Managing KS3/4 Transition
'Entries for geography are down by 9262 (4.3%) to 203862, the fifth largest drop amongst the major subjects... from 8th to 9th place in terms of entry.'
- From Paul Weeden's review of the 2008 GCSE - see full review
Declining uptake
First, read this article on the Guardian website: World weary: Is geography a boring subject? What is your initial response to this?
Geography has seen its numbers at GCSE decline from 253756 in 2001 to 203862 in 2008, a drop of around 20%. This is happening for a number of reasons, some structural and linked to whole-school decisions, whilst some can also attributed to how the subject is being delivered at KS3 in schools. Ofsted's 2008 report states:
'In secondary schools, the number of pupils opting to study the subject beyond Key Stage 3 continues to fall. In part, this reflects the increased range of subjects available, both academic and vocational, but it also reflects pupils' dissatisfaction with a geography curriculum which they perceive as irrelevant. In many secondary schools, a narrow range of textbooks and a focus on factual recall rather than on exploring ideas fail to capture pupils' interest.'
- Ofsted (2008)
Download this document for some more thoughts on KS3/4 transition.
Planning your KS3/4 transition
When planning your KS3/4 transition, look at your KS3 and KS4 curriculum and reflect upon the questions in QCA's 'Big Picture':
- What are you trying to achieve?
- How do you organize learning?
- How well are you achieving your aims?
This will link very closely to your own vision for geography in your school.
The formulation of a strategic overview is necessary to ensure that your students manage their own transfer between the key stages effectively. They need to see a purpose in continuing with their study of geography, in terms of subject content, skill development and value to later life.
The topics studied need to be selected and presented to students carefully, so that they engage and inspire them, but of equal value is the need to highlight the important and transferable skills that geographers possess and practice.
Highlight the employability of geographers to students and parents. Quotes are often very powerful in this respect and numerous examples can be found in the GA's manifesto for school geography, A Different View.
In a changing educational world, the options process becomes more and more challenging for geography.
‘You cannot win them over with yoyos or leaflets if the three years has not been stimulating, challenging, exciting, rewarding and all the other -ing words students want and need.'
- Quote from geography teacher on Staffordshire Learning Net
Selling geography
The value and importance of fieldwork for enthusing students should not be forgotten. Fieldwork in recent years has become more and more entwined with coursework or assessment, and the value of fieldwork for its own sake has become rather lost.
The Geography Ambassadors scheme can be utilised to good effect at the transition point; students often hear a different message from a 'visitor' and the experiences of the ambassadors can reinforce the messages given by teaching staff.
Additionally, there are numerous publications and video clips that can be used, created by the GA, the RGS-IBG and others generously shared by teachers. Here is a selection:
Promoting Geography - this video was produced to promote geography at Barking Abbey School, a Specialist Sports and Humanities College in Greater London.
Careers Poster - RGS-IBG
Selling Geography - GA
Ten ides for promoting GCSE geography - GA Secondary Phase Committee
This is geography... in school and beyond - GA
Raising the profile of geography - RGS-IBG Chartered Geographer (Teacher) scheme
Activity 4: Promoting Geography
Reflect upon your current KS3 curriculum. To what extent does it prepare students for GSCE and beyond?
Devise a questionnaire for students to determine their perception of the value and importance of geography. What changes might they suggest to your KS3 provision?
Watch this Teachers TV video on the Geography Ambassadors scheme. How might you use it with your classes?
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