Inquiry into the National Curriculum - Royal Geographical Society

Inquiry into the National
Curriculum
Submission to Children, Schools
and Families Committee, March 2008
About us
1. The Royal Geographical Society (with The
Institute of British Geographers) is the learned
society and professional body for geography and
geographers.
2. The Society was founded in 1830 and is one of
the most active of the learned societies. The
Society was pivotal in establishing geography as a
teaching and research discipline in British
universities, and has played a key role in
geographical and environmental education ever
since. Today the Society is a leading world centre
for geographical learning - supporting education,
teaching, research and scientific expeditions, as
well as promoting public understanding and
policy. The Society has extensive expertise in
supporting the teaching of geography in English
schools which includes:
• Leading on the Action Plan for
Geography, jointly with the Geographical
Association, funded by the Department for
Children, Schools and Families (DCSF)
• Awarding professional accreditation for
specialist teachers of geography:
Chartered Geographer (Teacher) and a
substantial teacher membership
• Running national CPD programmes and
producing award winning educational
resources
• Promoting fieldwork and ‘local learning’
that explores the social, cultural and
physical characteristics of a schools local
area, and different environments further
afield.
• Working with the Department for Children,
Schools and Families within the Learning
Outside the Classroom sector groups,
Engaging Places (DCMS) programme
and as a lead partner in the Who Do You
Think You Are? programme.
Our responses to the Inquiry’s specific questions
are set out below:
PART 1: ON THE PRINCIPLE AND CONTENT
OF THE NATIONAL CURRICULUM AND ITS
FITNESS-FOR-PURPOSE
Arguments for and against having a National
Curriculum
3. The Society strongly supports the principle of a
National Curriculum, a curriculum that can support
young peoples academic achievement, their
aspirations and positive commitments towards
citizenship, their transition into the world of work
and not least their enjoyment of and curiosity
about their world around them. We believe a key
element of such a curriculum is the specialist
knowledge, specific skills, discipline based
analysis and progression in learning that is
provided through a clear commitment to ‘subject’.
4. The study of geography stimulates an interest
in, and a sense of wonder about, places and helps
make sense of a complex and dynamically
changing world. It explains where places are, how
places and landscapes are formed, how people
and environment interact, how our natural
environment is changing and how a diverse range
of economies, societies and environments are
interconnected through processes such as
globalization and sustainable development.
5. We strongly believe that the expertise and
enthusiasm of subject specialist teaching benefits
teachers and pupils. As the Department for
Education and Skills (as it was then called), said:
“Our very best teachers are those who have a
real passion and enthusiasm for the subject they

teach. They are also deeply committed to the
learning of their students and use their
enthusiasm for their subject to motivate them, to
bring their subject alive and make learning an
exciting, vivid and enjoyable experience.” (DfES,
June 2003)
6. There are a number of initiatives which, if
implemented by schools in a poorly planned way
can limit pupils’ access to key areas of
knowledge, understanding and skills. For
example, the new KS3 has been interpreted by
some schools as an opportunity for dropping
subject emphasis in their curriculum. Whilst much
can be gained by well planned and developed
collaboration between subjects across the
curriculum, its overemphasis may reduce pupils’
access to the specific analytical framework and
progression in learning that subjects provide.
7. The Rose review of the primary curriculum also
appears to be considering rolling back subjects.
The Secretary of State for Children, Schools and
Families has asked Sir Jim to consider if ‘pupils
interests may be better served by studying fewer
subjects during the primary education’ (letter
Secretary of State for Children, Schools and
Families to Sir Jim Rose, 9 January 2008).
Ofsted has previously reported low levels of
geographical teaching in primary schools and we
believe such ‘integration’ would further dilute the
opportunities for children to become curious about
and engaged with the world around them.
