By Mark Harris-
Education watchdog, Ofsted has today published a subject report that asses the way geography is being taught in England’s schools, as it praised overall improvements, but called for advances in fieldwork- the process of observing and collecting data about people, cultures, and natural environments.
Ofsted which provides periodic reviews on the quality of schools, has had its fair share of criticism over the years, but possess degree of expertise and resourcefulness in assessing what is missing in certain schools or subject.
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The main aim of its endeavours is to bring the best of out schooling pupils in Britain and primary and secondary education in the UK.
Inspectors have set their sights on Geography- a subject not always fully appreciated by parents or pupils, but which has enormous benefits in its overall development of pupils.
Inspectors were drawing from knowledge arising from visits to schools over the years, and said that leaders had made changes to the curriculum to ensure that knowledge was better sequenced, so children could build on what they had learnt
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Ofsted said that its inspectors paid visits to 91 primary and 90 secondary schools (including one special school) in England between 2007 and 2010 and evaluated the strengths and
weaknesses of geography in these schools and was now assessing the challenges faced by the subject today.
Geography was flourishing in a minority of the schools visited and was under pressure in the rest.
Geography, the study of our planet’s physical features, landscapes, and human interactions with the environment, plays a vital role in shaping our understanding of the world.
While significant progress has been made in improving geography education, particularly at the primary and secondary levels, a recent report highlights critical areas in which it can be further enhanced.
The State of Geography Education
A comprehensive report, titled ‘Getting our bearings: geography subject report,’ draws from evidence gathered during subject visits to a selection of primary and secondary schools.
The report acknowledges that there have been substantial improvements in geography education over the past 12 years, particularly at primary and key stage 3 levels.
In these schools, educational leaders have revamped the curriculum to ensure a more seamless progression of knowledge, enabling students to build upon what they have learned.
Nevertheless, the report highlights some persistent shortcomings in geography education, notably related to fieldwork skills development.
These issues are said to transcend the challenges posed by the COVID-19 pandemic and are evident at both primary and secondary levels.
One significant concern is the conflation of fieldwork with field trips in primary schools.
Ofsted said that while pupils may venture outside of the classroom for visits, they often miss out on learning how to collect, present, and analyze geographical fieldwork during these excursions.
In secondary schools, fieldwork often revolves around meeting the minimum requirements set by exam boards.
This approach results in simplified fieldwork experiences aimed at equipping students with prepared answers for exams. Consequently, students are ill-prepared for non-examined assessments at A-Level and higher education.
The report also calls for better support for both specialist and non-specialist geography teachers, emphasizing the need for more subject-specific continuing professional development (CPD).
The Importance of Geography
Geography holds a unique place in the educational landscape due to its holistic approach to understanding the world.
It encompasses the study of physical geography, human geography, and the intricate connections between them.
Geography equips students with the tools to comprehend complex global issues such as climate change, migration, and urbanization.
Amanda Spielman, His Majesty’s Chief Inspector, highlights the significance of geography education in enhancing children’s comprehension of the physical world.
She commended the progress made in primary and secondary schools’ geography teaching, emphasizing the importance of a more ambitious and challenging curriculum.
Spielman also said that students to develop their data collection and analysis skills, which are fundamental to geography fieldwork.
Geography has been a popular GCSE choice among students in recent years.
In this year’s GCSE geography exam, 24.5 per cent of entries achieved a grade 7/A or above and 64.8 per cent achieved a pass, compared with 30.3 per cent and 72.1 per cent in 2022, respectively.
These pass rates reflect the interest and engagement of students in the subject. but the education watchdog believes more can be done to improve overall understanding of the subject.
The proportion of pupils scoring an A can rise with more efficient teaching.
Why Geography Deserves Special Attention
The imperative for better geography teaching is not solely about its complexity but rather its unique role in shaping well-rounded and informed individuals.
Geography is inherently interdisciplinary, bridging the realms of natural sciences, social sciences, and the humanities and provides a comprehensive view of the world, fostering critical thinking and a holistic understanding of global challenges.
Geography also addresses issues of global significance, such as climate change, resource management, and urbanization. These topics are central to our contemporary world and demand a nuanced understanding.
It also places a strong emphasis on fieldwork skills, which are essential for real-world problem-solving and research. These skills equip students with the ability to collect, analyze, and interpret data, preparing them for higher education and careers in various fields.
Geography education instills a sense of environmental responsibility, nurturing the next generation of environmental stewards who can address pressing ecological issues.
And it fosters global citizenship by promoting cultural awareness and an appreciation of diverse perspectives. It prepares students to engage with the complexities of a rapidly changing world.
Recommendations
The report makes a number of recommendations for how schools can ensure that all pupils receive a high-quality geography education, including:
Making sure that the curriculum supports effective transition between key stages so that content builds cumulatively and is not repeated.
Giving the same level of thought to the curriculum at key stages 4 and 5 as is given at other key stages, including considering how to sequence the content of exam specifications in a way that allows pupils to develop a fuller understanding of the subject over time.
It calls for pupils to be taught how to collect, present and analyse data, and how to reach and evaluate conclusions based on this data.
The report also wants teachers to consider the prior knowledge that pupils need in order to access more complex ideas and concepts so they can develop their expertise in the subject, and also help pupils build on knowledge, not only within a topic but over a series of topics, so that they can apply what they have learned in different scenarios.
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