Outcomes of the Continuing Professional Development (CPD) and Initial
Teacher Training (ITT) working group– 24 May 2005
The working group emphasised strongly that geography must be an effective
required component in the ITT for all Early Years and Primary teachers, as well as
being well supported in the training of secondary school geography teachers. It
identified 3 aspects of training that should be present in the ITT and CPD for
teachers of geography:



Developing personal subject knowledge to underpin teaching and learning
Enhancing the repertoire of subject specific pedagogy; and
Updating on new developments in the subject and its techniques
The group strongly recommended increased opportunities to engage in subject
specific CPD. Subject-specific CPD is particularly important in geography to give
teachers the confidence to cope with a fast changing subject, and one that deals with
controversial and complex topical subjects at both local and global scales. The group
were clear that the solutions offered must be appropriate to the differing needs of
primary and secondary teachers.
Awareness raising
1.
As part of the development of a culture of professionalism, positively
encourage teachers to enhance their subject expertise and raise awareness
among head teachers of the importance of subject-specific CPD in
geography.
2.
Raise awareness of current sources of support and resources as part of a
communication strategy. Resources promoted at different levels of need e.g.
easily navigable sources of information for non-specialists.
Policy
3.
Work with national CPD & ITT providers such as TTA, National College for
School Leadership and GTC to enhance subject-specific components of ITT,
especially in the early years and primary, and encourage subject-centred
CPD. Consider partnerships with other foundation subjects in dialogue with
these bodies.
Intervention
4.
Promote opportunities for high quality, subject-specific CPD. Sustain
one-off positive experiences and awareness-raising events with regular highquality CPD throughout careers of all teachers of geography.
5.
Encourage a diversity of CPD opportunities that are fit for purpose. A
mix of local, regional and national together with face-to-face, online, and other
differentiated layer of support that is appropriate to need.
6.
In developing subject-specific CPD interventions recognise the current
areas of identified weaknesses (eg primary co-ordinators, non-specialist
key stage 3 teachers and hard to reach teachers) and the need to keep
abreast of new subject knowledge, data and technologies.
Outcomes of the curriculum development working group of the Geography
Focus Group – 24 June 2005
The aim of the group was not to re-write the content of the curriculum but to consider
strategic actions to ensure what is taught in the classroom is relevant, dynamic and
responsive to the needs of learners. Curriculum development is the use of
educational goals to guide subject content selection, appropriate teaching
approaches and the sequencing of the content. A clear distinction exists between
Curriculum Design which takes place at a macro level (policy/exam
specifications/HE) and sets the overall framework and its flexibility and Curriculum
Making which is the curriculum as it is experienced by students and made by
teachers in schools. Both levels of development are in need of improvement in
geography.
Awareness Raising
1. Conceptualise the subject and make a strong statement about what
geography is and its unique educational contribution to provide a clear
message to learners, teachers, head teachers, parents and the wider public.
2. Make use of existing networks and communication channels to champion
the value of curriculum development in geography.
Policy
3. Make best use of current and future ‘curriculum design’ opportunities to
ensure dynamic subject content is embedded in the process. Create ongoing
dialogue with the Awarding Bodies to ensure subject communities have a
greater input and encourage innovation.
4. Make use of current and emerging post-14 opportunities to engage
students in high quality geographical learning when they have not chosen to
study a full geography GCSE or A-level e.g. new vocational diplomas,
modular GCSEs.
Intervention
5. Provide a framework, case studies, support and resources to encourage
teachers to undertake school based curriculum development and to
demonstrate its value in motivating staff and pupils and raising standards.
6. Promote opportunities for teachers to engage in CPD that focuses on
curriculum development in geography.
Research
7. Conduct research into progression, and use of good pedagogies and the
structuring of content in relation to geography to maximise benefit to learners.
Outcome of networks and links working group of Geography Focus Group - 17
May 2005.
This working group was set up to consider links between schools and other schools,
business, NGOs, Higher Education Institutions and the wider community in enriching
the learning and teaching of geography. The subject matter lends itself to a breadth
of links. The group also considered at a policy level how geography could link with
and add value to wider educational initiatives. The following strategic actions to
further develop these links were identified.
Awareness raising
1.
Development of a ‘communication portal’ for schools and teachers to find
information on the best ways of establishing and sustaining productive links to
other schools, community groups, HEIs and business eg a website.
‘Communication portal’ would raise awareness of current opportunities that
are available to schools and teachers and the benefits of these links and
share examples of best practice.
2.
Raise awareness of career opportunities, through the study of geography,
to students, career advisors, parents and teachers, building upon existing
activities.
Policy
3.
Need to articulate clearly the contribution of geography to national
strategic educational objectives eg International Strategy, promotion of
Education for Sustainable Development within schools
Intervention
4.
Development of a national geography forum involving community groups,
NGOs, HEIs, business and other relevant parties to provide a vital set of
resources (people, knowledge, information and possible finance) and to
champion links between schools and the wider communities.
5.
Support the formation of a network of ‘geography ambassadors’ to go into
schools to enthuse learners of the importance and relevance of geography to
their own lives, their future careers and the world in which we live.