8. A range of subjects in the Curriculum is also
popular with pupils. Students have found
geography useful for social and cultural
awareness (Biddulph and Adey, 2003) and to
‘building world knowledge’ (Norman and Harrison,
2004). Research on pupils experiences of the
National Curriculum highlights that pupils
consistently request a breadth and range of
subjects and courses on offer (Lord and Jones
2006). Pupils do, however, perceive ‘tested’
subjects as the most important and construct
relevance in terms of ‘getting a good job.’ We also
recognise that there may also be important
differences across types of pupils in their attitude
to Curriculum subjects. In a Northern Ireland
study, for example, ‘low-engaged’ pupils
expressed concern about the over-representation
of academic subjects and this seemed to
contribute to their disengagement (Harland et al
2002).
9. We recognise that the Curriculum must adapt to
contemporary changes – subjects do that, and
offer a robust framework to deal with topical
subjects such as climate change and
globalisation, and its underlying principles and
concepts, but within a deeper, unifying context of
a discipline such as geography. Treating
contemporary topics in isolation, without a
rigorous grounding in the wider historical and
geographical context and understanding of key
principles, would provide a limited educational
experience. Further, it is through the Society’s
reach across the schools and University context
that geography teachers understanding of and
approaches to key contemporary issues can be
continually informed by the outcomes of cuttingedge
geographical research.
10. National Curriculum subjects cannot remain
static. If we are to prepare young people for the
world they will inhabit, the curriculum must be
responsive to changes in society, the nature of
work and the impact of technology. As well as
building on the best of the past, it must also
address contemporary challenges such as
sustainability and globalization. Recent changes
to geography in the Curriculum have helped to do
that and reflect the thriving academic background
of geography, which studies some of the most
important issues facing the world today, from
climate change to migration, from neighbourhood
diversity to flooding.
11. Geography provides an excellent vehicle to
enrich the wider curriculum. Geography is well
placed to make a significant contribution to the
current curriculum priorities of literacy, numeracy,
ICT and citizenship. With regard to citizenship,
geography has a vital role to play, as David Bell
(then Her Majesty’s Chief Inspector of Schools)
identified in his Roscoe Lecture:
“...a partnership between geography and
citizenship… will energise the former and give
substance to the latter. The Key Stage 3
curriculum requires that pupils know about the
world as a global community and the role of
international organisations. By the end of Key
Stage 4 they should understand the challenges of

global interdependence and responsibility,
sustainable development and Agenda 21.”
(David Bell, 2005)
12. Geography is an ideal platform for delivering
the following ‘cross-curriculum dimensions’:
• identity and cultural diversity
• community participation
• global dimension and sustainable
development
• technology and the media
13. A Curriculum based on subjects offers a great
resource for teachers and pupils, a way to tap into
wider communities of academics and
professionals working in particular subject
disciplines such as geography. Learned societies
and subject associations (such as the
Geographical Association) assist teachers in
developing specialist subject knowledge and
expertise. The RGS-IBG offer ways for teachers
to be part of a wider professional and intellectual
community and be part of the new
professionalism. Many other subject
organisations support their subjects across the
whole range of education from primary to higher
education, such as the Royal Society for
Chemistry, Institute of Physics, English
Association, Mathematical Association and others.
The Specialist Schools and Academies Trust also
offers valuable support for subject expertise. The
central question we must ask is: in which other
areas of professional life would you expect
somebody who is not a specialist to engage,
teach and inspire a learner?
14. In short, pupils should not expect anything
less than being taught by those, particularly at
secondary level, with specialist subject
knowledge.
15. Geography is a challenging subject and we
strongly believe that it requires specialist subject
knowledge to teach effectively. Ofsted survey
inspections conducted between 2005 and 2007
continue to show that many teachers, particularly
in primary schools, are still not confident in
teaching geography and have little or no
opportunity to improve their knowledge of how to
teach it (Ofsted 2008).
16. For geography, the Curriculum is fit for
purpose. Indeed it has recently been substantially
revised at the secondary level. It is relevant,
properly selective, covers key and interesting
areas that should resonate with students.
17. We recognise, however, that there are some
teachers who do not support the Curriculum.
