geography update a qca perspective on 3 – 19 geography david gardner qca 19 th april 2006
TRANSCRIPT
Geography Update A QCA perspective on 3 – 19 geography
David Gardner
QCA
19th April 2006
KRA 1: CurriculumKRA 1: Curriculum
‘‘Develop a modern, world-class Develop a modern, world-class curriculum that will inspire and curriculum that will inspire and
challenge all learners and prepare challenge all learners and prepare them for the future’them for the future’
•KS3 Review
•GCSE coursework
•GCSE Pilot
•A Level subject criteria
•Teacher assessment publication
•Innovating with .. Website
•India/Chembakolli visit
Current work
KEY STAGE 3 REVIEW
KEY STAGE 3 REMIT: 14-19 WHITE PAPER
• Continued focus on the core subjects English, Maths and Science, with
more time freed up to allow for catch up.
• Tests to continue in the core subjects, with an additional online test in ICT.
• Moderated teacher assessment in foundation subjects, and a bank of
standardised optional tests will be provided.
Implications for QCA:QCA is undertaking a full review of KS3, to:o Reduce the overall level of prescriptiono Place greater emphasis on English, Maths and ICT;o Give more scope for schools to stretch young people;o Give more support for those who fall behind expected standards;o Ensure the curriculum for all subjects is as coherent as possible.
• Changes in society, social structures and the nature of work.
• The impact of technology on subjects and schooling.• New understandings about the nature of learning. • Increased global dimension to life, learning and work.• The public policy agenda (DfES strategy/white papers,
ECM) promoting innovation and personalisation.
Forces for change
– focus on aims and outcomes – rather than coverage or delivery.– have a stronger emphasis on skills and personal development
(ECM)– use teaching approaches (active, enquiry based) that relate
directly to developing skills and attributes– value knowledge – linked to creativity and knowledge creation, – be flexible enough to be organised in different ways and have room
to innovate– be relevant and connected to life outside school – the big issues,
work, community– use technology to extend (when, where, how) learning takes place– have a strong international dimension – and promote citizenship
A curriculum - fit for the future should…
Schools and communities Learners
GovernmentBroad description of outcomes based on the well being of:• individuals• society • economybased on values that underpin a plural liberal democracy
• What interests me• What my talents are• In a way that works for me
• Building on local strengths and ethos• Local needs • Local resources such as community and business expertise
X
X
Whose curriculum is it anyway?
Our pledges to Young People
We want the curriculum to enable all young people to become:
• successful learners who enjoy learning, make progress and achieve
• confident individuals who are able to live a safe, healthy and fulfilling life
• responsible citizens who make a positive contribution to society.
SUCCESSFUL LEARNERS who…
• enjoy learning and are motivated to learn
• are determined to achieve the best they can
• have the essential learning skills of literacy, numeracy and information and communication technology
• communicate well through a range of media
• think for themselves, have enquiring minds and are open to new ideas
• are able to process information, reason, question and evaluate
• are creative, enterprising and able to solve problems
• understand how they learn and learn from their mistakes
• are able to learn independently and with others
• are able to transfer knowledge and skills to new situations
• appreciate the benefits and fulfilment that learning can bring.
CONFIDENT INDIVIDUALS who…
• have a sense of self-worth and believe in themselves• recognise their talents and have ambitions• are willing to try new things and make the most of opportunities• are able to take the initiative and organise themselves• relate well to others and form good relationships• are self-aware and deal well with their emotions• have secure values and beliefs• make healthy lifestyle choices • are physically competent and confident• take managed risks and stay safe• resist negative pressures and make informed choices• become increasingly independent• gain enjoyment and inspiration from the natural world and human
achievements.
RESPONSIBLE CITIZENS who…
• make a positive contribution to the communities in which they live, learn and work
• feel that they can change things for the better• act with integrity and live according to secure values and beliefs• understand different cultures and traditions and have a strong
sense of their own place in the world• respect others• live peaceably and work productively with others• challenge injustice and are committed to human rights• maintain and improve the environment, locally and globally• are enterprising and able to contribute to the economic well-being of society• feel they can make a difference for the better
PERSONAL, LEARNING AND THINKING SKILLS 11-19
The framework comprises six groups of skills that, together with the functional skills of English, mathematics and ICT, are essential to success in learning, life and work. The skills are generic and are applicable across all learning throughout the 11-19 age range. They are equally important to all learners, irrespective of the setting, and support young people's employability.
