#gaconf14 musings: new curriculum lecture resources

#gaconf14 New curriculum lecture from David Rogers

Not long back from the 2014 Annual Conference of the Geographical Association in Guildford. It was, as always, a top event and I enjoyed being there after a two year self-imposed GA exile of sorts (although that’s probably a little bit too grand for being too busy). This is the first post of a few based on the conference. This one provides the resources and background for the lecture I gave on the Tuesday.

Firstly, it was bloody scary when conference organiser, Lucy Oxley, informed me that I’d be in the main lecture theatre that saw Professor Iain Stewart speak to the Conference the day before and following the Presidential Keynote. Still, I think I managed to keep it together, especially as I decided to change some of the emphasis that morning after listening to Iain’s talk.

I’ve written before about the latest curriculum reforms:

If I were to sum up my argument, it would be that teachers need to be professional and take control. I find that departments that have very little vision or idea of what they want to achieve are often slaves to changes as they have no filter with which to assess changes. I would also say that we shouldn’t be waiting to be told to change, but be continually updating, refreshing and revisiting both what we teach and how we teach. I know that there are barriers, some content has been left out. What really hit me was that very few in the audience had taken part in the consultations or engaged with the subject associations.

Also, let’s get away from the ‘but it’s geography obviously’ mentality because, outside of our subject, it’s not obvious. Like my son in the image above, interests of individuals aren’t always focused on the stand out geography and that’s OK. I was interested to hear Dr Vanessa Lawrence, until recently heading up the Ordnance Survey, say that the reason that geography isn’t mentioned all of the time because it’s now mainstream. Don’t believe it? Think about the activities that young people and the general public take part in every day that is based upon the OS Master Map data. anything with a map. Sat Nav. Billing. Insurance.

Geographers have to signpost the significant contributions to Maths and Literacy that the subject has. It is this that will secure curriculum time. I wonder how any of those that bemoan the emphasis on maths in the GCSE subject content have actually read the document? The manipulation of data (of all types) and geospatial data is an essential element of geography. Plus, there’s nothing scary there. I recoil when I read comments that mention ‘playing down the maths element.’ To me, the current curriculum reform hammers home the importance of geography. SLT members quite rightly know little detail about the changes – that’s the role of middle leaders.

The basic opportunities that I see for geography are as follows, please bear in mind that I advocate a pro-active, get-in-the-face, make geography a leading subject stance:

It’s brilliant that teachers are expected to learn new things. Do we really want to be teaching the same stuff forever? Geography is a dynamic subject? Sometimes, the biggest barrier that comes across from teachers is that they are unwilling to learn new things. Yes, time is an issue, but the KS1-3 orders have been around since September. If you haven’t done anything by now then……
Progress and Attainment 8 will add pressure onto geography departments but, as mentioned above, it makes the subject vital to a school’s success. Make sure that SLT know about this.
Geography becomes an important vehicle for the delivery of Maths and Literacy. Geo-spatial data from the OS underpins around £100 billion of our economy. Geography graduates enjoy the highest rates of employment. China has a five year plan that identifies geo-spatial data and control as the most important factor in them becoming a leading country. Data is important.
There isn’t anything to tell us what we can’t teach. Who says we can’t cover plate tectonics?
Working with our primary colleagues – we are going to need to do this in order to support each other. Make sure you read the whole curriculum and not just what directly affects you.

Anyway, I’m happy if you agree or disagree with me. There are barriers, as always. It’s our job to smash through them and unlock the potential.

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment i...

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...

Year 10 need your help! Can we get Twitter and Facebook in to a GCSE project?

I’ve been told that social media has no place in the classroom. Now, this post is not to battle that argument head on. Let’s smash it. This week, Year 10 are visiting Hengistbury Head . They are investigating whether this piece of coastline should be protected. They are wondering what you think? You may know the location well, you may not know it at all. But we’d like to hear from you all the same. This will either result in some usable data and comments, or not. Either way, we'll know and I’m sure that your comments will help spark discussion in class! What would Year 10 like me to do? Just simply comment on this post or tweet me, with an answer to this question: ‘Should Hengistubury Head be protected from the Sea? Just answer Yes or No and give a brief reason. It would also be useful if you could tell us whether you know the area or not. Many thanks in anticipation…… Image – my own.

David Rogers

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