QCA 14-19 Seminar 4-3-05

QCA 14-19 Seminar 4-3-05

Geography Update A QCA perspective on 3 19 geography David Gardner QCA 19th April 2006 KRA 1: Curriculum Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Current work KS3 Review GCSE coursework GCSE Pilot

A Level subject criteria Teacher assessment publication Innovating with .. Website India/Chembakolli visit KEY STAGE 3 REVIEW KEY STAGE 3 REMIT: 14-19 WHITE PAPER Continued focus on the core subjects English, Maths and Science, with more time freed up to allow for catch up. Tests to continue in the core subjects, with an additional online test in ICT.

Moderated teacher assessment in foundation subjects, and a bank of standardised optional tests will be provided. Implications for QCA: QCA is undertaking a full review of KS3, to: o Reduce the overall level of prescription o Place greater emphasis on English, Maths and ICT; o Give more scope for schools to stretch young people; o Give more support for those who fall behind expected standards; o Ensure the curriculum for all subjects is as coherent as possible. Forces for change Changes in society, social structures and the nature of work. The impact of technology on subjects and schooling. New understandings about the nature of learning. Increased global dimension to life, learning and work.

The public policy agenda (DfES strategy/white papers, ECM) promoting innovation and personalisation. A curriculum - fit for the future should focus on aims and outcomes rather than coverage or delivery. have a stronger emphasis on skills and personal development (ECM) use teaching approaches (active, enquiry based) that relate directly to developing skills and attributes value knowledge linked to creativity and knowledge creation, be flexible enough to be organised in different ways and have room to innovate be relevant and connected to life outside school the big issues, work, community use technology to extend (when, where, how) learning takes place have a strong international dimension and promote citizenship Whose curriculum is it anyway?

Government Broad description of outcomes based on the well being of: individuals society economy based on values that underpin a plural liberal democracy X X Schools and communities Building on local strengths and ethos Local needs Local resources such as community and business expertise Learners What interests me What my talents are

In a way that works for me Our pledges to Young People We want the curriculum to enable all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live a safe, healthy and fulfilling life responsible citizens who make a positive contribution to society. SUCCESSFUL LEARNERS who enjoy learning and are motivated to learn are determined to achieve the best they can have the essential learning skills of literacy, numeracy and information and communication technology communicate well through a range of media

think for themselves, have enquiring minds and are open to new ideas are able to process information, reason, question and evaluate are creative, enterprising and able to solve problems understand how they learn and learn from their mistakes are able to learn independently and with others are able to transfer knowledge and skills to new situations appreciate the benefits and fulfilment that learning can bring. CONFIDENT INDIVIDUALS who

have a sense of self-worth and believe in themselves recognise their talents and have ambitions are willing to try new things and make the most of opportunities are able to take the initiative and organise themselves relate well to others and form good relationships are self-aware and deal well with their emotions have secure values and beliefs make healthy lifestyle choices are physically competent and confident take managed risks and stay safe resist negative pressures and make informed choices become increasingly independent gain enjoyment and inspiration from the natural world and human

achievements. RESPONSIBLE CITIZENS who make a positive contribution to the communities in which they live, learn and work feel that they can change things for the better act with integrity and live according to secure values and beliefs understand different cultures and traditions and have a strong sense of their own place in the world respect others live peaceably and work productively with others challenge injustice and are committed to human rights maintain and improve the environment, locally and globally are enterprising and able to contribute to the economic well-being of society feel they can make a difference for the better PERSONAL, LEARNING AND THINKING SKILLS 11-19