6.
Further promote and develop existing projects at a local, regional and
national level that support the development of links between schools and
other schools, community groups, HEI and business.
Outcomes of the Cross-cutting themes working group of the Geography Focus
Group – 2 May 2005
This working group recommended 7 strategic actions to further geography’s
contribution to wider curriculum and educational goals. Education for Sustainable
Development (ESD) and the Global Dimension were the two areas where the
group felt geography’s contribution was essential to recognise and to develop. The
group also highlighted geography’s important role in supporting citizenship
education and embedding ICT in the curriculum.
Awareness Raising
1. Communicate a powerful statement on geography’s contribution to the
curriculum experience e.g. global literacy, sustainable development. Identify
not only areas where it has a contribution to make but also where its input is
essential.
2. Proactively seek opportunities to improve take up of geography by all
ethnic and socio-economic groups and release geography’s full potential
to contribute to widening participation in Higher Education, promoting cultural
awareness/understanding and employability of learners.
Policy
3. Engage at a policy level to ensure that geography’s contribution to wider
educational goals is recognised e.g. Global Gateway. Also, make full use of
curriculum development (Design) opportunities to maximise geography’s
contribution to a range of cross-cutting issues.
4. Make use of current and emerging post-14 opportunities to engage more
students in geographical learning when they have not chosen to study a
geography GCSE or A-level e.g. new vocational diplomas, modular GCSEs.
Intervention
5. Promote more Continuing Professional Development, resources, guidance
and support to encourage teachers to embrace wider cross-cutting themes
as part of their approach to teaching.
6. Build on and develop existing projects and support for teachers to embed ICT
and emerging technologies in geography.
Research
7. Conduct research on the take up of geography’s by pupils from black and
ethnic minority groups.
Outcomes of the fieldwork and outdoor learning working group of the
Geography Focus Group - 8 June 2005
Fieldwork and outdoor education is not just an add-on, it is absolutely essential for
geography and for young people’s learning in general. Geography is the only subject
that has a statutory requirement to provide fieldwork in school. There is, however,
considerable evidence to show that out of classroom learning in geography is
variable and often not being used to its real potential in terms of either embedding
knowledge or developing skills such as teamwork.
Awareness raising
1. Outdoor learning network and good practice dissemination. Identify and
disseminate lead practice in geography departments - particularly by more
experienced teachers with outstanding track-records - in quality fieldwork.
Policy
2. Promote geography in the Education outside the Classroom Manifesto.
Maintain a strong and effective voice for geography in the manifesto to ensure it is
fully recognised and promoted as a key provider of outdoor learning.
3. Ensure the importance of vibrant fieldwork in HE sector is fully recognised so that
geography graduates that become teachers have experienced high-quality fieldwork
themselves. Secure the continuing inclusion of fieldwork within the Quality Assurance
Agency geography benchmark statement in the forthcoming review of the
benchmark.
Intervention
4. Promote subject-specific CPD and resources to encourage primary and
secondary teachers to have the confidence and knowledge to provide high-quality
outdoor geographical learning, including especially fieldwork in and about the local
area.
5. Promote the use of ICT and new technologies such as GIS to enhance the
fieldwork experience. ‘Virtual fieldwork’ is recognised as complementing the
experience in the field, although it is not a replacement for the ‘hands-on’ experience.
6. Promote inclusive fieldwork through resources and training and advocate the
benefits of OCL for students with Special Education Needs
Research
7. Gather current research evidence on benefits of outdoor learning specifically
relating to geography e.g. cross-curriculum benefits, teamwork, behaviour/attitude
change. Use evidence to raise awareness of benefits of outdoor learning through
geography.
Outcomes of the public engagement working group of the Geography Focus
Group - 10 June 2005
There is a clear need to have a public engagement strand to the strategy in order
to facilitate improvement in the teaching and learning experience. There are a
number of different ‘publics’ including learners, parents, teachers (specialist and
non-specialist), head teachers and governors, employers, policy makers and the
wider public.
There is not a strong understanding amongst many of these publics as to what
modern geography is and the skills and knowledge it can offer young people as both
citizens and future employees. In the popular imagination, there is often no
connection between local, national and global events in the media and the study of
geography. To improve teaching and learning we have to raise the status of the
subject in schools and among other key stakeholders. This requires improving the
public understanding of geography: its content, relevance and skills training.
Raising awareness
1.
Produce a clear and straightforward conceptual definition and
demonstration of the applicability and relevance of geography to a range
of key target audiences including students, non-specialist teachers, head
teachers, parents and employers.
2.
Utilise existing opportunities to engage parents and develop ways to improve
parental understanding of, and engagement with the subject.
3.
Raise awareness among the professional community of the need to use the
label ‘geographer’.
4.
Improve communication and understanding between primary, secondary
and HE sectors as to the nature and value of different elements of a
geographical education
Policy
5.
Identify and pursue existing and future opportunities to align geography with
political and commercial agendas.
Intervention
6.
Engage the media community in a dialogue on coverage of geographical
issues. This work should have a particular focus on the media accessed by
young people.
7.
Identify and nurture champions in key strategic areas. To include learners as
champions.