Cautious (r)evolution?Cautious (r)evolution?Curriculum change at Key Curriculum change at Key

Stage ThreeStage Three

Steven ChubbUniversity of Cumbria

Southport, January 2009Southport, January 2009

Planning the curriculumPlanning the curriculum

• ‘The process of designing and developing a curriculum is demanding. It is a creative process and relies oninspiration as well as good subject and pedagogical knowledge’ (Kinder, 2008; 102).

• ‘‘Planning the curriculum is a strange mixture of Planning the curriculum is a strange mixture of rational organization and serendipity’ (Rawling, rational organization and serendipity’ (Rawling, 2007; 32).2007; 32).

Teachers as Teachers as ‘gatekeepers’‘gatekeepers’

• ‘‘Teaching always involves value judgements Teaching always involves value judgements about what to teach and what not to teach; about what to teach and what not to teach; about what is worth knowing and what is not; about what is worth knowing and what is not; about how to think and how not to think; about about how to think and how not to think; about which skills are ‘relevant’ and which are not. which skills are ‘relevant’ and which are not. Teachers are, in effect, ‘gatekeepers’ who Teachers are, in effect, ‘gatekeepers’ who sanction and censure what you can know in the sanction and censure what you can know in the classroom’classroom’(Castree, 2005, 299).(Castree, 2005, 299).

Types of curriculum Types of curriculum plannerplanner

CautiousCautious BalancedBalanced ProgressiveProgressive AdventurousAdventurous

(Rawling, 2007; 32)(Rawling, 2007; 32)

• Cautious Cautious – stay with known structure and well established – stay with known structure and well established units. Provide a secure base of knowledge and skills. Only make units. Provide a secure base of knowledge and skills. Only make essential changes as required by PoS.essential changes as required by PoS.

• BalancedBalanced – assume some of existing course will stay. Consider – assume some of existing course will stay. Consider new PoS and new ideas and add them alongside well-new PoS and new ideas and add them alongside well-established units. Ensure new course is a balance of new and established units. Ensure new course is a balance of new and old.old.

• ProgressiveProgressive – a complete review of course structure and – a complete review of course structure and content. Draw on lots of new ideas and materials. Keep some content. Draw on lots of new ideas and materials. Keep some existing topics and approaches, tailoring them to new existing topics and approaches, tailoring them to new structures.structures.

• AdventurousAdventurous – undertake a radical overhaul, starting with a – undertake a radical overhaul, starting with a clean slate. Take inspiration from academic geography and/or clean slate. Take inspiration from academic geography and/or student’s experiences. Adopt new and innovative topics and student’s experiences. Adopt new and innovative topics and materials, some of which may be untried. materials, some of which may be untried.

(Rawling, 2007)(Rawling, 2007)

Background to researchBackground to research

• Research consisted of semi-structured Research consisted of semi-structured interviews with 9 teachers in charge of interviews with 9 teachers in charge of Geography in Lancashire Secondary schools.Geography in Lancashire Secondary schools.

• They were asked how and why they were They were asked how and why they were adapting their KS3 Geography curriculum.adapting their KS3 Geography curriculum.

• Chosen by responses to initial postal survey – Chosen by responses to initial postal survey – use sport in geography at KS3.use sport in geography at KS3.

• Varied gender/length of service of teacher in Varied gender/length of service of teacher in charge.charge.

Schools visitedSchools visited

• 1 girls school1 girls school

• 1 academy1 academy

• 2 church schools (CoE)2 church schools (CoE)

• 1 humanities specialist school1 humanities specialist school

• three 11-18 schoolsthree 11-18 schools

• six 11-16 schoolssix 11-16 schools

Topics being ‘dropped’Topics being ‘dropped’

• IndustryIndustry• FarmingFarming• TourismTourism• DevelopmentDevelopment• ItalyItaly

• SportSport• Brazil (x2)Brazil (x2)• Japan (x2)Japan (x2)• Weather & climateWeather & climate

Topics being addedTopics being added

• SportSport• Geography in the newsGeography in the news• USAUSA• Global issuesGlobal issues• Generally a more ‘local’ focus + local F/WGenerally a more ‘local’ focus + local F/W

• ““Sport has obvious links to many of the Sport has obvious links to many of the key concepts in the new curriculum”key concepts in the new curriculum”

Results - commentsResults - comments

School GSchool G • new ‘Health’ topic was inspired by newspaper articles and new ‘Health’ topic was inspired by newspaper articles and

developed by the department itselfdeveloped by the department itself• ‘‘Music and geography’ a possibility under considerationMusic and geography’ a possibility under consideration

School FSchool F • dropping Industry and Farming – not relevant enough to dropping Industry and Farming – not relevant enough to

pupils and staff/pupils find it ‘boring’ pupils and staff/pupils find it ‘boring’

Results - commentsResults - commentsSchool BSchool B • Year 9 country studies of Italy, Brazil and Japan being Year 9 country studies of Italy, Brazil and Japan being

dropped – both staff and pupils not keen and Japan/Italy a dropped – both staff and pupils not keen and Japan/Italy a hangover from the last curriculum. hangover from the last curriculum.

