How useful is the concept of capability in assessing the purpose of geography in education? Richard Bustin, Geography teacher, Bancrofts school.

Slides:

Advertisements

Similar presentations

Inequalities in the older population: Evidence from ELSA James Banks, Carl Emmerson, Alastair Muriel and Gemma Tetlow 18 th November 2008.

Advertisements

Being explicit about learning Focusing feedback on improvement Gathering evidence of learning Handing on responsibility for learning Participation Dialogue.

Geography concepts: What, why and how?

Geography in the Revised Primary Curriculum

Progression in geography

Key Stage 3 Geography in the 21 st Century David Lambert Geographical Association.

Corrupting the Curriculum? David Lambert John Morgan.

Core Knowledge and the Revised Curriculum Geographical Association Annual Conference April 14 th 2012 Dr Stephen Scoffham Canterbury Christ Church University.

Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed.

Rediscovering Geography

Where am I? Experience and imagination Angus Willson Lily is nearly two and she wants to show she is really good with the map.

SPICING UP GEOGRAPHY GA CONFERENCE SECURE FOOTING? Geography has too often been the poor relation in the curriculum. The original KS 3 programme.

Geography, Education and the Future: perspectives on geography education in English schools. Graham Butt University of Birmingham Association of American.

Reviewing the new A level specifications Bob Digby Community Geographer, Geographical Association.

The Changing A level Curriculum 20th April 2006 GA Conference David Gardner QCA.

The knowledge debate: teachers views Steve Puttick

The sections..... Introduction – setting young people in context Chapter1: Young Peoples Geographies: implications for secondary school geography Chapter.

Students' perceptions of Geography at Key Stage 3 and implications for options at GCSE a case study in a rural village college Katie Niven Masters at the.

Presented by the Geographical Association – Secondary Phase Committee Sustaining geography Breaking down barriers.

How is the geography curriculum made? Exploring the concepts of curriculum coherence and curriculum control David Mitchell Institute of Education, London.

The Diplomas: an overview of developments and implications for Initial Teacher Training.

Learning Outside the Classroom Victoria Wilcher

Global Skills- Framing the Issues

DECS Curriculum Services, Numeracy And Sciences Portfolio – including Senior Secondary Reform, 2009 Why Information Literacy? The context for whole school.

Skills for Life Improvement Programme Leading colleges to deliver successful Skills for Life – Further Education sector.

A IMS IN TEACHING PRIMARY SCHOOL GEOGRAPHY Core units: Key understandings Years F–4 Illustration 1: Pointers to understanding.

County-level Estimates of Diagnosed Diabetes among Adults aged ≥ 20 years: United States 2004

Conceptual Approach Grundzüge des britischen Lehrplans in Geographie.

Middle Years Programme

© International Baccalaureate Organization 2006 The Middle Years Programme At a Glance.

Linking the Fairs to the 2013 Ontario Curriculum Social Studies 1 to 6 and History and Geography 7 and 8.

Curriculum Project Garred Kirk. EARL 1: Civics The student understands and applies knowledge of government, law, politics, and the nation’s fundamental.

Teacher education for a sustainable future

“One of the challenging and exciting aspects of geography is its unusually broad base…You might sometimes wonder therefore, where it begins and ends: what.

Copyright Keith Morrison, 2004 CURRICULUM DESIGN AND DEVELOPMENT.

Welcome to Social Studies for the Elementary School! Make a name tent with first and last name. Draw an image of social studies from your past to share.

Understanding Global Citizenship Education

Key Competencies and Reading. Three parts of the workshop Rationales for the interpretation of the key competencies Rationales for the interpretation.

CHANGES EXPLAINED STIMULATING MINDS (22/10/13). In 2012 the framework was revised to make it clearer and easier to use, with a clear focus on developing.

This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot.

International Diploma Edexcel qualification To begin: 2011

The Areas of Interaction are…

© International Baccalaureate Organization 2006 The Middle Years Program At a Glance.

Beyond Key Skills: Exploring Capabilities Geoff Hinchliffe, UEA.

1 Health and Wellbeing For All. 2 Katie Paterson Programme Officer - Education NHS Health Scotland.

Examples of capabilities: being able to imagine, use the senses, think and reason being able to form a conception of the good and to plan one’s life accordingly.

CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL.

National Curriculum: a possibilist interpretation David Lambert Professor of Geography Education Institute of Education London.

School geography, the Geographical Association (GA) and policy making in England ( ) David Lambert.

In partnership with Global Learning Programme - Wales **Your Name**

What is Creativity? “Creativity is a process which generates ideas that have value to the individual. It involves looking at familiar things with a fresh.

Valley View Secondary School The content of the Research Project comprises the:  Capabilities  Research framework.  In the Research Project students.

This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot.

Secondary Curriculum Review Implications for teacher trainers.

Middle Years Programme The unique benefits of the MYP.

Introducing Geography. Victorian Curriculum F–10 Released in September 2015 as a central component of the Education State Provides a stable foundation.

QUALITY FIELDWORK Nick Lapthorn FSC Nettlecombe Court GA Junior-Vice President 12th Feb 2016Somerset Geography Inset 1.

