil its defining aims there needs to be a clear emphasis on sustainability and recognition of ‘futures perspectives’ both as a curricular dimension and more particularly through geography and its associated Area of Learning. It is especially relevant that the concept of sustainability is visible in the HSE Area of Learning (Martin and Owens, 2008) as geography is well placed to engage children intelligently with this field.

‘Geography deepens understanding: many contemporary challenges – climate change, food security, energy choices – cannot be understood without a geographical perspective’ (GA, 2009, p.5).

“ ......pupils as young as seven are already concerned about things they hear about in the news, such as war and climate change, as well as things they have personal experience ofsuch as bullying and local issues. To ignore these concerns is to ignore part of the knowledge and understanding pupils bring with them to school…..” (Martin and Owens 2008, p.7)

Recycling in the classroom

5) Distinctiveness of the Primary Phase We agree that this is a vitally important time in children’s development. Not least, because children begin to develop attitudes and values at a very early age, which affect their predispositions. Early intervention through high quality teaching concerned with relevant material such as: everyday issues, learning about other cultures, countries and communities; is essential to challenge misconceptions and prejudiced attitudes. By the time children reach nine or ten years, unchallenged attitudes and values become entrenched and difficult to change.

In addition one’s argument should also note that:

The ideas with which children come to school must be built upon through continued

exploration in school time. There is sad evidence that the obtaining of this information, the

ability to roam freely, without let or hindrance, is currently curtailed through perceptions of

children’s safety and the decline of ‘wild’ spaces within which to play and imagine, thus

leading to a considerably reduced understanding of ‘their place. If schools are to fulfil the

curricular requirement of teaching to local need then there has to be increased out of class

experiences, in particular semi structured fieldwork. In addition this should assist in the

development of successful learners, confident individuals and responsible citizens as

expected at Key Stage 3. (para 1.37)

Part 2. The main aspects of curriculum developmentAspect 1. Curriculum design and content

6) Skills for learning and life We welcome a framework in which there are no longer core and non core subjects and the open acceptance that the concept of literacy has broadened. We believe that it is necessary to equip children with an array of ‘literacies’ in order to make sense of the changing world in the 21st century. Through geography, children develop core geographical skills such as graphicacy, and other visual, spatial and media literacies that enable them to make sense of the world around them. Geography also draws on and develops aspects of emotional literacy because it recognises that the centrality of place to people’s everyday lives is conceptualised in terms of emotional, affective and cognitive elements. In addition, research tells us that emotional and cognitive learning experiences work in tandem to support strong and enduring learning memories.

In addition one’s argument should also note that:

“Geography is quintessentially a ‘discovery subject’. There was a time when it was all

about exploration, describing and assembling information about the world: literally,

geography was ‘writing the world’. It is still about exploration and discovery, but using the

media and digital technologies as well as first-hand experience. Today, geography can

embrace many forms of enquiry and exploration, using imagination and creativity to think

critically about what we see” (GA, 2009, p.19)

There are ‘key processes’ in the Framework which should develop specific skills that ‘help

children gain a better understanding of the key ideas’

From a geographical perspective, such key processes would be:

i) out of class investigation, i.e. fieldwork with high quality investigation/enquiry and not just

time spent out of doors

ii) skills in map use.

These are central to the development of a powerful geographical understanding and

application and are vital to personal development.

A drawing of a journey stick and a map of the journey undertaken

“Fieldwork – that is, learning directly in the untidy real world outside the classroom – is an

essential component of geography education. There is no substitute for ‘real world

learning’ – at least for some of the time. In geography this is manifest in a special way: we

call it fieldwork, although it is not always conducted in fields!” (GA, 2003, p.23)

“We believe that every young person should experience the world beyond the classroom

as an essential part of learning and personal development, whatever their age, ability or

circumstances” (Frontispiece of the Learning Outside the Classroom Manifesto)

The ideas presented in the review for future learning activities tailored specifically to the

local needs of the children (paras 2.28; 2.31; 2.38) endorse current good practice in those

schools with experienced staff who will be able to adapt to new demands whilst retaining

the thorough discipline of pedagogy developed through years of working within a subject

driven curriculum.