• Will spend more time on UK studies to develop spatial skills.Will spend more time on UK studies to develop spatial skills.

School CSchool C • Sport possibly being dropped because of less curriculum Sport possibly being dropped because of less curriculum

time for relevant fieldwork – (Bolton, Reebok stadium).time for relevant fieldwork – (Bolton, Reebok stadium).

• Geography of crime introduced in 2007 to develop Geography of crime introduced in 2007 to develop citizenship linkscitizenship links

Results - commentsResults - commentsSchool ASchool A • Currently no F/W at KS3 and curriculum change a Currently no F/W at KS3 and curriculum change a

chance to introduce this with increased flexibility. chance to introduce this with increased flexibility. • Keeping Brazil – resources available for this a key Keeping Brazil – resources available for this a key

aspect. Keeping Japan – pupils like it.aspect. Keeping Japan – pupils like it.• Used ‘Geographical Worlds’ planning wheel conceptUsed ‘Geographical Worlds’ planning wheel concept• Yr 7 now a Humanities courseYr 7 now a Humanities course

School HSchool H • pleased with new flexibility – allows for creativity by pleased with new flexibility – allows for creativity by

teachers and back to pre-national curriculum times. teachers and back to pre-national curriculum times. • Old curriculum had become a bit tired and stale – Old curriculum had become a bit tired and stale –

chance to changechance to change • New country case study - USANew country case study - USA• Yr 7 now a Humanities courseYr 7 now a Humanities course

Results - commentsResults - commentsSchool I School I • Not anticipating making major changes to KS3 syllabus – Not anticipating making major changes to KS3 syllabus –

department has always changed curriculum in the past as department has always changed curriculum in the past as necessary.necessary.

• Retaining country studies – Brazil popular with Retaining country studies – Brazil popular with football/favela/crime links, Italy prepares for GCSE and links to football/favela/crime links, Italy prepares for GCSE and links to development.development.

School E School E • Yr. 7 ‘Learning to Learn’ course covers local studies, regeneration Yr. 7 ‘Learning to Learn’ course covers local studies, regeneration

and country case studies (class choose which country to study). and country case studies (class choose which country to study). • Not making big changes to curriculum as have changed recently Not making big changes to curriculum as have changed recently

and current curriculum works well. and current curriculum works well.

School D School D • the number of changes this year and next are ‘ill thought out’ – the number of changes this year and next are ‘ill thought out’ –

too many for schools to cope with. too many for schools to cope with. • No need to make major changes to content – worried about No need to make major changes to content – worried about

‘throwing the baby out with the bathwater’.‘throwing the baby out with the bathwater’.

‘‘Curriculum inertia’?Curriculum inertia’?

• Roberts used the term ‘curriculum inertia’ to describe the situation where ‘teachers continue with their existing choices even when not constrained by prescription’ (2005; 62)

• Roberts encouraged use of pupil voice in exploring children’s geographies and designing new curricula

School C surveyed year 10 School C surveyed year 10 pupils about the possible pupils about the possible

curriculum changes:curriculum changes:Pupils wanted to studyPupils wanted to study• Global warming, poverty, war/political issues, crimeGlobal warming, poverty, war/political issues, crime• Places – USA, Iran, Iraq, UK, China, Afghanistan, Africa, Places – USA, Iran, Iraq, UK, China, Afghanistan, Africa,

EuropeEurope

Pupils wanted to keepPupils wanted to keep• Fashion, volcanoes/earthquakes, weather and tourismFashion, volcanoes/earthquakes, weather and tourism

Pupils wanted to dropPupils wanted to drop• Brazil, JapanBrazil, Japan

Planning the new Planning the new curriculumcurriculum

• ‘The new PoS requires all geography teachers to think carefully about their rationale for selecting content. Local opportunities and practical considerations (e.g. resources available) will doubtless play a role. Relevance to the lives of learners is vital, as is the need for learning to build on learners’ previous geographical experience.’

(Rawling, 2008, cited in Kinder, 2008; 99)

• A key tool in the selection of content is the idea of geographical significance.’

(Kinder, 2008; 99)

Concluding thoughts…Concluding thoughts…• Varied responses to possible curriculum change – Varied responses to possible curriculum change –

generally more generally more cautious/balanced cautious/balanced than than progressive/adventurousprogressive/adventurous

• Busy with other changes so many have made limited Busy with other changes so many have made limited changes to KS3?changes to KS3?

• Responses suggest that age and length of service not so Responses suggest that age and length of service not so important as teacher type? important as teacher type?

