Progression in geography Elizabeth Rynne St Helen’s School, Middlesex Paul Weeden University of Birmingham p.weeden@bham.ac.uk

Prescribed content KS1, KS2, KS3, GCSE, AS, A2, IB etc Vision What is taught coherence Increasing Depth Breadth complexity Knowledge Understanding Skills Topical issues Choice Teaching strategies Increasing ability to Interpret Analyse Problem solve Draw conclusions Evaluate How it is delivered progression variety Pupil learning Assessment What is learned Increasing Independence Increasing ability to be self critical to analyse own learning needs Formative / Summative Teacher / Peer / Self

language and grammar of geography Curriculum Content Knowledge, factual material, case studies Concepts, principles and ideas Skills (map reading) Approaches (enquiry) Understanding the language and grammar of geography

Curriculum planning or development? Teachers constrained Organising and sorting material Content and teaching / learning provided Curriculum development Teachers have more control Taking forward Changes at KS3 – KS4 – KS5 Emphasis on development

Ownership of curriculum Teachers can: Select content & sequence of T&L Respond to local needs Use local contacts and fieldwork opportunities Make the curriculum topical and relevant School based curriculum development

More work? Selecting Content Same topics Tired, dated and superseded meanders Tired, dated and superseded ‘Sabre toothed curriculum’ River stages (Youth, Mature, Old Age – Upper, Middle, Lower) Glacial flow (Geography, 2007) New topics Global Challenges – climate change, globalisation Vibrant curriculum Ecopolis, energy debates, shopping (retail therapy)

The student view “I didn’t realise that geography was such a variety of stuff – it’s a lot better now! I’ll definitely do it for A-level” Year 10 pupil after working with a group of University of Birmingham Undergraduates – Pilot GCSE

Students learning geography? Do they see: The potential and excitement of geography as a changing discipline? The impact on their future lives? Teachers have to consider: What sort of geography? What is the school context like? What is geography’s place in the whole school curriculum?

Types of progression Generic Subject specific – ‘better geographers’ Numeracy and literacy Problem solving Thinking IT skills Subject specific – ‘better geographers’

Developing understanding Ideas Mental constructs Generalisations Model / theory Student (teacher) Experiences Mental processes Language, recall, reflective thinking Personal meanings, Public meanings (adapted from: Bennetts, 2005)

Progression, Continuity, Sequence KS1 – establishing foundations KS2 – moving out to new challenges KS3 – building confidence, capability and inspiration KS4 – promoting participation, citizenship and new possibilities Post 16 – ensuring possibilities for specialism and scholarship

Act of improving or moving forward Progression Act of improving or moving forward Progression in a subject: Subject structure Planned curriculum experience Pupils’ performance

Planning based on curriculum experience Teaching and learning experiences plan for increasing: precision and sophistication in language and grammar of geography, breadth and complexity of understanding at a range of scales use of generalised knowledge, abstract ideas and linkage maturity of understanding of issues, values and attitudes independence in using the enquiry process and geographical skills (use of reasoning, explanations, linkages and judgements)

Weather KS1 - personal experiences KS2 - seasonal change KS3 - types of rainfall; high and low pressure KS4 – depressions – processes KS5 – atmospheric patterns and processes

Progression in outcomes Subject specific (Aims of geography) Phase specific (Geography subject criteria KS3 / GCSE / A-level) Course / curriculum specific (AO / levels) Topic specific (topic criteria - outcomes) Task specific (task learning outcomes) Pupil specific (individual target)

Progression in outcomes: Enquiry Common Processes across key stages Observation / perceiving Describing / defining Analysing / evaluating Making judgements Drawing conclusions What are the features of progression?

Dimensions of progression Progression in student responses Restricted Uni-structural Multi-structural Relational Extended abstract (Solo Hierarchy) Better descriptions / explanations / judgements (SLN website)

What kind of curriculum planner / developer are you? Cautious Balanced Progressive Adventurous

Prescribed content KS1, KS2, KS3, GCSE, AS, A2, IB etc Vision What is taught coherence Increasing Depth Breadth complexity Knowledge Understanding Skills Topical issues Choice Teaching strategies Increasing ability to Interpret Analyse Problem solve Draw conclusions Evaluate How it is delivered progression variety Pupil learning What is learned Assessment Increasing Independence Increasing ability to be self critical to analyse own learning needs Formative / Summative Teacher / Peer / Self