SUCCESSFUL YOUNG PEOPLE ARE:
Self-managers
Creative thinkers
Independent enquirers
Reflective learners
Team workers
Effective participators
building a whole curriculum
nationalcurricu lum
a im s
cons
o lida tion and extens io n
persona l needs/interests
loca l needs/interests
skills
subjectdem ands
curricu lumdeve lopm ent
guidance
Opportunities for Geography
• Futures thinking - subject fit for 21st century
• Clarify what the subject is about and its importance in the whole curriculum
• Make a clear link to the new aims and PLT’s
• Update to take into account developments since 2000 review
• Address issues with PoS and Level descriptions
• Coordinate progression in the subject 14-19 linked to new A level criteria
KS3 geography issues – QCA monitoring 2005
The problems of inadequate curriculum planning and poor quality teaching and learning at KS3. A combination of relatively low status in many secondary schools and a high proportion of non-specialist teachers is resulting in poorly planned curricula and missed opportunities to inspire and challenge pupils.
Declining opportunities for high quality fieldwork to be experienced by pupils”Fieldwork and outdoor education are not just add-on; it is absolutely core for geography and for young people’s learning in general” RGS-IBG evidence to Select Committee 2005 2004-05 shows unequivocally that concerns about health and safety, curriculum time, staff time and expertise, and budget constraints are combining to reduce the amount and effectiveness of fieldwork offered in schools.
Assessment remains a major issue in KS3 geography with pupils being over-assessed to meet schools’ requirements for frequent reporting of levels. This focus on summative assessment has been detrimental to high quality assessment for learning.
QCA monitoring questionnaire 308 schools
Which year group none specialist teachers ?
82.2
67.8
53.4
14.4 13.8
0
10
20
30
40
50
60
70
80
90
Year 7 Year 8 Year 9 Year 10 Year 11
Year group
Val
id p
erce
nta
ge
Issues for KS 3 review ?
QCA monitoring questionnaire 308 schools
Which areas of PoS do you find difficult
71.5 69.8
47.7
16.7
11.4 10.77.5
1.1
0
10
20
30
40
50
60
70
80
Fieldw ork ICT demands Overseas studies Enquiry w ork Topical issues Local geography Physicalgeography topics
Other areas
valid
per
cen
tag
e
David Bell Education for Democratic Citizenship
Nov 2005
First, we have a problem with geography in many schools. In many primary schools it is the worst taught subject and in secondary schools its popularity as a GCSE subject has been diminishing. The teaching is sometimes dull and fails to maintain current relevance, not drawing sufficiently on the issues most likely to capture the imagination and interest of young people such as globalisation and sustainable development. My view is that a partnership between geography and citizenship, where appropriate, will energise the former and give substance to the latter.
The best resources for lessons on global issues will often be this morning’s news rather than a textbook. Enquiry and research into global issues should deal with principles but be informed by issues of the moment and real examples.
I suggest to you that citizenship can be a breath of fresh air, making geography relevant, exciting and, most important of all, empowering pupils so that they know how they can make a difference.
KS3 Review timeline
OCTOBER - DECEMBER 2005
• Consultation with stakeholders and partners (re: how curriculum might be developed) through conferences, seminars and meetings
• A series of meetings with partners and stakeholders on draft framework of personal, learning and thinking skills
• Evaluation of existing curriculum (PoS and frameworks) with practitioners and stakeholders.
• Detailed proposals for development process for assessment & costings.
OCTOBER - DECEMBER 2005 Geog report
In summary, the action required is:
1. Redraft the statement on the importance of geography.
2. Reform the PoS so as to provide more flexibility in choice of content and up-date the curriculum in the light of new thinking in the subject, making it fit for purpose in the 21st century.
3. Focus on those features that should drive the curriculum, i.e. consideration of key concepts, values, skills and techniques and scale/context of study.