The framework comprises six groups of skills that, together with the functional skills of English, mathematics and ICT, are essential to success in learning, life and work. The skills are generic and are applicable across all learning throughout the 11-19 age range. They are equally important to all learners, irrespective of the setting, and support young people's employability. SUCCESSFUL YOUNG PEOPLE ARE: Team workers Self-managers Independent enquirers Reflective learners Creative thinkers Effective participators

building a whole curriculum n and e xt en p e rs o n a l n e e d s / in te r e s ts s io n a tio n a l c u r r ic u lu m n s k ills

tio di a cons ol a im s lo c a l n e e d s / in te r e s ts s u b je c t dem ands c u r r ic u lu m d e v e lo p m e n t g u id a n c e

Opportunities for Geography Futures thinking - subject fit for 21st century Clarify what the subject is about and its importance in the whole curriculum Make a clear link to the new aims and PLTs Update to take into account developments since 2000 review Address issues with PoS and Level descriptions Coordinate progression in the subject 14-19 linked to new A level criteria KS3 geography issues QCA monitoring 2005 The problems of inadequate curriculum Declining opportunities for high quality

fieldwork to be planning and poor quality teaching and Assessment remains a major issue in experienced by pupils learning at KS3.

A combination of KS3 geography with pupils being overFieldwork and outdoor education are not just add-on; it is relatively low in secondary absolutely core for geography andmany

for young peoples learning assessed tostatus meet schools requirements in general RGS-IBG evidence to Select Committee 2005 schools and a high proportion of nonfor frequent reporting of levels. This focus

2004-05 shows unequivocally that concerns about health and specialist teachers is resulting in poorly on summative assessment has safety, curriculum time, staff time and expertise,been and budget planned missed opportunities constraints are curricula

combining toand reduce the amount and detrimental to high quality assessment for effectiveness of fieldwork offered in schools. tolearning. inspire and challenge pupils.

QCA monitoring questionnaire 308 schools Which year group none specialist teachers ? 90 82.2 80 67.8 70 Valid percentage 60 53.4 50

40 30 20 14.4 13.8 Year 10 Year 11 10 0 Year 7 Year 8

Year 9 Year group Issues for KS 3 review ? QCA monitoring questionnaire 308 schools Which areas of PoS do you find difficult 80 71.5 69.8 70 valid percentage 60 47.7

50 40 30 16.7 20 11.4 10.7 10 7.5 1.1

0 Fieldw ork ICT demands Overseas studies Enquiry w ork Topical issues Local geography Physical geography topics Other areas

David Bell Education for Democratic Citizenship First, we have a problem with geography in many schools. In many primary schools it is the worst I suggest toinyou thatlessons The best resources for taught subject and secondary schools its citizenship can beoften

a a GCSE subject has been on popularity globalasissues will be this diminishing. Thefresh teachingair, is sometimes dull and breath of mornings news rather than

a fails to maintain current relevance, not drawing makingon geography sufficiently the issues and most likely to capture the textbook. Enquiry research imagination andexciting interest of young people such as

relevant, and, into global issues should deal globalisation and sustainable development. My most important of all, with but between be informed viewprinciples is that a partnership geography and

empowering pupils soenergise where appropriate, will by citizenship, issues of the moment and the former give know substance to thethey latter. thatand they

how real examples. can make a difference. Nov 2005 KS3 Review timeline OCTOBER - DECEMBER 2005 Consultation with stakeholders and partners (re: how curriculum might be developed) through conferences, seminars and meetings A series of meetings with partners and stakeholders on draft framework of personal, learning and thinking skills Evaluation of existing curriculum (PoS and frameworks) with practitioners and stakeholders.

Detailed proposals for development process for assessment & costings. OCTOBER - DECEMBER 2005 Geog report In summary, the action required is: 1. Redraft the statement on the importance of geography. 2. Reform the PoS so as to provide more flexibility in choice of content and up-date the curriculum in the light of new thinking in the subject, making it fit for purpose in the 21st century. 3. Focus on those features that should drive the curriculum, i.e. consideration of key concepts, values, skills and techniques and scale/context of study. 4. Ensure in all this that content serves rather than drives the curriculum. 5. Reconsider the role and character of the level descriptions and once decisions have been made redraft them.

