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Action Plan for Geography - Development Strand
The development strand will build the capacity to secure geography for the longer term. It encourages subject specialism and promotes exciting curriculum development.
Curriculum development projects will:
- Help teachers make greater use of existing materials to improve pupil achievement and to promote leading edge practice
- Facilitate innovator teacher groups to identify and develop new approaches to teaching aspects of the curriculum linked to GCSEs
- Interpret primary and secondary National Strategy materials for geography and build on existing materials
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Recognising professional achievement will build professional capacity in two complementary ways:
- Primary and Secondary Quality Marks
- Chartered Geographer status (RGS-IBG)
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| Development Strand Projects |
This strand encourages subject specialism and recognises the professional achievement of effective curriculum development. There are a range of projects which will help you to make better use of existing material including the Early Years, Primary and Secondary Handbooks published by the GA. There are also projects which use the primary and secondary national Strategy materials to promote quality geography.
To facilitate these projects we will be inviting you to take part in advisory groups and in trialling materials.
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D1 - APG Extension Project – Primary and Early Years Handbooks
D2 - APG Extension Project – The Secondary Geography Handbook
D3 - Geography and the Primary Strategy
D4 - Geography and the Secondary Strategy
D5 - 'Young People's Geographies'
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| D5 - 'Young People's Geographies' – further information |
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This project features young people using their own geographies as a starting point. On a day-to-day basis young people are part of different social groups, they interact simultaneously with others at both a local level (friends, family) and at a global level (via the internet). They navigate very complex networks of participation from informal groups (friends, school groups, shared social activities) to organised activities (such as clubs, sport and music).
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In addition their access to spaces and places is enabled and/or hindered by a range of factors and influences such as parents, financial considerations, age group, feelings of safety, identification with different groups, personal interests etc.
Through exploring such issues we hope to work towards the development of an appropriate 'cultural pedagogy' that will enable us to close this perceived gap between students' lived geographies, school geography and academic geography.
Get involved!
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