Head teachers have reported to us that the
Curriculum can be too prescriptive and stifle
creativity and teacher determination of content.
This is the case with some of our outstanding
teachers and schools with strong subject-based
expertise. It is however, our view, that overall the
benefits of the Curriculum far outweigh the
potential negatives.
What the purpose of a National Curriculum
should be (for example, whether it should set
out broad principles or detailed aims and
objectives)
18. The Curriculum should include visionary broad
principles and key concepts. Guidance on
detailed, concrete aims in terms of content, skills
and learning outcomes should also be given. It
must be relevant to students and their future lives,
touch on key issues, develop skills, and deal with
values and attitudes of students to contemporary
issues, support literacy, numeracy, ICT and other
key skills (e.g. organisational, presentational,
researching and others).
How best to balance central prescription and
flexibility at school/classroom level.
19. We recommend keeping a balance of broad
guidelines and exemplar materials.
PART 2: ON THE MANAGEMENT OF THE
NATIONAL CURRICULUM:
General points about the management of the
Curriculum
20. According to Ofsted, the leadership and
management of geography is weaker than for
other subjects in primary and secondary schools
in 2004/05. Many geography coordinators have
significant weaknesses in their subject knowledge.
However, in those primary schools where
geography is well managed, the subject thrives

and contributes positively to the Every Child
Matters outcomes (Ofsted, 2008). We are deeply
concerned that some senior managers in schools
seem to struggle to engage with geography and
other non-core disciplines.
21. Geography can very successfully support
other policies and commitments in schools. It is,
for example, an excellent platform to deliver
educational value on global dimensions and
sustainable development. It is also highly valuable
for the Learning Outside the Classroom and
Sustainable Schools agendas. Evidence from
schools involved in the new pilot GCSE suggests
that pupils value the relevance of their work and
the links between citizenship and geography
(Ofsted 2008). Unfortunately, too many schools
are struggling to connect geography with these
wider policies. For example, the global dimension
remains underdeveloped in the majority of schools
surveyed by government inspectors (Ofsted
2008). In these cases, insufficient connections are
made between the wider curriculum and the
geography curriculum to reinforce pupils’
understanding of issues such as global
citizenship, diversity, human rights and
sustainable development.
22. The overcrowded Curriculum and other
policies and strategies may have undermined
geography by offering competing demands on
limited time in the classroom. For example, Dr Bill
Boyle and Joanna Bragg, of Manchester
University, have collected data for the
Qualifications and Curriculum Authority on
timetabling since 1997. They found that junior
children spent almost half of their week in English
and maths lessons in 2006. Science occupied
more than two hours and the remaining subjects
have around one hour a week each (Boyle and
Bragg, 2008).
23. We would ask that, wherever possible, new
government initiatives are delivered through
subjects such as geography, and that teachers
are provide with specific support to undertake this.
The recent commitment to climate change
teaching is one good example of a contemporary
and highly relevant issue that can be successfully
delivered through geography.
The extent to which the National Strategies are
effective in supporting the National
Curriculum
24. The National Strategies have been good for
the core subjects – they had extra funding and
time to implement the literacy, numeracy and ICT
strategies. They have been done in partnership,
simplified and offer actionable examples,
supported by resources and CPD. They have
been less successful, however, for foundation
subjects. For example, they have just tended to
get one school improvement officer for all ten
subjects so an art specialist could easily have
been advising about geography or vice versa.
Ofsted has found that the Secondary National
Strategy has “had only a limited impact on
improving geography teaching” (Ofsted 2008).
Although some teachers have gained from using
the Secondary National Strategy’s methodology,
others have adopted a rigid and formulaic threepart
lesson which does not allow for spontaneity
and creativity. Our information from our member
teachers is that there is a perception that the
national strategies have bypassed geography.
The impact of the current testing and
assessment regime on the delivery and scope
of the National Curriculum
25. Foundation subjects tend to get pushed to the
background in Y6 as schools teach English,
maths and science for the KS2 end of phase
tests. We fully support the attention given to
numeracy and literacy but we regret that one of
the ‘unintended outcomes’ is to undermine other
important subject areas, especially when there are
many ways, potentially, which literacy and
numeracy can be taught through other subjects.