FROM JANUARY - May 2006 Geography Jan - March Online consultation about draft of importance statement on GA & RGS website http://www.geography.org.uk/news/consultation Feb Circulate papers to residential delegates 1st 2nd March Residential to write new importance statement, PoS models, level descriptions 15th March Teachers meeting to consult on PoS models 15 teachers 18th-20th April Geographical Association conference QCA update presentation by DG Wednesday 19 th April May

Draft importance statement , PoS, level descriptions New Importance statement plan A HOOK LINE TO GRAB INTEREST and firmly establish the excitement and relevance of geography in the widest possible sense. Either of the two draft versions (or even the old version) are useful starting points WHAT IS TAUGHT: a sentence or two that outlines what you get in this subject e.g. from draft version two through studying geography, people of all ages begin to appreciate how places and landscapes are formed, how people and environments interact, what consequences arise from our everyday decisions, and what a diverse range of cultures and societies exist and interconnect. Essentially, this communicates the big ideas. HOW IT IS TAUGHT. A sentence or two outlining the APPROACHES in the subject that are distinctive. E.g. fieldwork, GIS, enquiring approach, experiential learning, active participation. A CONCLUSION that reaffirms that value of geography, especially to the future well being and career of a pupil.

New Draft Importance statement hook line We live together in a beautiful, yet complex world, which is, continuously changing and challenging. The study of geography helps us to make sense of this dynamic world and prepares us for a role as global citizens in the 21st century. New Draft Importance statement what is taught Geography is the subject which stimulates an interest in and a sense of wonder about places. Through Geography we begin to question how places and landscapes are formed, how people and environment interact, what consequences arise from our everyday decisions and how a diverse range of cultures and societies interact and are interconnected. Geography builds on our

own experiences to investigate at all scales from the personal to the global. New Draft Importance statement how it is taught Geography is studied through enquiry, which encourages us to question, investigate and think critically about issues affecting our lives for the present and future. Fieldwork is essential. In Geography we use maps, visual images and new technologies including Geographical Information Systems to obtain and present information. New Draft Importance statement - conclusion Geography inspires us to think about our own place in the world, our values and rights. It helps us consider our responsibilities to other people

and to the environment in helping to ensure the sustainability of our planet. These transferable geographical skills help to equip us for lifelong learning as responsible global citizens. WHAT MIGHT GO INTO THE PoS? importance statement aims etc Fundamental ideas and concepts Key Processes

Curriculum development guidance Ways forward Phase 1 Participation in the curriculum futures debate Capturing and sharing innovation Phase 2 Establish a network of co-developers A curriculum specification or blueprint Development tools and case studies Quality assurance mechanisms a kitemark? quality/impact not coverage/delivery Pilots and field trials promoting innovation and building the evidence base High quality, world class

curriculum design Clear design principles A broad definition of curriculum Aims:outcomes driven National, local and personalised aspects Dimensions or areas of learning personal, skills, ethical, cultural Approaches to learning enquiry, experiential, practical Evaluated against a balanced scorecard Sustaining and selfrenewing Our curriculum conversation

Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it? New A Level subject criteria Purpose of the subject criteria review The main aspects under consideration in the current review are: o A reduction in the burden of assessment by reducing the number of units. For the majority of subjects, this will entail a reduction to 4 units. Fewer assessment units will enable each unit to be more holistic, less mechanistic and more supportive of extended writing. o A review of the necessity for coursework as an element of the assessment. It will be included in A levels only where it is the soundest method of assessment and provided that it makes clear how reliability and fairness are secured. o The introduction of AEA-style assessments to all A levels. AEA-style material

will encourage teaching that challenges students and promotes independent thought and learning. o A clarification of synoptic assessment. We are reviewing what synoptic assessment entails in each subject and are ensuring that it will encourage the development of a holistic understanding of the subject. Clearer understanding of synoptic assessment will also support learning and understanding. Whats wrong with existing geography criteria Pretty impenetrable text. wordy not helpful Reads as a list of prescribed content rather than a framework for interpretation Repetitive/distinctiveness of AS and A level not clear Sounds inhibiting rather than enlightening No promotion of newer aspects of geography Subject Criteria as framework from which Awarding Bodies design and develop specs.