4. Ensure in all this that content serves rather than drives the curriculum.
5. Reconsider the role and character of the level descriptions and once decisions have been made redraft them.
FROM JANUARY - May 2006 Geography Jan - March
Online consultation about draft of importance statement on GA & RGS website
http://www.geography.org.uk/news/consultation
Feb
Circulate papers to residential delegates
1st – 2nd March
Residential – to write new importance statement, PoS models, level descriptions
15th March
Teacher’s meeting to consult on PoS models 15 teachers
18th-20th April
Geographical Association conference QCA update presentation by DG Wednesday 19 th April
May
Draft importance statement , PoS, level descriptions
New Importance statement plan• A ‘HOOK’ LINE TO GRAB INTEREST and firmly establish the excitement and
relevance of geography in the widest possible sense. Either of the two draft versions (or even the old version) are useful starting points
• WHAT IS TAUGHT: a sentence or two that outlines what you get in this subject e.g. from draft version two “through studying geography, people of all ages begin to appreciate how places and landscapes are formed, how people and environments interact, what consequences arise from our everyday decisions, and what a diverse range of cultures and societies exist and interconnect”. Essentially, this communicates the big ideas.
• HOW IT IS TAUGHT. A sentence or two outlining the APPROACHES in the subject that are distinctive. E.g. fieldwork, GIS, enquiring approach, experiential learning, active participation.
• A ‘CONCLUSION’ that reaffirms that value of geography, especially to the future well being and career of a pupil.
New Draft Importance statement – hook line
We live together in a beautiful, yet complex world, which is, continuously changing and challenging. The study of geography helps us to make sense of this dynamic world and prepares us for a role
as global citizens in the 21st century.
New Draft Importance statement – what is taught
Geography is the subject which stimulates an interest in and a sense of wonder about places. Through Geography we begin to question how places and landscapes are formed, how people and environment interact, what consequences arise from our everyday decisions and how a diverse range of cultures and societies interact and are interconnected. Geography builds on our own experiences to investigate at all scales from the personal to the global.
New Draft Importance statement – how it is taught
Geography is studied through enquiry, which encourages us to question, investigate and think critically about issues affecting our lives for the present and future. Fieldwork is essential. In Geography we use maps, visual images and new technologies including Geographical Information Systems to obtain and present information.
New Draft Importance statement - conclusion
Geography inspires us to think about our own place in the world, our values and rights. It helps us consider our responsibilities to other people and to the environment in helping to ensure the sustainability of our planet. These transferable geographical skills help to equip us for lifelong learning as responsible global citizens.
importance statement
Fundamental ideas and concepts
Key
Processes
aims etc
WHAT MIGHT GO INTO THE PoS?
Curriculum development
guidance
Ways forwardPhase 1
• Participation in the ‘curriculum futures’ debate
• Capturing and sharing innovation
Phase 2
• Establish a network of co-developers
• A curriculum “specification” or blueprint
• Development tools and case studies
• Quality assurance mechanisms – a kitemark? quality/impact not coverage/delivery
• Pilots and field trials – promoting innovation and building the evidence base
High quality, world class curriculum design
•Clear design principles• A broad definition of ‘curriculum’• Aims:outcomes driven• National, local and personalised aspects• Dimensions or areas of learning – personal, skills, ethical, cultural…• Approaches to learning – enquiry, experiential, practical• Evaluated against a balanced scorecard• Sustaining and self-renewing
Our curriculum conversation
Three key questions1. What are we trying to achieve through the curriculum?
2. How do we best organise learning to achieve these aims?
3. How effectively are we evaluating the impact of the curriculum and continuously improving it?
New A Level subject criteria
Purpose of the subject criteria review• The main aspects under consideration in the current review are:o A reduction in the burden of assessment by reducing the number of
units. For the majority of subjects, this will entail a reduction to 4 units. Fewer assessment units will enable each unit to be more holistic, less mechanistic and more supportive of extended writing.
o A review of the necessity for coursework as an element of the assessment. It will be included in A levels only where it is the soundest method of assessment and provided that it makes clear how reliability and fairness are secured.
o The introduction of AEA-style assessments to all A levels. AEA-style material will encourage teaching that challenges students and promotes independent thought and learning.
o A clarification of synoptic assessment. We are reviewing what synoptic assessment entails in each subject and are ensuring that it will encourage the development of a holistic understanding of the subject. Clearer understanding of synoptic assessment will also support learning and understanding.