Unpacking Geography F-6. Objectives This session will introduce you to:  the structure of the curriculum  its key concepts  developmental sequence.

Examples of capabilities: being able to imagine, use the senses, think and reason being able to form a conception of the good and to plan one’s life accordingly.

CREATING A SOCIAL STUDIES CLASSROOM

New York State Common Core Social Studies Framework

GeoCapability: Curriculum thinking for Geography Teachers

Aims in teaching primary school geography

How useful is the concept of geocapability for geography teachers?

Richard Bustin Head of Geography, City of London Freemen’s School.

Introduction to the Global Learning Programme for England

GeoCapabilities David Lambert

Thinking Quality Geography ~ what does it look like?

Introducing Geography

Presentation transcript:

How useful is the concept of capability in assessing the purpose of geography in education? Richard Bustin, Geography teacher, Bancrofts school. MPhil/ PhD student, Institute of Education.

BACKGROUND Geography branded boring and irrelevant (Ofsted 2008, 2011) Decline in pupils opting to take the subject at GCSE and A level. 2011: National Curriculum review- geography? English Baccalaureate? Core knowledge? Curriculum planning now around key concepts- Place, Space, Scale, Interdependence, Physical and Human processes, Cultural understanding and diversity. without a substantial geographical component, it is possible to argue that young people will be restricted in their capacity to make sense of the complex, unequal, fast changing and often dangerous world in which they live (Lambert 2008). Butt (2008) warns the study of what we might still call geographical issues will certainly continue in schools, colleges and universities – for understanding about such issues is important to any young person who wishes to become an autonomous, responsible and enlightened global citizen. Unfortunately, these issues are no longer recognised as being fundamentally geographical – if current trends continue it is possible that they will not be taught by geographers in future (p.164).

Purpose of geography (2010s): - GA manifesto A different view (2009) -Thinking Geographically (Jackson 2000) - Grammar and vocabulary of geography. BUT: -Thinking skills (about what?) -Geographical content of ITT? (Roberts 2010) - Political interference? -Corruption of the curriculum? (Standish 2007) -Ideological differences? (Rawling 2000) Rawling 2000 p212 Purpose of geography (2010s): - GA manifesto A different view (2009) -Thinking Geographically (Jackson 2000) - Grammar and vocabulary of geography. BUT: -Thinking skills (about what?) -Geographical content of ITT? (Roberts 2010) - Political interference? -Corruption of the curriculum? (Standish 2007) -Ideological differences? (Rawling 2000)

CAPABILITY APPROACH Wellbeing capability Nussbaum (2000) Life. Bodily Health. Bodily Integrity. Senses, Imagination, and Thought. Emotions. Practical Reason. Affiliation. Other Species. CAPABILITY (SET) COMMODITY/ STRUCTURAL FEATURES FUNCTIONING Welfare economics: Sen (1980), Nussbaum (2000) Educational capability (Terzi 2005) Literacy. Numeracy. Sociality and participation. Learning dispositions. Physical activities. Science and technology. Practical reason. Humanities capability (Hinchcliffe 2006) Critical Examination and Judgement Narrative imagination Recognition/concern for others (citizenship in a globalised world) Reflective learning (ability to articulate and revise personal aims) Practical judgement (in relatively complex situations) Take responsibility for others Geography capability (Lambert 2011) Overall, it can be argued, a capability perspective on geography in education evokes a subject that can contribute to young peoples: Deep descriptive world knowledge Theoretically informed relational understanding of people and places in the world Propensity and disposition to think about alternative social, economic and environmental futures.

THE RESEARCH:How useful is the concept of capability in assessing the purpose of geography in education? RESEARCH METHODS: Interviews with geography students (different ages) in different school settings, interviews with university lecturers (admissions tutors), geography teachers. 1. What affects the development of geo capabilities with students in real school settings? 2. How do students of geography use their subject to understand the world, and how does this fit in to a (geo-) capabilities perspective? 3. How might a geo capabilities framework provide a way for curriculum makers to see the value of school geography? STRUCTURAL FEATURESGEO CAPABILITYFUNCTIONING

Lambert D (2008) Why are school subjects important? Forum, 50, 2. Available form REFERENCES (selected) Ofsted (2008) Geography in schools- changing practice. Press release. Available at Jackson P (2006) Thinking Geographically, Geography 91 (3), p Rawling E (2000) Ideology, politics and curriculum change: reflections on school geography 2000, Geography, 85 (3), p Standish A (2007) Geography used to be about maps, In Whelan (ed) The corruption of the Curriculum. London: CIVITAS. Lambert D (2009) (ed), A different View, a manifesto from the Geographical Association. Sheffield: Geographical Association. Goudie, A (1993) Schools and universities- the great divide, Geography 78 (4) p Butt G (2008) Is the future secure for geography education, Geography 93 (3) p Roberts M (2010) Wheres the Geography? Reflections on being a senior examiner. Teaching Geography 35 (3) p Nussbaum M (2000) Women and Human Development: The Capabilities Approach. Cambridge: Cambridge University Press. Sen A (1980) Equality of what? The Tanner Lecture on human values delivered at Stanford University May 22, Lambert D (2011) Reframing school geography: A Capability approach. In Butt (ed) Geography, Education and the Future. Continuum.