So subject criteria need: to clarify that this framework should be used for design purposes provide clear direction about kind of geography appropriate to 21st century be clear about nature or progression required from GCSE etc need give strong steer to include new geography Draft Geography A Level Criteria Online consultation 10th April 89 responses http://www.qca.org.uk/12086_16132.html GCSE Pilot

Geography Pilot: purposes to provide lively and innovative geography courses for 14-16 year olds that reflect the needs of students and current thinking in the subject to offer a hybrid model for the geography-related area of qualifications which allows students to follow academic (general) and/or vocational/applied pathways within the qualifications Geography pilot: the remit for the core Half a GCSE - GCSE Short Course; Geography for citizens Emphasis on links between geographical learning and pupils own lives Reflecting changes in the subject Focus on organising concepts of uneven development, interdependence, futures, sustainability, globalisation Encouraging different learning styles less content

Innovative forms of assessment The geography pilot: assessment Short course 67% external (one paper with pre-release material and a decision-making/problem solving flavour); 33% internal (portfolio of three short items one on each theme) Full course 33% external; 67% internal ie optional units all internally assessed by the most appropriate means Find out more at http://www.geography.org.uk/projects/pilotgcse/ Evaluation questionnaire Why offer the pilot GCSE in Geography? To offer students a more relev ant and motiv ating

83.3 course To better meet student needs 75 To meet student demand 70.8 62.5 To offer more staged assessment to students 41.7 To reflect the centre priorities To broaden the curriculum

33.3 To prov ide cleared content focus to students 25 To replace prev iously offered GCSE 16.6 To utilise staff ex pertise 16.6 Other 7

Evaluation questionnaire We asked respondents to tell us about the teacher assessment options they offered. 1.) Coastal Management (72.7% of respondents offered it) reasons for offering this included the relevance to the area and its incorporation into fieldwork trips 2.) Geography in the news (54.5%) offered because of its relevance, flexibility and pupil interest; 3.) Travel and Tourism destinations (also 54.5%) offered primarily due to pupil interest and access to resources Evaluation questionnaire GCSE coursework Remit Following publication of the 14-19 White Paper, QCA received a

remit to review coursework in terms of consistency of approach, fairness and cumulative burden. During 2004, QCA conducted a review of the reliability of GCE and GCSE coursework. The review focused on current specifications but its conclusions are relevant to future developments http://www.qca.org.uk/15525.html Teacher Assessment Activities in Foundation subjects What is the product about ? QCA has developed new materials to help teachers identify, track and enhance pupil progress in the foundation subjects. Teacher assessment activities are initially available for art and design, design and technology and history at key stages 1 to 3, and for ICT at key stages 1 and 2, with geography in key stage 1-3 to follow. This new initiative from QCA illustrates assessment as an

integral part of teaching and learning across the key stages. Why is it required ? My departm ent needs m ore training about assessm ent 160 134 140 No. of schools 120 100 82 80 60 40

33 31 20 20 0 Agree strongly Tend to agree Tend to disagree Response Disagree strongly No opinion

Pulling together advice & guidance http://www.qca.org.uk/geography/innovating/ http://www.ncaction.org.uk/ http://www.geography.org.uk/ Pulling together http://www.standards.dfes.gov.uk/keystage3/?version=1 http://www.standards.dfes.gov.uk/schemes2/geography/?view=get http://www.geography.org.uk/eyprimary/squareone/activities Innovating with Geography website Purposes

to help schools plan and teach geography courses from the national curriculum programmes of study that will engage and motivate pupils aged from 5-14 a gateway to other sites offering support for geography teaching and learning A case study of flexible curriculum development in KS3 with a Global Dimension/Enterprise Education focus Who are the Adivasi ? The Adivasi are the aboriginal people of India. The word Adavasi means original or first inhabitants. India has the largest population of aboriginal in the world, 8% of the 1 billion people who live in India. They were the first people to live in the Nilgiri Hills.