What’s wrong with existing geography criteria…
• Pretty impenetrable text…. wordy not helpful• Reads as a list of prescribed content rather than
a framework for interpretation• Repetitive/distinctiveness of AS and A level not
clear• Sounds inhibiting rather than enlightening• No promotion of newer aspects of geography
Subject Criteria as framework
from which Awarding Bodies design and develop specs. So subject criteria need:• to clarify that this framework should be used for design
purposes• provide clear direction about kind of geography
appropriate to 21st century• be clear about nature or progression required from
GCSE etc• need give strong steer to include new geography
Draft Geography A Level Criteria
Online consultation
http://www.qca.org.uk/12086_16132.html
10th April – 89 responses
GCSE Pilot
Geography Pilot: purposes
• to provide lively and innovative geography courses for 14-16 year olds that reflect the needs of students and current thinking in the subject
• to offer a hybrid model for the geography-related area of qualifications which allows students to follow academic (general) and/or vocational/applied pathways within the qualifications
Geography pilot: the remit for the core
• Half a GCSE - GCSE Short Course;• ‘Geography for citizens’• Emphasis on links between geographical learning and
pupils’ own lives• Reflecting changes in the subject• Focus on organising concepts of uneven development,
interdependence, futures, sustainability, globalisation • Encouraging different learning styles – less content• Innovative forms of assessment
The geography pilot: assessment
• Short course – 67% external (one paper with pre-release material and a decision-making/problem solving flavour); 33% internal (portfolio of three short items – one on each theme)
• Full course – 33% external; 67% internal – ie optional units all internally assessed by the most appropriate means
Find out more at
http://www.geography.org.uk/projects/pilotgcse/
Evaluation questionnaire
Why offer the pilot GCSE in Geography?
83.3
75
70.8
62.5
41.7
33.3
25
16.6
16.6
7
To offer students a more relev ant and motiv ating
course
To better meet student needs
To meet student demand
To offer more staged assessment to students
To reflect the centre priorities
To broaden the curriculum
To prov ide cleared content focus to students
To replace prev iously offered GCSE
To utilise staff ex pertise
Other
Evaluation questionnaire
We asked respondents to tell us about the teacher assessment options they offered.
1.) Coastal Management (72.7% of respondents offered it) reasons for offering this included the relevance to the area and it’s incorporation into fieldwork trips
2.) Geography in the news (54.5%) offered because of its relevance, flexibility and pupil interest;
3.) Travel and Tourism destinations (also 54.5%) offered primarily due to pupil interest and access to resources
Evaluation questionnaire
GCSE coursework
Remit
• Following publication of the 14-19 White Paper, QCA received a remit to review coursework in terms of consistency of approach, fairness and cumulative burden.
• During 2004, QCA conducted a review of the reliability of GCE and GCSE coursework. The review focused on current specifications but its conclusions are relevant to future developments
http://www.qca.org.uk/15525.html
Teacher Assessment Activities in Foundation subjects
What is the product about ? QCA has developed new materials to help teachers identify,
track and enhance pupil progress in the foundation subjects. Teacher assessment activities are initially available for art and
design, design and technology and history at key stages 1 to 3, and for ICT at key stages 1 and 2, with geography in key stage 1-3 to follow.
This new initiative from QCA illustrates assessment as an integral part of teaching and learning across the key stages.
Why is it required ?My department needs more training about assessment
31
134
82
33
20
0
20
40
60
80
100
120
140
160
Agree strongly Tend to agree Tend to disagree Disagree strongly No opinion
Response
No
. of
sch
oo
ls
Pulling together advice & guidance
Pulling together
http://www.qca.org.uk/geography/innovating/ http://www.ncaction.org.uk/
http://www.standards.dfes.gov.uk/schemes2/geography/?view=get
http://www.geography.org.uk/eyprimary/squareone/activities
http://www.standards.dfes.gov.uk/keystage3/?version=1
http://www.geography.org.uk/
Innovating with Geography website
Purposes
•to help schools plan and teach geography courses from the national curriculum programmes of study that will engage and motivate pupils aged from 5-14
•a ‘gateway’ to other sites offering support for geography teaching and learning
A case study of flexible curriculum development in KS3
with a Global Dimension/Enterprise Education focus
Who are the Adivasi ?
