1. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School Geo-Capabilities Teachers as Curriculum Leaders Duncan Hawley & Alan Parkinson www.geocapabilities.org

2. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org This session aims to: 1.Briefly review the capabilities approach to (geography) education. 2. Present preliminary findings from a teacher/teacher educator survey across several European countries. 3. Introduce the approaches devised to ‘connect with teachers’. 4. Discuss the merits and potential use of activities designed to engage teachers in the geocapabilities approach.

3. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School Why would we use this image in geography teaching?Why would we use this image in geography teaching? What would we want students to learn from it?What would we want students to learn from it? What would be the benefits for your students of learning this?What would be the benefits for your students of learning this? How might students be deprived by looking at this image without geographical knowledge?How might students be deprived by looking at this image without geographical knowledge?

4. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School Topicality of film will fade…. F3 “Understand the world and take pupils beyond their everyday experiences”

5. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org In a highly complex and interdependent world….. GeoCapabilities argues that human capability is diminished without access to the powerful disciplinary knowledge that enables individuals to extend and deepen their thinking beyond their immediate ‘everyday’ experiences. We think that the absence of geographical knowledge in formal education deprives young people of some vital perspectives, ultimately undermining their capabilities as global citizens

6. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School What sort of school geography develops knowledge that empowers individuals to identify, select and make informed, defensible choices about how to live (for the best) in the ever changing world based on worthwhile distinctions with regard to their citizenship and to sustainability? What sort of school geography promotes individual autonomy and the ability to think and reason? ? What sort of school geography contributes to understanding self- potential as a creative and productive citizen in the context of the global economy and culture? Life itself; bodily health; bodily integrity (including the freedom from assault from others); the freedom to use and develop the senses, imagination and thought; emotional health; to engage in practical reason; affiliation; respect for other species and nature; play (including enjoyment and laughter); control over one’s material and political environment. (Nussbaum 2000)

7. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org What is the ‘Geo’ in Geo-capabilities? A framework for thinking about the value of geography? A deep descriptive ‘world knowledge’. A theoretically-informed relational understanding of people and places in the world. A propensity and disposition to think about alternative social, economic and environmental futures.

8. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org Connecting Geocapabilities with teachers…we seek to:  Enable critical reflection on the teaching of geography at the level of goals and purposes.  Develop ideas of disciplinary rigour in geography education and to link this effectively with enquiry pedagogies.  Empower in teachers with new understandings of the significance of their role in ‘enacting’ the curriculum.  Inspire teachers of geography internationally to take responsibility for ‘curriculum making’ and to learn from each other.  Provide examples of curriculum leadership

9. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org Aim = to explore geography teachers’ and teacher educators’ initial ideas of ‘capabilities’ and to investigate the status of capabilities in their thinking about geography teaching. 28 respondents England: 10 respondents (4 teacher educators, 6 teachers) Finland: 6 respondents (1 teacher educator, 5 teachers) Germany: 5 respondents (4 teacher educators, 1 teacher) Greece: 2 respondents (2 teachers) Netherlands: 6 respondents (6 teacher educators) Phase 1 - A small-scale survey

10. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 1. Meaning of human well-being

11. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 2. Meaning of ‘human potential’

12. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 3. Role of education in helping young people achieve potential and well- being in life. Survey Results – Teacher and Teacher Educator Views

13. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 4. What does geography education enable individuals to know, understand and do?

14. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 5. Consequences - for well-being and human potential - of NOT being educated in geography.

15. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 6. Educational goals (for students) as a geography teacher?

16. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 7. Educational goals and approaches to teaching geography

17. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org 8. External controls on teaching geography and impact on the geography curriculum

18. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org Findings Variability in understanding what geography is. Variability in articulation of and connection with the value of geography in education. One important outcome…… …….will be for teachers to develop the means to communicate effectively how the development of geographical knowledge and understanding in young people contributes to the fully educated person.

19. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org Module 1. Defining and Developing Disciplinary Capabilities ……participants are encouraged to demonstrate the outcomes of Module 1 by providing instances of developing geo-capabilities in their teaching…. ……shared via StoryMap vignettes

20. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org We are seeking short ‘vignettes’ illustrating the geo in GeoCapabilities. One of the ideas that underpins GeoCapabilities is the need for teachers (and students) to understand and value geographical knowledge as ‘powerful disciplinary knowledge’ (PDK). PDK means more than the possession or acquisition of ‘facts’. Having PDK means understanding and interpreting the world in ways that are distinctive. Specialist teachers provide students with opportunities to access PDK, and the ability to think in distinctive and disciplined ways. Geography teachers support the development of geographical thinking. We invite you to provide an example to convey what you think is the PDK that underpins thinking geographically. We ask you to describe a specific example of something you teach in geography that demonstrates what is special and distinctive about thinking geographically.

21. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org Vignette - Description and Discussion Specialist teachers provide students with opportunities to access PDK, and the ability to think in distinctive and disciplined ways. Geography teachers support the development of geographical thinking.  What is geographically theoretical or conceptual about the example?  How does the example support geographical thinking in a way that is systematic (i.e., has value for interpreting the example in a way that expresses the intellectual significance of geographical and spatial concepts such as location, place, region, pattern, spatial hierarchy, regional identity, etc.) ?

22. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org Vignettes – Example 1: Boulder clay Example 2: Conservation and National Parks

23. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org Using a capabilities approach with trainees:  Can you contribute a vignette?  Would you use the approach for exploring the role of geography in the curriculum?  How could you use Storymap vignettes?

24. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://storymaps.arcgis.com/en/ Chosen to be geographical in nature Encouraging use of a useful tool Connecting with an online course

25. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School www.geocapabilities.org What next? Module 2 = Curriculum-making Module 3 = Video Case Studies (powerful (knowledge and powerful pedagogies) Module 4 = Curriculum Leadership & advocacy

26. 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 be held responsible for any use which may be made of the information contained therein. Project partners Twycross School WEBSITE www.geocapabilities.org EMAIL geocapabilities@gmail.com TWITTER twitter.com/geocapabilities FACEBOOK tinyurl.com/geocap-fb