Since 1986 they have worked together, fighting for land rights. Who are ACCORD ? Stan and Mari Thekaekara founded ACCORD in 1986 to work with the Adivasi communities of the Nilgiri Hills. Through ACCORD they helped found the Adivasi Munnetra Sangam (AMS), a membership based tribal organisation with 3000 families as members. A Tribal Land Rights Campaign was launched and ACCORD helped the Adivasi to plant tea on their reclaimed land. ACCORD sets up projects discussed by Adivasi, placing people to run each project sustainably. Just Change Just Change is an initiative with an objective of establishing an alternative trading mechanism that will benefit the poor communities. This will be achieved by directly linking poor communities and encouraging

them to trade among themselves. Chembakolli Much more to learn and understand with the potential for much broader and richer curriculum development Tea - ATLM Grown on a plantation and in the villages. A rich mans crop, long growing crop providing regular income and evidence of land rights Madhuvana plantations: The adivasi own a plantation where

they have successfully grown crops such as tea, coffee, pepper while preserving a lot of the forest area, acting as stewards of the forest. School- Vidyodaya Initially developed for the children of ACCORD workers, now developed for local tribal and non tribal children, including Chembakolli. Adivasi AMS Hospital Ashwini Developed for the Adivasi to cater for their needs.

ACCORD The catalyst to set up each project and put people in place to run them in a sustainable manner. . Action Aid Organise teacher visits. Publish resources about Chembakolli Just Change Establishing links with consumers of tea in UK and Germany Adivasi Mutual Fund A Community Fund initiated by staff of ACCORD now being extended to

the villages. To grow into a community bank that will meet the credit and investment needs of the community Links to the Global Dimension Global Citizenship Learn about the role of the NGO ACCORD in setting up project to empower the local community of the Adivasi Human Rights Understand the rights of the Adivasi and how they had to fight for land rights Sustainable development

Investigate the sustainable approaches utilised in all ACCORD projects. Conflict resolution Investigate the approaches developed by ACCORD to resolve conflict. Adivasi and the Global Dimension Interdependence Understand the potential of the concept of Just Change and the potential to link producer and consumers across the globe.

Social Justice Appreciate the work of ACCORD to overcome the injustice and discrimination of the Adivisi Values and perceptions Share the ideas of the Adivasi with regard to how they live and the potential to trade on a global scale. Diversity Appreciate the similarities and differences of the Adivasi , learning form their ideas and culture.

Geography Investigate development, sustainable development project, interdependence, with poor communities in India and UKworking together ICT Use of the internet to link producers of tea with consumers in Germany and UK. Use of ICT to promote tea campaign Citizenship The work of an NGO, human rights of Adivasi, and the global economy

Adivasi curriculum links Business education Globalisation and the potential to set up a company to market adivasi tea. Enterprise Education How ACCORD developing tea plantations is an eg of enterprise. Also setting up a project in schools to market Adivasi tea. Curriculum partnerships QCA

Education & Business Partnerships Trust Specialist Schools & Academies Trust ACCORD ActionAid Adivasi project Potential curriculum partnerships Development Education Association

Subject Associations KRA 1: Curriculum Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Visit the QCA stand Talk with us Get a copies of : the QCA Geography Update Hardcopy of this presentation QCA publication about Curriculum Complete the A Level subject criteria consultation questionnaire online

Have a guided tour of the Innovating with geography website David Gardner QCA Geography Adviser 020 7509 5322 [email protected]

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