Geographical Association

Does teaching have a clear impact on the way children learn geography and does it ensure engagement with distinctly geographical experience?

This is one of the areas that we ask subject leaders to evidence when applying for Primary Geography Quality Mark (PGQM) status. Though we welcome the additional creativity that cross-curricular learning can bring, we also want to see schools planning for distinctly geographical activities within their cross-curricular approach so that children continue to access high quality geography.

What do you think is meant by a 'distinctly geographical experience'? Write down three ideas about what you think this might entail.

Sometimes, geography is not rigorous. Sometimes, it can get lost in a cross curricular approach and become 'fuzzy geography'. One subject leader who clearly realised the danger of this said:

'Since completing our 'Bronze Action Plan' for the PGQM this was one area that was highlighted as needing work. While geography is taught across the school in an imaginative and cross curricular way distinct geographical experiences are sometimes 'lost'. In order to assist staff in this area a number of books have been purchased. In addition to this each class now has a new and up to date globe and world map. Each year group share an inflatable globe and a new set of atlases (15) were purchased to be shared across the year groups.'

St Peter's Primary School, Billericay

This is a quiz which you can do with your colleagues. It is a fun way to start thinking about distinctly geographical experiences in your school. Choose a number on the grid and answer the question that comes up. Clicking 'quiz' at the bottom of the slide will take you back to the grid again.

Download the quiz (PowerPoint)

What other ways can you use the quiz with colleagues? How will you introduce the idea of distinctly geography experiences? What evidence might you ask them to collect to show that this is happening? Make some notes to help you lead a staff meeting on this.

Why not recycle the quiz and use it as a classroom resource? Having downloaded the quiz and saved it with a new name, delete the images and text on slides 2 – 10 and insert your own ideas then use on your IWB. See this page for further ideas and a blank template.

The 2009 interim report of Sir Jim Rose's Independent Review of the Primary Curriculum was misleadingly reported in some of the press as proposing the end of subjects. However, as we have seen, geography does have distinctive elements that help to give it rigour and enable sound planning links to be made. If we don't understand the essence of subjects we can't maximise the planning potential between them. This is what Jim Rose has to say:

'The proposal in my interim report to bring aspects of subject content together within areas of learning to facilitate cross-curricular studies was reported in some circles as 'abolishing subjects' such as history and geography. The reverse is true: subject disciplines remain vital in their own right, and cross-curricular studies strengthen the learning of the subjects which make up its content. From the standpoint of young learners, making links between subjects enriches and enlivens them, especially history and geography.'

Read the final report by Jim Rose.

Find out more about the proposed new primary curriculum format and planning guidance based on the recommendations of the report.

The Geographical Association is encouraging teachers to think about geography as a living, relevant subject and teach it in such a way that it connects with children's everyday experience. We are calling this approach 'living geography' and believe that learning outside the classroom lies at its core.

To make geography 'live' for pupils we believe it should:

• embrace young children's geographies and their everyday experience
• be locally focused but set in wider (global) contexts
• use enquiry and active participation to engage learning
• involve thinking and acting sustainably
• be current and futures orientated

Living Geography draws on some key geographical skills:

Enquiry - how well is the enquiry process embedded within learning?

Fieldwork – do all pupils have opportunities for fieldwork and where do they go?

Map-work – how well do pupils develop their skills in using and making maps?

Use of ICT and visual sources – how well does ICT support learning?

If you'd like to see how Living Geography works in practice you can view the work that was shared by teachers who took part in the Young Geographers Project.

The resources include short movie clips of pupils working, planning, pupils' work and teacher evaluations and shows progression from Foundation to Key Stage 2.

This planning starter from Sue Parsons at Joy Lane school shows how she has started to create a cross curricular and creative unit of work but thought carefully about the distinctly geographical experiences.

Download a blank planning framework to create an outline for your own unit of work.

Download this presentation as a PowerPoint

Having viewed this presentation, consider what ideas might be relevant to you and your school.

Go back to your first ideas about what distinctly geographical experiences might be. How has your thinking moved on? How well do you provide these experiences in your school and what do you now need to prioritise?

Reflect on the distinctive elements of geography and its potential within an integrated curriculum. What are your priorities? Jot down some ideas that will inform your subject development plan. How might you demonstrate that these will contribute to whole school improvement?

Finally, make sure that children know that they are doing 'geography' and using 'geographical skills'. Don't be afraid to use the 'G' word and to explain it's a lot more than colouring in and naming places!

These Young Geographer stickers will help you to encourage quality geography from your pupils.

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