Children making a shelter in the outdoors

7) Skills for learning and life We disagree with the proposal that literacy, numeracy, ICT and personal development should be at the heart of the new curriculum as ‘skills for learning and life’. Personal development is not in itself a skill, and the focus on ICT, literacy and numeracy is too narrow. We suggest that a better focus for the skills for learning and life might be drawn from the Sustainable Schools’ agenda (of which there has been no mention in the Review to date) namely a focus on the notion of ‘Care – for oneself, for others and for the environment’ or perhaps ‘curiosity, communication and collaboration’ which would subsume ICT, literacy and numeracy but would also encompass other types of vital skills for learning and life and imply enquiry and action. We suggest that further consideration and discussion is given to this area and its components.

In addition one’s argument should also note that:

Through a geographical perspective an active role can be made in finding solutions to

sustainability issues in the local community, in the playground, local streets and parks and

by cooperating with the community in partnerships and projects. A sustainable school is

guided by a commitment to care This includes care for oneself, care for each other (across

cultures, distances and time) and care for the environment (far and near). Care can be

demonstrated in new ways and in a new context, opening pupils’ eyes to the possibility of

sustainable living.

Anyone for a spot of gardening?

Sustainable schools look at the ‘big picture’ and recognises that a school culture, founded

on a commitment to care, may achieve greater things by taking a more holistic approach to

school improvement and community development.

(Adapted from Strategic, challenging and accountable: A governor’s guide to Sustainable

Schools)

See also www.teachernet.gov.uk/sustainableschools and

www.teachernet.gov.uk/publications

Doorways

Inclusion andparticipation

Travel and traffic

Purchasing and waste

Buildings andgrounds

Energy and water

Food and drinkGlobal dimension Local well being

The National Schools Framework covers eight doorways (see diagram) all of which have a strong geographical content and implications.

The contribution of Geography to the Area of LearningHuman, Social and Environmental Understanding

8) Importance statement and key ideas We agree that an importance statement should clarify the relevance of an area of learning to a child’s development; convey a sense of distinctiveness and inspire teachers. Care will be needed to convey the distinctiveness of all of the subjects in the proposed area of learning in which geography sits. Distinctive elements of geography are its concern with the world: understanding how and why diverse people, places and environments are connected, why and how they are changing and why it matters. ‘Living geography’ is a ‘brand’ of geography that:

‘is directly relevant to people’s lives and the world of work, is about change – recognises that the past helps explain the present, but is current

and futures oriented, has a scale ‘zoom lens’, so that the local is always set in a global context, is ‘deeply observant’ – it looks beneath the surface to identify the mechanisms that

change environments and societies encourages a critical understanding of big ideas like ‘sustainable development’,

‘interdependence’ and ‘globalisation’. (GA, 2009, p.13)

In addition one’s argument should note that:

There are ten threads around which a primary school can build and develop its geography

planning which arise from a consideration of children’s place and environment

experiences.

Ten threads for primary geography

Me in the world (self in place; location; identity; global citizenship; participation)

Neighbourhood and community (local area; locality; place; features; social environment;

physical/built environment; commerce & trade; sense of place)

Connecting with the wider world (links/relationships; places/locations; interdependence;

travel and transport; technologies; commerce & trade; communication)

Other people, places and me (people in places; culture; diversity; global connections;

identity; localities, regions & nations: local/global)

Seeing and representing the world (images; texts; pictures; maps; technologies)

Encountering ‘big issues’ (sustainability, poverty; water need, quality and use; migration;

leisure; work and goods; responsiveness) Seeing change and its effect (what and how changes occur; natural and social change;

decision-making; impacts of change)

Caring for the World (environmental concern; environmental care and management; personal

response; sustainable development; local/global)

Heading for the future (visions of the future; realism and future worlds; what if/what

preferably)

The world today – near and far (news and topicality; participation; interaction;

interdependence; co-operation and conflict; responsiveness

See Professor Simon Catling,Lecture Plus, Derby GA Conference 2005 Download:

http://www.geography.org.uk/download/EVcatling1.doc

Work at the Hackney building centre

9) Specific language It would be extremely helpful to both teachers and pupils if specific language pertaining to subjects could be employed within the areas of learning. This would help identify what is being studied and would enable children to make more informed subject choices later on. Terms such as ‘geography’ and ‘geographical’ are essential components of the subject identity as are terms relating to germane geographical ideas, processes and skills.

