Transcript Geography Update David Gardner QCA – 19 geography

Geography Update
A QCA perspective on 3 – 19 geography
David Gardner
QCA
19th April 2006
KRA 1: Curriculum
‘Develop a modern, world-class
curriculum that will inspire and
challenge all learners and prepare
them for the future’
Current work
•KS3 Review
•GCSE coursework
•GCSE Pilot
•A Level subject criteria
•Teacher assessment publication
•Innovating with .. Website
•India/Chembakolli visit
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 prescription
o 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.
Forces for change
• 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.
A curriculum - fit for the future should…
– 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
Whose curriculum is it anyway?
Government
Broad description of outcomes based on the well being of:
• individuals
• society
• economy
based on values that underpin a plural liberal democracy
X
X
Schools and communities
• Building on local strengths and ethos
• Local needs
• Local resources such as community and business expertise
Learners
• What interests me
• What my talents are
• In a way that works for me
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:
Team workers
Self-managers
Independent enquirers
Reflective learners
Creative thinkers
Effective participators
building a whole curriculum
aims
ol
cons
skills
national
curriculum
n
si o
en
tion and ex
a
t
id
personal needs/
interests
local needs/
interests
subject
demands
curriculum
development
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
Declining
opportunities
for high
qualityteaching
fieldwork to
be
planning
and
poor
quality
and
Assessment remains a major issue in
experienced by pupils
learning
at
KS3.
A
combination
of
relatively
KS3
geography
with
pupils
being
over”Fieldwork and outdoor education are not just add-on;
it is
low
status
schools
and
absolutely
core foringeography
and for young
people’s learning
assessed
tomany
meetsecondary
schools’
requirements
in general”
RGS-IBG
evidence
to Select Committee
2005
a for
high
proportion
of non-specialist
teachers
frequent
reporting
of
levels.
This
focus
2004-05 shows unequivocally that concerns about health and
is resulting
in poorly
planned has
curricula
and
summative
assessment
been
safety,on
curriculum
time, staff
time and expertise,
and budget
missed
to inspire
and
constraints
areopportunities
combining
to reduce
the amount
and
detrimental
to high
quality
assessment
for
effectiveness
of fieldwork
challenge
pupils.offered in schools.
learning.
QCA monitoring questionnaire 308 schools
Which year group none specialist teachers ?
90
82.2
80
67.8
Valid percentage
70
60
53.4
50
40
30
20
14.4
13.8
Year 10
Year 11
10
0
Year 7
Year 8
Year 9
Year group
Issues for KS 3 review ?
QCA monitoring questionnaire 308 schools
Which areas of PoS do you find difficult
80
71.5
69.8
70
valid percentage
60
47.7
50
40
30
16.7
20
11.4
10.7
7.5
10
1.1
0
Fieldw ork
ICT demands
Overseas studies
Enquiry w ork
Topical issues
Local geography
Physical
geography topics
Other areas
David Bell Education for Democratic Citizenship
First, we have a problem with geography in many
schools. In many primary schools it is the worst
I best
suggest
to
that
Thetaught
resources
for
lessons
subject
andyou
in secondary
schoolson
its
popularity
citizenship
as awill
GCSE
canoften
be
subject
a be
breath
hasthis
beenof
global
issues
diminishing.
The
teachinggeography
is sometimes dull and
fresh
air,
making
morning’s
newscurrent
rather
than not
a drawing
fails to maintain
relevance,
relevant,
and,
most
sufficiently
on exciting
the issues
most
likely
to capture
textbook.
Enquiry
and
research
into the
imagination
andof
interest
of young people such as
important
all, empowering
global
issues
should
deal
with
globalisation and sustainable development. My
pupils
so
that
theybetween
knowby
how
principles
but
be informed
issuesand
view
is that
a partnership
geography
citizenship,
they
canwhere
make
appropriate,
areal
difference.
will energise the
of the
moment
and
examples.
former and give substance to the latter.
Nov 2005
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 19th 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.
