RGS addressing geography fallout
The final draft of a report released by Ofsted in January has found that geography teaching in the UK is not equipping pupils with the relevant knowledge or skills to understand an ever-changing world.
The report highlighted the quality of geography teaching as a major area for concern that may have caused a decline in the number of people opting to study it. Those that do pursue this wide-ranging subject are failing to gain an understanding of some of the biggest challenges facing the world today such as climate change, flooding and famine, claims the report. Furthermore, existing lessons are failing to capture students' imaginations and are increasingly being taught by non-specialists. Concerns for health and safety have reduced the number of field trips being undertaken, said the report, despite the fact that these are considered to be a successful teaching method that both maintains pupil motivation and high teaching standards.
Drawing on evidence collected during school inspections between 2004 to 2005 and on specific surveys of geography conducted between 2004 and 2007 in primary and secondary schools, the Royal Geographical Society (with IBG) has already taken steps to address the issues raised.
Working in partnership with the Geographical Association and the Department for Children, Schools and Families, the Society hopes to reinvigorate the subject through its Action Plan for Geography, launched in March 2006, which according to Dr Rita Gardner, director of the Society, is already having an impact.
‘Many of the issues the report raises are already being tackled head on by the Action Plan for Geography,’ she said. ‘It is too early to tell what effect the Action Plan has had as it is only now in its second year. However, I am confident that along with other initiatives, such as the new pilot GCSE and the new Teacher Development Agency professional standards, we will see sustained improvement after four or five years.’
January 2007
The report highlighted the quality of geography teaching as a major area for concern that may have caused a decline in the number of people opting to study it. Those that do pursue this wide-ranging subject are failing to gain an understanding of some of the biggest challenges facing the world today such as climate change, flooding and famine, claims the report. Furthermore, existing lessons are failing to capture students' imaginations and are increasingly being taught by non-specialists. Concerns for health and safety have reduced the number of field trips being undertaken, said the report, despite the fact that these are considered to be a successful teaching method that both maintains pupil motivation and high teaching standards.
Drawing on evidence collected during school inspections between 2004 to 2005 and on specific surveys of geography conducted between 2004 and 2007 in primary and secondary schools, the Royal Geographical Society (with IBG) has already taken steps to address the issues raised.
Working in partnership with the Geographical Association and the Department for Children, Schools and Families, the Society hopes to reinvigorate the subject through its Action Plan for Geography, launched in March 2006, which according to Dr Rita Gardner, director of the Society, is already having an impact.
‘Many of the issues the report raises are already being tackled head on by the Action Plan for Geography,’ she said. ‘It is too early to tell what effect the Action Plan has had as it is only now in its second year. However, I am confident that along with other initiatives, such as the new pilot GCSE and the new Teacher Development Agency professional standards, we will see sustained improvement after four or five years.’
January 2007
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