In addition one’s argument should note that there are key geographical elements:

Place: what makes a place

Space : how the spaces in between matter

Scale: understanding different scales – from local to national to worldwide;

Process, Continuity and Change : why and how elements in the environment, man

made and natural, develop in any situation

Causes and Consequences: a sense of time and responsibility in all areas.

Diversity and Interdependence: between people and places

Skills: how to investigate using observation , recording, and problem-solving,

Left: Learning to observe and record Right: Local weather around the world

10) Key processes We agree that there should be processes to develop specific skills needed to gain a better understanding of the key ideas. For the integrity of geography

to be maintained, it is essential that there should be specific reference to the skills of enquiry, graphicacy and map work, fieldwork (as distinct from a more general reference to ‘outdoor learning’), and the use of specific types of ICT such as GIS. There should also be specific reference to other essential tools such as maps, globes, compasses and atlases.

In addition one’s argument should note that these lead to key outcomes at 11 years

Spiral enquiry skills develop through immersion in their geographical world and

active engagement in such a world. Pupils should develop what they want to know,

want to understand and want to do by using the following with increasing complexity

from nursery to age 11:

be able to observe with understanding and meaning

enquire purposefully about the world around them and question existing

knowledge

be able to record observations drawing on their senses, their intellectual

comprehension and a range of media appropriate to the task

apply new knowledge to everyday lives and situations

Working and learning together

Thus by age 11 children should

be able to successfully navigate their world using mapping and new technologies

be able to ask pertinent questions as they move through their world.

know about people and places in different parts of the world

know that many different factors `connect' us to people and places around the world

and to people and places in the past

know that their individual actions might have unintended consequences on the lives

of others in local and distant parts of the world

develop an understanding of how to live life more sustainably at all levels.

make effective use of ICT to make sense of and communicate what we know and

think about the world in contexts of past, present and futures

understand the commonality we have as individuals which makes us similar to others

from the basic survival needs and progressing to desires and aspirations.

recognise and begin to understand some of the issues associated with quality of life,

and resource distribution between and within different communities from local to

global scale.

11) Range and content We welcome opportunities for child initiated enquiry and exploration and also opportunities to consult on what ‘generic’ range and content might look like in early primary before a proposed move to more subject based understanding in upper primary. We anticipate that the capabilities of very young children will be recognised – for example children in Reception are already using ICT programmes and tools such as robots to aid their understanding of simple map use and creation, whilst digital and video cameras are tools of choice for data collection. Reception children are also capable, albeit at a simple level, of enacting a whole cycle of enquiry involving not just asking simple questions, but gathering data, talking about what they have found out, making decisions and taking action, e.g. enquiring “where in the playground can we site our compost bin?”

Children from Gaywood Community Primary School use a turtle.

In addition one’s argument can draw upon

the numerous exemplifications of geographical learning and creativity within the pages of

Primary Geographer, and the GA web pages associated with

Creativity and Innovation in particular the sections dealing with Changing Places ; Reading for

Life ; Young Geographers ; and the CPD units concerned with Valuing Places

Literacy and Geography as in the Primary Handbook Extension project

Numeracy and Geography

12) Curriculum coherence We believe that it is essential to identify the significant contributions that each area of learning makes to others as there is a real danger that teachers may view the areas of learning as ring fenced constructs for themed curricular work. We view geography as being a subject that offers a resource within the curriculum for both focused and integrated teaching and learning. Geography synthesises other areas of learning well, drawing as it does on real life and everyday events in the world around us. Geography offers purposeful contexts for English, maths and ICT. Supported outdoor learning and fieldwork is known to raise levels of language acquisition through first hand engagement with the environment.

In addition one’s argument should note the following tables which show the contribution geography makes in specific ways to the whole school curriculum. See Tables One, Two and Three.

Table One The significant contributions that content from each area of learning makes to others

Area Geographical contribution

Understanding English, communication and languages

Provides geographical and environmental vocabulary and a visual literacy which transcends all media language e.g. graphicacy (reading of symbols and pictures)

Uses fiction and non- fiction to give geographical emphasis Develops understanding of information texts Develops use of classifications e.g. in atlases, on globes and other geographical indices Considers differences and similarities in use of languages and communication between countries; shows the value of sign language Develops letter writing and precise emailing skills in pursuit of communication with distant localities Provides opportunities for speaking and listening through describing own geographical experiences, through role play, by presentations from enquiry

work, in debate and discussions arising from enquiry Develops styles of questioning for field work and persuasive arguments in conveying results of enquiry Develops related styles in writing for different audiences from individuals to communities Connects with MfL in translating geographical and environmental vocabulary and linking to photographic illustration. Creates photo stories based upon imagination and out of classroom work strengthening skills in plot development and description. Using various genres creatively for example persuasion in writing to create letters/emails about current local issues affecting the environment