WHAT MIGHT GO INTO THE PoS?
importance
statement
aims etc
Fundamental ideas
and concepts
Key
Processes
Curriculum
development
guidance
Ways forward
Phase 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 questions
1. 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. AEAstyle 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
10th April – 89 responses
http://www.qca.org.uk/12086_16132.html
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 decisionmaking/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?
To offer students a more relev ant and motiv ating
83.3
course
To better meet student needs
75
To meet student demand
70.8
62.5
To offer more staged assessment to students
41.7
To reflect the centre priorities
To broaden the curriculum
33.3
To prov ide cleared content focus to students
25
To replace prev iously offered GCSE
16.6
To utilise staff ex pertise
16.6
Other
7
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 departm ent needs m ore training about assessm ent
160
134
140
No. of schools
120
100
82
80
60
40
33
31
20
20
0
Agree strongly
Tend to agree
Tend to disagree
Response
Disagree strongly
No opinion
Pulling together advice & guidance
http://www.qca.org.uk/geography/innovating/
http://www.ncaction.org.uk/
http://www.geography.org.uk/
Pulling
together
http://www.standards.dfes.gov.uk/keystage3/?version=1
http://www.standards.dfes.gov.uk/schemes2/geography/?view=get
http://www.geography.org.uk/eyprimary/squareone/activities
Innovating with Geography
website
How useful have you found the Innovating with Geography website ?
Useful
27%
Unaware of
40%
Not useful
2%
Purposes
•to help schools plan and teach geography courses from the national curriculum
Aware
but 5-14
not used
programmes of study that will engage and motivate pupils
agedoffrom
31%
•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
Tea - ATLM
Grown on a plantation and in the
villages. A rich man’s crop, long
growing crop providing regular
income and evidence of land
rights
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.
School- Vidyodaya
Initially developed for the children
of ACCORD workers, now
developed for local tribal and non
tribal children, including
Chembakolli.
Adivasi AMS
Hospital – Ashwini
Developed for the Adivasi to cater
for their needs.
ACCORD
The catalyst to set up each project
and put people in place to run them
in a sustainable manner.
.
Action Aid
Organise teacher visits. Publish
resources about Chembakolli
Just Change
Establishing links with consumers of
tea in UK and Germany
Adivasi Mutual Fund
A 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
Links to the Global Dimension
Global Citizenship
Learn about the role of the NGO
–ACCORD in setting up project
to empower the local community
of the Adivasi
Human Rights
Understand the rights of the
Adivasi and how they had to
fight for land rights
Sustainable development
Investigate the sustainable
approaches utilised in all
ACCORD projects.
Conflict resolution
Investigate the approaches
developed by ACCORD to
resolve conflict.
Adivasi and the
Global
Dimension
Interdependence
Understand the potential of the
concept of Just Change and the
potential to link producer and
consumers across the globe.
Social Justice
Appreciate the work of
ACCORD to overcome the
injustice and discrimination of
the Adivisi
Values and perceptions
Share the ideas of the Adivasi
with regard to how they live and
the potential to trade on a global
scale.
Diversity
Appreciate the similarities and
differences of the Adivasi ,
learning form their ideas and
culture.
Geography
Investigate development,
sustainable development project,
interdependence, with poor
communities in India and
UKworking together
ICT
Use of the internet to link
producers of tea with consumers in
Germany and UK. Use of ICT to
promote tea campaign
Citizenship
The work of an NGO, human
rights of Adivasi, and the global
economy
Adivasi
curriculum
links
Business education
Globalisation and the potential to
set up a company to market adivasi
tea.
Enterprise Education
How ACCORD developing tea
plantations is an eg of enterprise.
Also setting up a project in schools
to market Adivasi tea.
Curriculum partnerships
QCA
Education &
Business
Partnerships Trust
Specialist Schools &
Academies Trust
ACCORD
ActionAid
Adivasi project
Potential curriculum
partnerships
Development Education
Association
Subject
Associations
KRA 1: Curriculum
‘Develop a modern, world-class
curriculum that will inspire and
challenge all learners and prepare
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
David Gardner
QCA Geography Adviser
020 7509 5322
[email protected]