![]() The ‘Geography and Young School Leaver’ project was introduced in response to the raising of the school leaving age to 16 in 1972/73. Geography was a popular school subject and choice for O level or Certificate of Secondary Education ( CSE) through the 1950s, 1960s and 1970s. The situation in secondary schools has been more variable. Subject reports by Her Majesty’s Inspectors and Ofsted have repeatedly commented on the relatively poor state of geography education in primary schools. Studies over the decades have shown the decline in the amount of time spent in classes studying geography, particularly in primary schools. However, the subject has often had a relatively low status, particularly in primary schools. This expectation is reflected in the national curriculum and is at the heart of the education inspection framework ( EIF). The requirement for maintained schools and academies to offer a broad and balanced curriculum is set out in the Education Act 2002 (for maintained schools) and the Academies Act 2010. Geographers study place, space and time, recognising the great differences and dynamics in cultures, political systems, economies, landscapes and environments across the world, and the links between them. integrated study of the complex reciprocal relationships between human societies and the physical, chemical and biological components of the Earth. In the United Kingdom, the Quality Assurance Agency for Higher Education has set out geography as: However, despite having its roots in classical times, there are many definitions of the discipline. Indeed, geography has had a statutory place in the national curriculum since its inception, and its place in primary education can be traced back to the 19th century. With such responsibility, the centrality of geography in school curriculums should be commonplace. And in the end, it’s about using all that knowledge to help bridge divides and bring people together. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents. The study of geography is about more than just memorising places on a map. Former US president Barack Obama commented: In schools, the teaching of geography gives pupils an understanding of the world around them, its environments, places near and far, and the processes that create and affect them. This is the subject that principally uses spatial organisation as its reference system and seeks to make sense of the world and its people, places and environments through explanatory relationships. Since the writings of Ptolemy and Strabo in the first and second century, geography has been a curiosity that has interested scholars and philosophers. The context of geography curriculum design in English schools This piece of work builds on previous research, including the ‘Education inspection framework: overview of research’ and ‘Principles behind Ofsted’s research reviews and subject reports’. The review draws on a range of sources, including a programme of research from our Research and Evaluation team. ![]() Summarised our review of research into factors that can affect quality of education in geographyĬonsidered curriculum progression in geography, pedagogy, assessment and the impact of school leaders’ decisions on the quality of geography education Outlined the national context in relation to geography The ultimate goal is that, through this work, we will contribute to raising the quality of geography education for all young people. We will then publish a subject report so that we can share our findings with the sector and government. We will use this understanding of subject quality to examine the state of geography education in England’s schools. We review pedagogical approaches, assessment practices and the impact whole-school policies and systems have on geography education. ![]() Its purpose is to identify the nature of high-quality geography education in schools. This review explores the literature relating to the field of geography education.
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