(traffic, regeneration, recycling). Carrying out interviews with residents, community organisations etc and recording/playing back these interviews to form the basis of simple reports

Mathematical understanding

Uses mathematical understanding in real context to exemplify and demonstrate geographical process as in rivers and urban growth and concepts. such as continuity and change.

Makes opportunity for regular mathematical observations e.g. daily weather readings and plot on a base map, link with global weather using graphical presentation and compare with real forecasts.

Also traffic surveys, of various kinds but with area or time differences to show purpose and rules of repetitive observation. Map using and drawing requires understanding of distance, coordinates, direction ,scale and shape Develops understanding of currencies and time differences and other real life data both local and global Appreciating different forms of mathematical/graphical survey, presentation and influences upon interpretation Using data gathered locally (supporting work done on the above) to calculate %ages, fractions, forecasts etc

Scientific and technological understanding

Uses physical process investigative methods, aided with data gathering and GIS processes. Develops key geographical questions for fair testing and hypothetical enquiry Uses all aspects of physical geography including weather, water and other geological processes to extend understanding of the wider implications of

scientific and geographical enquiry Develops decision making of most appropriate form of GIS/ICT programme for their needs Improves scientific knowledge and understanding by putting miniature fieldwork investigations into a wider geographical context e.g. finding

locations of similar habitats in local, national and global localities.

Uses GPS for above investigations in an outdoor or virtual situation. How science can be used to understand what affects us locally and geography shows the spatial context How this extends to a global context e.g.

the effects of carbon emissions on the street beside the school, and how measures to mitigate against this can reduce the net effect.

Human, social and environmental understanding :i.e. Using school grounds and local area.Outdoor learningCelebrating diversity and identifying similarities

Uses investigative methods related to time and space to understand physical and human process Links across all three areas made by considering sustainable development. Uses links with history e.g. settlement past, present and future in studies of a geographical nature. Raises the profile of sustainability using local, community, national and global issues through considering current and past news and events Develops geographical and historical arguments for sustainable issues and considers the impacts of decision making by various agencies in their

own locality. Uses geographical concepts to conduct social enquiry and understand principles of location, need for diversity and demands for environmental

change Use geography to remind children why people choose their places to live and work and these are fundamental to survival in some cases. Connect the emotional and social relationships that arise from these choices which are essential to the success or (relative) failure of the

community.

Understanding physical health and well-being

Relates understanding of physical and human processes to community purposes. particularly regarding sustainable development Develops children’s understanding of risk through doing their own risk assessments and requirements for out of classroom work Use enrichment activities of the Healthy School and SEAL to consider their contribution at geographical levels – local, regional, national and global Relates out of class residential activities and fieldwork more generally to the locality and region within which they take place Studying differing global lifestyles can provide useful comparisons.e.g. by comparing city and country within a country Use the geography of economy at a local scale to compare and discuss relative disadvantages in our societies.

Understanding the arts and design –( brought together in cartography - map style and depiction in both imaginary and real. maps)

Recognises the stimulation given by human and physical processes to art, design and literacy processes. Develops understanding of regional environmental based painting/art using natural ‘geographical’ resources and locating their sources e.g.

aboriginal art and map making. Develops understanding of vernacular building design dependent upon local and universal materials (mud, stone and plant materials including

wood) resulting in distinctive geographical differences in building form. required by regional use.e.g. the ‘cob’ (mud) cottages of Devon compared to the two multi story ‘mud’ buildings of Morocco and Yemen.

Relates this understanding to sustainable communities Explores ways of recording geography through sketch, water colour, artefacts and other means in the style of past and current explorers – which

includes electronic influences upon art and design. Applies views and opinions on the local environment through a consideration of the ‘view from the window’ Appreciates the need for planning and

also an understanding of geographical constraints such as slope and water distribution. Applies an appreciation of aesthetics to both physical and human environments (the WOW factor). The geography of art from different cultures and communities can be used to explain and describe differences and similarities between communities

and landscapes Show how art evolved in communities using the available raw materials.