• A possible typology –A possible typology –– ‘‘The Geographer’The Geographer’– ‘‘The Manager’The Manager’– ‘‘The Cross-Curricularist’The Cross-Curricularist’– ‘‘The Traditionalist’The Traditionalist’

Concluding thoughts…Concluding thoughts…• Curriculum change currently perhaps more connected to Curriculum change currently perhaps more connected to

structure rather than content – change to Humanities structure rather than content – change to Humanities courses, starting GCSE early in year 9, less time for courses, starting GCSE early in year 9, less time for geographygeography

• Chance to introduce a more critical geography may be being Chance to introduce a more critical geography may be being missedmissed

• Impact of GA training/’Teachers Toolkit’ not obviousImpact of GA training/’Teachers Toolkit’ not obvious

Have we been here Have we been here before….?before….?

• Prior to 1988…’Geography departments were free to decide on Prior to 1988…’Geography departments were free to decide on content, method of delivery and the nature of assessment that content, method of delivery and the nature of assessment that fitted their localities and needs’ (Jones, 2002; 3)fitted their localities and needs’ (Jones, 2002; 3)

• Innovative curriculum development had often led to Innovative curriculum development had often led to Humanities courses, shared with History and RE.Humanities courses, shared with History and RE.

• ‘‘This allowed for greater flexibility but often led to Geography This allowed for greater flexibility but often led to Geography being taught by non-specialists’ (ibid.)being taught by non-specialists’ (ibid.)

• ‘‘The critical issue for geography teams remains that of time. In The critical issue for geography teams remains that of time. In 2000 schools were planning for the new specifications to be 2000 schools were planning for the new specifications to be introduced post-16. Much of 2001 was spent planning for new introduced post-16. Much of 2001 was spent planning for new A level and GCSE specifications, diverting energy and planning A level and GCSE specifications, diverting energy and planning away from KS3’ (ibid.)away from KS3’ (ibid.)

ReferencesReferences• Holloway, S. et al. (eds) (2003) Holloway, S. et al. (eds) (2003) Key Concepts in GeographyKey Concepts in Geography London: Sage London: Sage• Jackson, P (2006) ‘Thinking Geographically’. Jackson, P (2006) ‘Thinking Geographically’. GeographyGeography, Autumn 2006, p.199, Autumn 2006, p.199• Jones, M (2002) Working with the National Curriculum ch. 1 in Smith, M (ed.) Jones, M (2002) Working with the National Curriculum ch. 1 in Smith, M (ed.)

Aspects of teaching secondary geographyAspects of teaching secondary geography, London/New York: Routledge/Falmer, , London/New York: Routledge/Falmer, O.U.O.U.

• Kinder, A (2008) ‘A teacher’s toolkit for KS3’ Kinder, A (2008) ‘A teacher’s toolkit for KS3’ Teaching GeographyTeaching Geography Autumn Autumn 20082008

• Lambert, D (2004) ‘Geography’ ch. 6 in White, J (ed.) (2004) Lambert, D (2004) ‘Geography’ ch. 6 in White, J (ed.) (2004) Rethinking the School Curriculum London/New York:Routledge/Falmer

• Morgan J (2002) ‘Teaching Geography for a Better World’ The Postmodern Morgan J (2002) ‘Teaching Geography for a Better World’ The Postmodern Challenge and Geography Education’ Challenge and Geography Education’ International Research in Geographical International Research in Geographical and Environmental Educationand Environmental Education vol. 11, no.1, pp. 15-29 vol. 11, no.1, pp. 15-29

• Pointon and Wood (2007) ‘The new AS/A level specifications’ Pointon and Wood (2007) ‘The new AS/A level specifications’ Teaching Teaching GeographyGeography Autumn 2007 p. 124/125 Autumn 2007 p. 124/125

• Rawling, E (2000) National Curriculum Geography: new opportunities for Rawling, E (2000) National Curriculum Geography: new opportunities for curriculum development? in Kent, A (ed) curriculum development? in Kent, A (ed) Reflective Practice in Geography Reflective Practice in Geography TeachingTeaching, ch. 9, p.99-112 London: Paul Chapman Publishing, ch. 9, p.99-112 London: Paul Chapman Publishing

• Rawling, E (2007) Rawling, E (2007) Planning your Key Stage 3 Geography CurriculumPlanning your Key Stage 3 Geography Curriculum Sheffield: Sheffield: GAGA

• Rawling, E (2008)’ Planning your KS3 curriculum’ Rawling, E (2008)’ Planning your KS3 curriculum’ Teaching GeographyTeaching Geography Autumn Autumn 20082008

• Roberts, M (2005) ‘Constructing the world through the curriculum’ in Roberts, M (2005) ‘Constructing the world through the curriculum’ in Changing Changing Horizons in Geography EducationHorizons in Geography Education, Donert, K & Charzynski, P (eds) HERODOT, Donert, K & Charzynski, P (eds) HERODOT

• White, J (ed.) (2004) White, J (ed.) (2004) Rethinking the School Curriculum London/New York:Routledge/Falmer