The Adivasi are the aboriginal people of India.
The word Adavasi means “original or first inhabitants”.
India has the largest population of aboriginal in the world, 8% of the 1 billion people who live in India.
They were the first people to live in the Nilgiri Hills.
Since 1986 they have worked together, fighting for land rights.
Who are ACCORD ?
Stan and Mari Thekaekara founded ACCORD in 1986 to work with the Adivasi communities of the Nilgiri Hills. Through ACCORD they helped found the Adivasi Munnetra Sangam (AMS), a membership based tribal organisation with 3000 families as members. A Tribal Land Rights Campaign was launched and ACCORD helped the Adivasi to plant tea on their reclaimed land. ACCORD sets up projects discussed by Adivasi, placing people to run each project sustainably.
Just Change
Just Change is an initiative with an objective of establishing an alternative trading mechanism that will benefit the poor communities. This will be achieved by directly linking poor communities and encouraging them to trade among themselves.
Chembakolli
Much more to learn and understand with the potential for
much broader and richer curriculum development
Adivasi AMS
Tea - ATLMGrown on a plantation and in the villages. A rich man’s crop, long growing crop providing regular income and evidence of land rights
School- VidyodayaInitially developed for the children of ACCORD workers, now developed for local tribal and non tribal children, including Chembakolli.
Hospital – AshwiniDeveloped for the Adivasi to cater for their needs.
Madhuvana plantations: The adivasi own a plantation where they have successfully grown crops such as tea, coffee, pepper while preserving a lot of the forest area, acting as stewards of the forest. .
ACCORDThe catalyst to set up each project and put people in place to run them in a sustainable manner.
Action AidOrganise teacher visits. Publish resources about Chembakolli
Adivasi Mutual FundA Community Fund initiated by staff of ACCORD now being extended to the villages. To grow into a community bank that will meet the credit and investment needs of the community
Just Change Establishing links with consumers of tea in UK and Germany
Links to the Global Dimension
Adivasi and the Global Dimension
Global CitizenshipLearn about the role of the NGO –ACCORD in setting up project to empower the local community of the Adivasi
Conflict resolutionInvestigate the approaches developed by ACCORD to resolve conflict.
Social JusticeAppreciate the work of ACCORD to overcome the injustice and discrimination of the Adivisi
Human RightsUnderstand the rights of the Adivasi and how they had to fight for land rights
Values and perceptionsShare the ideas of the Adivasi with regard to how they live and the potential to trade on a global scale.
Sustainable developmentInvestigate the sustainable approaches utilised in all ACCORD projects.
InterdependenceUnderstand the potential of the concept of Just Change and the potential to link producer and consumers across the globe.
DiversityAppreciate the similarities and differences of the Adivasi , learning form their ideas and culture.
Adivasi curriculum
links
GeographyInvestigate development, sustainable development project, interdependence, with poor communities in India and UKworking together
CitizenshipThe work of an NGO, human rights of Adivasi, and the global economy
Business education Globalisation and the potential to set up a company to market adivasi tea.
Enterprise EducationHow ACCORD developing tea plantations is an eg of enterprise. Also setting up a project in schools to market Adivasi tea.
ICTUse of the internet to link producers of tea with consumers in Germany and UK. Use of ICT to promote tea campaign
Curriculum partnerships
Adivasi projectPotential curriculum
partnerships
QCA ACCORD ActionAid
Specialist Schools & Academies Trust
Development Education Association
Subject Associations
Education & Business
Partnerships Trust
KRA 1: CurriculumKRA 1: Curriculum
‘‘Develop a modern, world-class Develop a modern, world-class curriculum that will inspire and curriculum that will inspire and
challenge all learners and prepare challenge all learners and prepare them for the future’them for the future’
Visit the QCA stand
Talk with us
Get a copies of :
•the QCA Geography Update
•Hardcopy of this presentation
•QCA publication about Curriculum
Complete the A Level subject criteria consultation questionnaire online
Have a guided tour of the Innovating with geography website