Table Two Opportunities to develop essential skills (especially literacy, numeracy and ICT)Area Geographical contribution

Understanding English, communication and languages

Developing speaking , listening and debating through involving children in questioning, analysis and presentation of enquiry projects especially out of class work:

Develop key geographical questions Understand the use of geographical vocabulary + when and how to use it Develop role play and ‘hot seating’ within enquiry projects Present to real life audiences in locality for whom to write persuasively and develop arguments for real life issues. Reading photos and maps – graphicacy understanding of symbols Developing place understanding possible through understanding of languages

Mathematical understanding;Measuring use of electricity, water and other resources related to sustainability and the environment

Thorough use and manipulation of data re. physical processes ( weather, water,) and human processes (locating environmental number and community use)

Understand the use of geographical time in environmental change, historical change and global time differences. Understand shape, pattern and scale in geographical settings – street, town, urban and rural landscapes, human and physical landscapes Observe, measure and record using number in different locations e.g street furniture, water speed, reading instruments to understand dimension in

number. Transferring data into graphs, on to maps and into reports showing understanding of direction, distance and scale. Understand this affects the world of work affected by location e.g. engineering, building, where geographical elements such as water and slope

affect the end results –that are recorded on detailed maps. Appreciating the use of number in the everyday environment – and its recording graphically.

Scientific and technological understanding

Use electronic means of observation, recording, analysis in the development of an enquiry Understand the choice of method for observation, recording and analysis Practice decision making over presentation of observation, recording and analysis depending upon audience, degree of persuasion required and

precision of final results. Use of spatial enquiry approach to analysis of an identified problem

Human, social and environmental understandingRequires a holistic view which considers every person, .peoples , views and

Observation, recording, analysis and development of fieldwork enquiry using electronic and manual means to produce and use maps (see Table 3)

Skills of cross – curricular – analysis by subject concepts Decision making over presentation Link scientific and social enquiry through maps, photos, audio and visual recording

opinions

Understanding physical health and well-being

Develop skills pertaining to gardening , sustainable living and connection to the wider world e.g. growing, cooking, eating food grown in school Develop skills of risk assessment Understand where and how information upon risk can be obtained e.g. when planning a visit to an urban location from a country area and vice

versa. Expand their physical boundaries through walking to achieve enquiry and experiential objectives Provide semi- structured out door experiences in contrast to usual environmental occupations.

Understanding the arts and designWithin the spheres of physical, human and environmental perspectives.

Develop recording skills in different media and apply to persuasively develop concepts in other areas of learning Consider these skills in the art of other cultures and places and understanding the geographical influences e.g. climate and community and other

physical and human constraints. Develop use of senses in understanding place before creating art work ( e.g. sitting in school grounds and recording observations; similarly in a

town centre or a nature reserve) Creating sensory maps, developing 2D & 3D map drawing and reading 2D and 3D maps .Viewing places from different perspectives and designing an improvement e.g. a suitable bridge to cross a stream, use of paths and fences to

conserve/sustain an open space for people, flora and fauna.

Table Three Typical learning experiences at early, middle and late primary in geography Stage Field work Map work Localities Enquiry Diversity

KS1School groundsand local area

Create own maps using own and gathered knowledge including ICT and GIS

Read/interpret very simple maps Use pictorial maps e.g. in stories Read oblique and aerial views including Google Use alpha numeric references Outside develop scavenger hunts using

cameras/photos to find objects. (simple orienteering)

Identify ‘places’ e.g, to kick, to hide, to talk Use journey sticks Use photos and story with maps

School and home Meaning of an address Simple journeys to and

from school, shops, relatives

Ways of travelling What is our local area

like

Develop enquiry questions to have relevance to :

Water and Sand Play and other environmental media e.g. creation of models and 3D maps of street, park and so on.

Record change in available spaces and areas connected with them and their family

Find out how other people are helpful to them

Use personal data to understand similarities and differences

L KS2 Local streets and spaces+ other localities

Read and create maps using field and aerial data including ICT and GIS

Use commercial maps Distinguish land use on maps Begin to interpret information from maps All numeric references Draw maps of school and school area. Use maps outside in orienteering Create daily weather maps of school grounds

or local area and compare with national maps Use GPS, Google Earth send similar GIS Use with Photos and story

Home area and contrasting locality

Use journey sticks to record trails

Similarities and differences

Comparisons Valuing differences Increase knowledge of

own area.

