David Rogers’ lecture on the future of Geography under the new national curriculum
David is an Assistant Headteacher and Geographer who previously led the @priorygeography department and saw it flourish into a Centre of Excellence after taking over a failing department. His lecture was focused on the new national curriculum, and was thought-provoking and challenging for those that attended. It was also refreshingly positive on this topic.
Originally the lecture had been titled ‘It’s not the end of Geography as we know it’ but after being impacted by Professor Iain Stewart’s excellent opening lecture was re-titled to ‘It is the end of Geography as we know it, hopefully….’. David, speaking from the viewpoint of an experienced geographer who has seen his fair share of government change & still developed an excellent curriculum and department regardless, asked whether teachers protest at government changes largely out of fear. That we find curriculum change scary, because we become comfortable. Whether the new skeletal curriculum is worrying because teachers have been drip-fed for too long, have become too used to being constrained and prescribed, so that the loss of restraint and sudden emergence into freedom is actually somewhat daunting.
David reminded us that no curriculum document or policy is ever going to be exciting or creative; that it is our jobs as teachers and middle leaders to take these documents and adapt, even subvert them, to meet the needs of our learners. Quoting from How Children Succeed he commented on the value of teaching and learning character, it being equally as important as raising intellect.
There have been various commentaries and discussions on forums pertaining to the new curriculum, and at times these have actually been sadly negative. David pointed out what should be obvious: can we really argue with a new curriculum programme of study that states that a high quality Geography education should ‘inspire curiosity and fascination about the world and its people that will remain with them for life’? That demands greater rigour so that children make excellent progress? What’s not to like about that?! There is a danger of not looking past the document outline, and seeing the benefitof the freedom given.
Many teachers, and school leaders, are feeling the impact of the loss of levels and level descriptors and are trying to find new ways to assess, record and report progress. I liked the reference to Hattie that it is our job as teachers to ensure that ‘no child in our care meets their potential – but that they ultimately smash their potential’. That is the challenge. It reminded me of one of my favourite concepts: the power of ‘yet’. That when a learner says ‘I don’t understand’ or ‘I can’t do it’, your response is ‘yet’. They will get there. One suggestion for formative assessment he shared was the use of Skills Webs – you can see more on this on this blog.
As well as being a thought provoker and stirring up the audience, David also shared a few tips. You can see his lecture resource via his blog which has the slides and his commentary. He shared how Geography can lead the school in the delivery of English and Maths, as well as Science / STEM. That we as Geography teachers and leaders should tackle thewhole school issues of improving literacy, embedding quality and high level numeracy, delivering citizenship, developingstudent voice, sharing global dimensions, etc., and not just get caught up in the attitude of ‘I must teach soils’ – look past the document into the broader picture, see how Geography can benefit your students in a holistic way. It’s not about pub quiz Geography and factual recall, it’s about the whole.
Finally he ended with one of my favourite quotes: ‘It always seems impossible until it is done’ (Nelson Mandela). Don’t forget – policy doesn’t have to be a barrier, Gove and Ofsted aren’t in your classroom, so get creative.