QCA 14-19 Seminar 4-3-05

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Geography Update A QCA perspective on 3 19
geography David Gardner QCA 19th April 2006
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KRA 1 Curriculum Develop a modern, world-class
curriculum that will inspire and challenge all
learners and prepare them for the future

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Current work

• KS3 Review
• GCSE coursework
• GCSE Pilot
• A Level subject criteria
• Teacher assessment publication
• Innovating with .. Website
• India/Chembakolli visit

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KEY STAGE 3 REVIEW
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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 QCAQCA is undertaking a full
  review of KS3, to
• Reduce the overall level of prescription
• Place greater emphasis on English, Maths and
  ICT
• Give more scope for schools to stretch young
  people
• Give more support for those who fall behind
  expected standards
• Ensure the curriculum for all subjects is as
  coherent as possible.

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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.

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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

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Government
Whose curriculum is it anyway?

• Broad description of outcomes based on the well
  being of
• individuals
• society
• economy
• based on values that underpin a plural liberal
  democracy

X
Learners
Schools and communities

• Building on local strengths and ethos
• Local needs
• Local resources such as community and business
  expertise

• What interests me
• What my talents are
• In a way that works for me

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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.

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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.

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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.

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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

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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

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building a whole curriculum
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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 PLTs
• 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

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KS3 geography issues QCA monitoring 2005
The problems of inadequate curriculum planning
and poor quality teaching and learning at KS3. A
combination of relatively low status in many
secondary schools and a high proportion of
non-specialist teachers is resulting in poorly
planned curricula and missed opportunities to
inspire and challenge pupils.
Declining opportunities for high quality
fieldwork to be experienced by pupilsFieldwork
and outdoor education are not just add-on it is
absolutely core for geography and for young
peoples learning in general RGS-IBG evidence to
Select Committee 2005 2004-05 shows unequivocally
that concerns about health and safety, curriculum
time, staff time and expertise, and budget
constraints are combining to reduce the amount
and effectiveness of fieldwork offered in
schools.
Assessment remains a major issue in KS3 geography
with pupils being over-assessed to meet schools
requirements for frequent reporting of levels.
This focus on summative assessment has been
detrimental to high quality assessment for
learning.
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QCA monitoring questionnaire 308 schools
Issues for KS 3 review ?
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QCA monitoring questionnaire 308 schools
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David Bell Education for Democratic Citizenship
First, we have a problem with geography in many
schools. In many primary schools it is the worst
taught subject and in secondary schools its
popularity as a GCSE subject has been
diminishing. The teaching is sometimes dull and
fails to maintain current relevance, not drawing
sufficiently on the issues most likely to capture
the imagination and interest of young people such
as globalisation and sustainable development. My
view is that a partnership between geography and
citizenship, where appropriate, will energise the
former and give substance to the latter.
I suggest to you that citizenship can be a breath
of fresh air, making geography relevant, exciting
and, most important of all, empowering pupils so
that they know how they can make a difference.
The best resources for lessons on global issues
will often be this mornings news rather than a
textbook. Enquiry and research into global issues
should deal with principles but be informed by
issues of the moment and real examples.
Nov 2005
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KS3 Review timeline
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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.

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OCTOBER - DECEMBER 2005 Geog report

• In summary, the action required is
• Redraft the statement on the importance of
  geography.
• 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.
• Focus on those features that should drive the
  curriculum, i.e. consideration of key concepts,
  values, skills and techniques and scale/context
  of study.
• Ensure in all this that content serves rather
  than drives the curriculum.
• Reconsider the role and character of the level
  descriptions and once decisions have been made
  redraft them.
•  

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FROM JANUARY - May 2006 Geography
 Jan - March Online consultation about draft of
importance statement on GA RGS
website http//www.geography.org.uk/news/consultat
ion Feb Circulate papers to residential delegates
1st 2nd March Residential to write new
importance statement, PoS models, level
descriptions 15th March Teachers 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
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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.

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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.
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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.
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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.
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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.
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WHAT MIGHT GO INTO THE PoS?
importance statement
aims etc
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Ways forward

• High quality, world class curriculum design
• Clear design principles
• A broad definition of curriculum
• Aimsoutcomes 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

• 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

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Our curriculum conversation
Three key questions

• What are we trying to achieve through the
  curriculum?
• How do we best organise learning to achieve these
  aims?
• How effectively are we evaluating the impact of
  the curriculum and continuously improving it?

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New A Level subject criteria
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Purpose of the subject criteria review

• The main aspects under consideration in the
  current review are
• 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.
• 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.
• The introduction of AEA-style assessments to all
  A levels. AEA-style material will encourage
  teaching that challenges students and promotes
  independent thought and learning.
• 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.

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Whats 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

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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

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Draft Geography A Level Criteria
Online consultation http//www.qca.org.uk/12086_16
132.html
10th April 89 responses
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GCSE Pilot
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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

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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

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The geography pilot assessment

• Short course 67 external (one paper with
  pre-release material and a decision-making/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/proje
cts/pilotgcse/
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Evaluation questionnaire

• Why offer the pilot GCSE in Geography?

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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 its 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
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Evaluation questionnaire
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GCSE coursework
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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

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Teacher Assessment Activities in Foundation
subjects
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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.

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Why is it required ?
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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/?versio
n1
http//www.standards.dfes.gov.uk/schemes2/geograph
y/?viewget
http//www.geography.org.uk/eyprimary/squareone/ac
tivities
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Innovating with Geography website
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• Purposes
• to help schools plan and teach geography courses
  from the national curriculum programmes of study
  that will engage and motivate pupils aged from
  5-14
• a gateway to other sites offering support for
  geography teaching and learning

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• A case study of flexible curriculum development
  in KS3
• with a Global Dimension/Enterprise Education focus

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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.
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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.
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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.
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Chembakolli
Much more to learn and understand with the
potential for much broader and richer curriculum
development
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Links to the Global Dimension
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Curriculum partnerships
QCA
ACCORD
ActionAid
Adivasi project Potential curriculum partnerships
Education Business Partnerships Trust
Specialist Schools Academies Trust
Development Education Association
Subject Associations
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KRA 1 Curriculum Develop a modern, world-class
curriculum that will inspire and challenge all
learners and prepare them for the future

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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

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David Gardner QCA Geography Adviser 020 7509
5322gardnerd_at_qca.org.uk