Extend enquiry approach through more searching questions

Devise objectives of enquiry based upon previous knowledge

Develop enquiry through consultation of other people in and out of school.

Complete enquiry, develop opinions and share opinions with others

Using locality data to understand why

areas are different why they have

become what they are

to understand the impact of extra locality influences

U KS2 Above +Contrasting localitiesRelevant to the school community and the local area

Extend further with more complex data, ICT and GIS.

Global maps More complex grid references Use OS maps and maps of other countries

regularly Use maps in presentations, persuasive work

and reports for class, whole school and community audiences.

Home and wider world locality

Consider issues along side feelings

Consider any area in greater complexity

Understand global differences dependent upon geography

Develop enquiry into change i.e. the past, present and possible future

Improve key questions to increase depth and extent of an enquiry. Liaisewith local secondary schools to improve progression in transition

Involve the community both as partners and audience to improve and sustain the local area

Relate enquiry to possibilities in a relevant distant locality and research other distant localities enquiries

Classify locality observations wider world data

Distinguish global diversity using geographical reasons

Consider the impact of globalisation and principles of sustainability

Aspect 2. Literacy, Numeracy and ICT

13 Priority We welcome giving serious attention to the spoken language and specifically, developing the vocabulary germane to geography. As previously stated, children acquire environmental vocabulary through first hand experience and this provides a sound rationale for developing language capabilities in outdoor contexts and more specifically within fieldwork.

In addition one’s argument should also note that:

Geography depends upon generating ‘conversations’ involving reportage, using

geographical as well as everyday vocabulary, by the children of their everyday

experiences. This is developed further through geographical enquiry projects both locally

and further afield. Critical and creative thinking is required when developing an enquiry

which has to use different forms of writing, speaking and listening and produce persuasive

and informative accounts

Their peers have to listen and debate the major features of the enquiry an activity often

lead and directed by the class. In many instances this leads to role play in order to pursue

an objective to its probable or possible conclusion. Drawing attention to geographical

significance in an enquiry requires the use of persuasive language and teaches children

the purpose and importance of justification using verifiable evidence. The strength of such

arguments is enhanced through the use of presentation techniques such as Powerpoint

which in turn requires literacy skills in compiling the slides and oracy in amplifying the

presentation for a listening audience. Geographical enquiry requires debate about the

geographical evidence used, often digitally recorded on electronic maps, and considered

beyond lesson time through blogs and pod casts.

Pupils at South Wooton Junior School, Kent, creating a PowerPoint presentation

References

Case studies of Geographical Enquiry can be found in:

‘Eyam – an English Village’ The Environment’ pp144-147. Geography Study Kits Scholastic 1994Lesley Stanton, ‘Enquiry in the Early Years’, Primary Geographer, Spring 2005Paula Richardson, ‘The importance of speaking and listening in enquiry fieldwork’,Primary Geographer, Spring 2006Amy Lane, ‘Talking through enquiry’ Primary Geographer, Summer 2006Wendy North, ‘Visual literacy, ICT and geography’, Primary Geographer, Summer 2006

13)ICT and Becta As previously stated, ICT plays an important part within geography: both generic and particular kinds of software and hardware are used from early primary to support quality learning. For this reason we suggest that it might be useful for QCA to work with both Becta and subject associations.

In addition one’s argument should also note that:

The QCA should take note that use of ICT in geography begins at Foundation level. Paint

programmes and robots figure largely in map creation activities. These continue with the

use of digital and video cameras in Reception and beyond progressing to full blown use of

GIS in KS2 [e.g. Primary Subjects 3 Globalisation Geography p.1]

This is an area which is already forming an important element of transition for many

children are already competent users of digital cameras and their manipulation by

photographic software to show possible and probable change. Provided they have had

competent ICT provision they know how to use and manipulate electronic map

programmes such as Google Earth, Live Local, Quikmaps, and Multimaps. Moreover they

develop literary and ICT skills through compiling photo stories and presentations using

hyperlinks to photos and maps. Researching with meaning and selecting from internet

information develops critical and literary compilation skills .This is reinforced through the

geographer Barnaby Bear on Facebook; through using video clips from YouTube and

increasingly through using social networks to find out about other places, schools and

people – though this has often to be from home.