The likely impact of the single level tests
currently being piloted
26. No comment.
The likely impact of the current 'root and
branch' review of the primary curriculum by
Sir Jim Rose
27. The Society looks forward to responding to the
primary curriculum consultation during 2008. We
are, however, very seriously concerned that the

Secretary of State is considering narrowing the
curriculum. Namely, that ‘pupils interests may be
better served by studying fewer subjects during
the primary education’ (letter Ed Balls MP,
Secretary of State for Children, Schools and
Families to Sir Jim Rose, 9 January 2008).
Reading, writing and numeracy should remain a
key objective, but not at the expense of
understanding the contemporary natural and
human world through subjects such as
geography. We also seek clarification on what the
request for ‘greater flexibility for other subjects’
within the primary curriculum will entail
(Paragraph 17 Children’s Plan; Building Brighter
Futures, Department for Children, Schools and
Families 2008).
28. We also strongly recommend not combining
subjects for the sake of timetable ‘convenience’ –
particularly if this might compromise pupils’
achievement and enjoyment. If subjects are
integrated in primary schools, they may not
provide a robust learning outcome and the
breadth of learning young people are exposed to
will suffer. Primary teachers who do not have
confidence and specialist knowledge will not
benefit from combining, say, history and
geography.
The implications of personalised learning,
including the flexibility introduced by the new
secondary curriculum (from September 2008)
29.No comment.
How well the National Curriculum supports
transition to and delivery of the 14-19
Diplomas
30. No comment as the Humanities Diploma has
yet to be developed.
The role of the new style Qualifications and
Curriculum Authority in relation to the
National Curriculum
31. We see no direct impact on the Curriculum of
the organizational changes.
The role of teachers in the future development
of the National Curriculum
32. We believe that teachers should have an
important role in the future of the National
Curriculum based on subject expertise and in
doing so work in partnership with subject bodies
that bring expertise in developing subject content
and pedagogy.
33.Training and professional development should
be encouraged and we strongly endorse the
commitment to professional development of
teachers encouraged by the Training and
Development Agency for Schools. The Society
has established the nationally accredited
Chartered Geographer status for teachers and
other geography professionals. Many other
learned societies, subject bodies and professional
organisations are providing similar accreditation
for teachers and we welcome this development in
teachers’ knowledge and skills which we believe
will have tangible benefits to the quality and
standards of education in schools.
REFERENCES
Bell, David (2 November 2005) ‘Education for
democratic citizenship’, Roscoe Lecture, Liverpool
Biddulph, M. & Adey, K. (2003). ‘Perceptions v.
reality: pupils’ experiences of learning in history
and geography at key stage 4’, The Curriculum
Journal, 14, 3, 291–303
Boyle B. & Bragg J. (2008) ‘Making Primary
Connections – the cross curriculum story’,
Curriculum Journal, Vol 19, No 1 pp 5-21.
Department for Children, Schools and Families
(2008) Children’s Plan; Building Brighter Futures
Department for Education and Skills (2003)
Subject Specialism
Harland, J., Moor, H., Kinder, K. & Ashworth, M.
(2002). Is the Curriculum Working? The Key
Stage 3 Phase of the Northern Ireland Curriculum
Cohort Study. NFER.
Lord, P & Jones, M (May 2006) ‘Pupils’
experiences and perspectives of the national
curriculum and assessment: final report for the
research review.’ Qualifications and Curriculum
Authority

Norman, M. & Harrison, L. (2004). ‘Year 9
students’ perceptions of school geography’,
Teaching Geography, 29, 1, 11–15
Ofsted (2008) Geography in Schools; Changing
Practice
Royal Society for the Arts (2005) How Special Are
subjects? Are They The Best Way To Structure A
Curriculum Or Can We Do Better?
.