1. Keeping up with curriculum change in Geography

2. National Context To establish a new National Curriculum that is a clear, robust and internationally respected body of knowledge against which achievement can be measured. To develop General Qualifications to make them the most rigorous in the world, providing a good basis for future education and employment. From a presentation by Jacquie Spatcher, Head of National Curriculum Review Division

3. Programme for International Student Assessment (Pisa) Standards achieved by the UK’s 15-year-olds have flatlined over the past three years the country remains at the average for industrialised countries in reading and maths Michael Gove, said that the result underlined the “urgent need” for the Coalition’s government’s education reforms. “Only by learning from other nations and confronting failure at home will we give young people a fighting chance of competing for the jobs of the future,” he said.

4. 2012201320142015 SONDJFMAMJJASONDJBMAMJJASONDJBMAMJJAS GCSE subject criteria Change down the line GNC drafted GNC consulted GNC released Preparations begin GNC applied Teaching begins EBC consultation Ofqual reforms to current GCSEs A level criteria review Ofqual Reforms to current A levels A level specs available? A level begins? A level consultation closes/reports GCSE draft spec? GCSE final spec? New GCSEs begin HELP www.geography.org.uk/news/nationalcurriculumchanges/ A level draft specs?

5. Why teach geography to 21 st century students? Geography

6. Purpose of study A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

7. Aims The national curriculum for geography aims to ensure that all pupils: develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

8. What has changed? There is renewed emphasis on locational and place knowledge, human and physical processes and some technical procedures, such as using grid references. There is a renewed commitment to fieldwork and the use of maps, as well as written communication. The Level Descriptors which made up the Attainment Target have been removed. Schools are free to devise their own curriculum and assessment system. Zooming in …… Zooming in ……

9. National Curriculum KS2 Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom,........ Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

10. National Curriculum KS3 Pupils should be taught to: understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in: physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems Geographical skills and fieldwork build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs use Geographical Information Systems (GIS) to view, analyse and interpret places and data use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

11. Why fieldwork? The best way to study geography is to do so directly – by getting out there to experience and sense the world, and to try our best to interpret what we observe. Why? to understand a place - or process, or feature better - sometimes with a view to imagining, or envisioning, better futures: what is this place like? What do I feel about this place? How could it change? cognitive impacts – concerning knowledge, understanding and other academic outcomes affective impacts – encompassing attitudes, values, beliefs and self perceptions interpersonal/social impacts – including communication skills, leadership and teamwork physical/behavioural impacts – relating to physical fitness, physical skills, personal behaviours and social actions. Dillon, J. et al (2004) Engaging and learning with the outdoors – the final report of the outdoor classroom in a rural context action research project. National Foundation for Educational Research (www.nfer.ac.uk).

12. Courtesy: Learning Teaching Scotland

13. Support from the GA Website http://www.geography.org.uk/news/ 2014nationalcurriculum/ http://www.geography.org.uk/news/ 2014nationalcurriculum/ Journals http://www.geography.org.uk/jour nals/journals.asp http://www.geography.org.uk/jour nals/journals.asp CPD courses http://www.geography.org.uk/cpdev ents/annualconference/ http://www.geography.org.uk/cpdev ents/annualconference/ Publications http://www.geography.org.uk/sh op/ http://www.geography.org.uk/sh op/ Global Learning Programme Secondary Geography Quality Marks And more...

14. ‘……To be educated is not to have arrived at a destination, it is to travel with a different view’ R S Peters jlyon@geography.org.uk