A girl from St Paul's CE Primary School, Walkden, using Local Studies software.

Out of classroom work to gather geographical information has been transformed with the

use of digital cameras, video camera, use of Palm Pilots and other handheld devices for

data gathering, recording voice clips, video clips, GPS tracking and use of mobile phones

both of which can be used with Google Earth or similar on return to base. Art packages

are invaluable for marking up independently gathered geographical data on an electronic

map including the route and location of information.

References

Primary Geographer, Summer 2008, Focus on New Technologies Elizabeth Leather, ‘Watch out Wolfbot’s about’, Primary Geographer, Summer 2006Primary Subjects 3 Globalisation Geography Spring 2009

Aspect 3. Personal Development

14)Strengthen provision We welcome the statement that the provision for personal development will be strengthened and hope that this will be woven into each area of learning rather than appearing as a good deal of additional material. Personal development has always been a key part of geography: the relationship between environment and identity is well documented; people have different and ongoing relationships with their surroundings that shape who they are, what they do and how they feel. Geographical activities and contexts such as fieldwork, sustainability, school and Eco-councils all serve to strengthen the attributes of personal development, especially self esteem. Geography explores the different perceptions, views and values that people hold and helps to make them visible and comprehensible to others; it explores and actively values diversity and seeks, through the development of empathy, to respect and understand similarities and differences; it considers how people can improve and sustain environments and it provides an agenda of hope within a futures perspective in which pupils learn that they can make a difference.

In addition one’s argument should also note that:

Schools operating good geographical practice through the development of fieldwork in

each year from Foundation upwards all noted in their evaluations the development and

strengthening of these four attributes of personal development (e.g. Primary Subjects

Issue 2 Gifted and Talented Geography, p.1). Residential field trips where the children are

expected to devise their own enquiry and develop team strategies allow for the continuing

development of these skills in the classroom as the geographical evidence is consolidated

for investigation, reportage and dissemination – a follow up activity not often possible with

other outdoor activities.

Children at Millfield First and Nursery School, Hertfordshire, undertaking an eco-schools project.

Geography with its concern for sustainability often means involvement in whole school

activities with representation on the School Council and Eco- Council with responsibilities

ranging from organising classroom rotas to reporting to outside authorities in the

community and other school networks. Geographical enquiries concerned with improving

the school grounds and the local environment involve developing responsibility,

awareness, confidence and self esteem. When extended through the medium of a Global

Gateway consideration of others in different localities and situations develops empathetic

and tolerant attitudes both at home and in distant places. Moreover through geography the

diversity of places is recognised and valued again developing the SEAL attributes.

References

Phil Maudsley, ‘Greening geography’, Primary Geographer, Summer 2007Primary Subjects Issue 1, Making Every Child Matter Geography, Summer 2008

Aspect 4. Transition and Progression

Re para 2.69. The value of play to children’s learning and development should be made

explicit in any revisions to the primary curriculum…

Re para 2.74. Evidence suggests that children would benefit if the Key Stage 1

curriculum, particularly in Year 1, provided more opportunities for exploratory play. At the

same time, some children starting primary education will be ready for more formal

learning. The Review is not therefore proposing a rigidly uniform approach. Based on

their knowledge of the children and information they receive from the EYFS settings

teachers are best placed to make professional judgements on the balance to be struck

between these pedagogical decisions.

Recommendation 11: The Review will consider how best to support teachers and

practitioners to provide effective play-based learning.

It should be noted that

Geography has long supported this mixed approach to developing the young child’s

enquiry about its familiar worlds. The key principle is that there is continued development

through from Foundation to Junior years. There is no room for delayed attention to key

skills such as investigation outside the classroom and its accompanying expression in map

making and using. The continuation of play activities is most likely to advance the

cognitive development begun in babyhood but this requires that there is continued staff

support through into KS1. Currently Foundation classes rejoice in 1: 8 adult to children

ration. This drops on entry to Reception (nearer 1:12) and even further in Year 1 (often

1:15) Children’s questions and explorations require constant support and stimulation. This

can be provided from the local area facilities e.g. libraries, shops, schools school grounds,

park river and so on. In small groups of five connections can be made through considering

likes and dislikes and continuity can be developed in observing and understanding place.

