Geography, global learning, and British values
A perspective from the Geographical Association and the Royal Geographical
Society (with IBG)
Ofsted guidance relates the promotion of ‘British values’ in English schools to students’
social, moral, spiritual and cultural development (SMSC), so that pupils can ‘participate fully
in and contribute positively to life in modern Britain’ (Ofsted, 2015, p.36).
Geography and global learning have a contribution to make in the following areas:

developing knowledge and understanding of, and mutual respect and tolerance for,
their own and other cultures in a range of places; for example by developing
knowledge of diverse places and people, and understanding the geographical
processes leading to change

investigating and understanding geographical processes that affect and inter-connect
the lives of those in the community, locality and wider world

developing capabilities in enquiry and geographical thought; including considering
different views about geographical patterns, processes and concerns, learning to
argue, defend a point of view and participate in discussions and decision-making on
the basis of sound evidence and understanding

values such as tolerance, mutual respect, liberty and responsibility are also
international values, illuminated by developing global knowledge and understanding,
and Britain’s engagement with the wider world has also helped shape and reaffirm
our own values. Global learning helps pupils consider the place of Britain and
‘Britishness’ within international and global contexts, including the idea of multiple
identities.
These areas of work all provide specific engagement with key aspects of geography and
global learning particularly through gaining knowledge and understanding of developing
countries, interdependence and globalisation, alongside enquiry and critical thinking.
In addition, geographers engaged in global learning might consider the extent to which
‘British’ values are also founded in international traditions (and illuminated by international
understanding), and how Britain’s engagement with the wider world has also helped shape
and reaffirm our values. Moreover professional experience in geography education favours
In partnership with the Royal Geographical Society and the Global Learning Programme.
1
values exploration as the preferred approach to geographical issues, rather than values
inculcation.
Enquiry, controversial issues and values education
Many current world issues, for example, globalisation, interdependence, solutions to global
poverty, and inequality and sustainable development have important geographical
dimensions, and exploring them contributes to students’ geographical understanding. Many
of these issues may be seen to be controversial because they can often be interpreted in
different ways, sometimes contain moral or ethical considerations, and are subject to
different opinions about what might or should be donei.
However, recognising that they are such areas of work are contested and present the
opportunity to explore a wide range of values and perspectives. This should be explored in
a way which protects against bias, particularly by teaching students to develop and apply the
ability to think more critically on the basis of evidence and sound understanding. Key
considerations include the following:

The view that values are best explored and understood in the context of developing
knowledge and applied skills such as enquiry and critical thinking; moreover such a
balanced approach is more likely to achieve understanding of complex issues than
one led by values. In this respect there is the need to link investigative skills and
pedagogy with developing geographical understanding and thinking, and such
‘geographical enquiry’ is considered by many geographers to be of fundamental
significance in teaching and learning (see Roberts, 2013).

To make sense of controversial issues teachers and learners need to make value
judgementsii; however recognising that these issues are inherently value-laden, and
teaching them in a professionally careful way helps ensure the focus is educational,
and guards against any risk of bias or values inculcation; (Mitchell, 2013). There is a
need to create opportunities for pupils to consider a range of perspectives and
develop the ability to think critically, consider different points of view and explore
different ideas.

Geographical enquiry focused on investigating and evaluating different types of
evidence, is particularly valuable within global learning when the content matter can
be rapidly changing, challenging or open to controversy.
In relation to values education, Fien and Slater (1981) provide the following analysis that
distinguished between:

values analysis (helping students assess evidence and identify different viewpoints)
In partnership with the Royal Geographical Society and the Global Learning Programme.
2

moral reasoning (helping students consider the reasons for particular views)

values clarification (helping students become aware of their own values), and

action learning (having a set of reasons on which students might choose to take
action).
Resources and support:
Examples of support for values development and SMSC through geography and global
learning include the following:

Key Stage 2 geography resource: Just bananas (development and developing
countries, interdependence and globalisation, and enquiry and critical thinking).

Key Stage 2/3 geography resource: ebola – a development crisis (interdependence
and globalisation, enquiry and critical thinking):
http://www.geography.org.uk/resources/ebola/#top

Key Stage 3 geography-citizenship resource: Global linking - the global village

The following interview with geographer Dr Mary Gilmartin provides a background to
the issues underpinning discussions about geography and citizenship: Citizenship
and geography

This case study explores the issues of corruption and its international impact on
development: Measuring international corruption.
Further support from the GA and RGS-IBG

The Primary and Secondary Geography Quality Marks use Ofsted criteria to help you
identify evidence for SMSC, and also link closely with the GLP-E Whole School
Audit.

The GA website has more detailed guidance on British values and geography.

The RGS-IBG website has a range of resources to support exploring geography,
citizenship and values.
References
Mitchell, D. (2013) ‘How do we deal with controversial issues in a ‘relevant’ school
geography’. In Lambert, D. and Jones, M. (eds.) Debates in Geography Education, London:
Routledge.
In partnership with the Royal Geographical Society and the Global Learning Programme.
3
Ofsted (2015) School Inspection Handbook, January 2015. Online.
https://www.gov.uk/government/publications/school-inspection-handbook (accessed 20
January 2015).
Roberts, M. (2013) Geography through Enquiry, Sheffield: The Geographical Association.
i
Roberts, M. (2013) Geography through Enquiry, Sheffield: The Geographical Association.
ii
Mitchell, D. (2013) ’How do we deal with controversial issues in a ‘relevant’ school geography’ in Lambert, D.
and Jones, M. (eds.) Debates in Geography Education, London: Routledge.
In partnership with the Royal Geographical Society and the Global Learning Programme.
4