1. Progression in geography
Elizabeth Rynne St Helen’s School, Middlesex
Paul Weeden University of Birmingham

2. 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

3. 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

4. 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

5. 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

6. 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 Selecting Content Same topics Tired, dated and superseded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Tired, dated and superseded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)

7. 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

8. 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?

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

10. 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)

11. 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

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

14. 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)

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

16. 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)

17. 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?

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

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

20. 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