Early Years curiosity should continue to be developed throughout the school, by finding

out what interests the children themselves rather than devising a totally imposed

curriculum.

Re para 2.75 – 2.78 Planning for progression in Year 1

“….To achieve this, however, Year 1 teachers will require a sound understanding of the

EYFS in order to make the most effective links to the National Curriculum and to enable

them to support children that are still working toward the early learning goals.”

It should be noted that:

The corollary is that ITT training should also pay attention to both the EYFS and the

progression possible in subject areas from the Early Years Good quality CPD, sabbatical

time for FS/KS1 staff and quality links between schools, families and local agencies in the

community are essential features of the provision for young children.

See Professor Simon Catling, Lecture Plus, Derby GA Conference 2005

Download: http://www.geography.org.uk/download/EVcatling1.doc)

Personalised learningRe para 2.82. Given that teaching staff understand its principles and how to apply them

effectively in practice, the changes proposed to the primary curriculum by the Review

will allow schools greater flexibility and increase the benefits to children

of personalised learning.

It should be noted that:

Geography with its requirement for enquiry work especially outside the classroom would

welcome any increase in flexibility which would enable personalised learning to be

achieved in the area of humanities and the environment. Geographical understanding can

not be progressed without knowing the personal geographies of each child, their likes and

dislikes, their awareness or other wise of the environment about them. There is evidence

to show that using hand held technology (for example in out of class work) benefits

personalised learning by increasing observation, whilst working in pairs or small groups

can make it easier for children to work at their own level, devise effective learning routines

and improves the enquiry process.

Children from North Reddish School: Fieldwork like this can really help build teamwork skills

Primary to secondary transfer: para 2.95 – 2.101Re para 2.95. The issues associated with the transfer to secondary education are

somewhat similar to those experienced when children enter primary education. Because

children progress at markedly different rates it is crucial for secondary schools to

receive reliable and relevant information on their prior learning.

It should be noted that:

Geography would welcome further development of cooperation between Year 6 and Year

7 activities (in addition to that generated for the core subjects) in order to maintain the

momentum generated through good fieldwork practice, mapping and GIS activities. Too

often this is not recognised, leading to the loss of momentum, enthusiasm and overall

progression. The proposals in ‘Personal tutors and teaching assistants’ (Paras 2.102 –

2.105 and Extended study para 2.106.-2.107) are to be welcomed. There is strong

evidence that extended study in the form of fieldwork pays dividends at KS3

There is evidence that through strong interschool connections it is possible to maintain

progression between the primary feeder schools and the secondary school. The

connections usually involve

good quality CPD

substantial time for liaison between KS2 and KS3 subject coordinators for planning of

the final yearr 6 work and the first year 7 work

Spending time with Y6/Y7 children working together on out of classroom work in the

school grounds or in a part of the local area e.g. a river study

Developing transition tasks that are started in primary to be concluded in secondary

Aspect 5. Language

15)Context We advise that the learning of languages in order to ‘... gain insights into [their own] lives and those of others around the world’ (Para 2.108) would be enhanced through deliberate links with a sound framework of informed geography.

16)Cultural understanding With regard to Recommendation 16, we suggest that the area of learning entitled Human, Social and Environmental is also extremely relevant to the development of understanding and attitudes associated with learning a foreign language and that there should be direct allusion to the opportunities for gaining insights into other lives, and rich opportunities and contexts for e.g. role play and drama.

In addition it should be noted that

Using geographical knowledge of a country where the primary language is spoken

provides a common basis for developing the 10 requirements listed under Aspect 5.

Moreover there is already exemplar guidance for development of a language with cross-

curricular approaches in The Primary Project Box, KS1 details of which can be accessed

on the Council for Subject Associations at

http://www.subjectassociation.org.uk/index.php?page=31

Discover the world with geography!

Bibliography

GA (2009) A Different View: a manifesto from the Geographical Association, Sheffield:

Geographical Association. This is a 32 page booklet supported by leaflets and a website –

to be launched in April 2009 at the GA’s Annual Conference in Manchester

Martin, F. & Owens, P. (2008) Caring for Our World: a practical guide to ESD for ages 4 –

8. Sheffield: Geographical Association.

Image Sources

Rachel Bowles

Anthony Barlow

Stephen Pickering

Janie Whittle

Plus various schools who have taken part in the GA’s curriculum making courses.

Permissions given from all schools involved.