In order to think about how we plan a challenging geography lesson we need to understand the nature of progress in the discipline. This can be difficult in a knowledge- and content-heavy subject like ours, in which it can, at times, feel as though the curriculum is made up of distinct topics â silos of information â that have little in common with each other. This can lead to it seeming like students are making little progression over the year other than in terms of an accumulation of information about these disparate topics; but as we know, learning facts about coasts doesnât necessarily lead to you being a better geographer when you learn about urbanisation.
However, the accumulation of information on a diverse range of topics is of vital importance in building an understanding of geography. Without first gaining this knowledge, we canât start to put it together in order to see the connections. It might be that we just need to change our timescale when we think about progress in our subject and, instead of asking âWhat progress should students make this term?â, ask âWhat progress should they make between different key stages?â If we compare the work we ask students to do in Year 7 and the work we ask them to do in Year 13 we get a better sense of what progression, and therefore challenge, looks like in geography.
Liz Taylor suggests that progression in geography has certain characteristics. It means that students develop a broader and deeper knowledge: broader meaning that they study more topics and depth referring to the level of sophistication with which they can express ideas about them. They move from concrete examples â such as the distribution of houses in our local community â to theoretical understandings â such as the Burgess model of land use. They progress from studying things at a local to a global scale, they develop an ability to see the links between topics â that synoptic approach of combining different silos of information together â and they acquire a greater range of skills and a greater independence in knowing when to deploy these skills.
This gives us a good starting point in considering what it means to make a geography lesson challenging. We want to not only increase their knowledge of a range of topics but also ensure that they know these topics in enough depth to reach sophisticated conclusions and do this on a range of scales â local, regional, national and international. We want to make sure that they are moving beyond their own experiences and are able to apply theoretical models to a range of places. As such, we will need to ensure that they are equipped with a well-developed toolbox of geographical skills to deploy to this end.
We can see the nature of progression most clearly if we look at a topic that students study at a range of key stages, such as the workings of ecosystems. In the national curriculum for Key Stage 3, students are expected to look at the physical characteristics of different regions of the world. This might mean that they learn about the basic structures of the ecosystem in a given area â the food web, the nutrient cycle and so on â and about how human activity can affect these structures. The focus is typically more localised and there is less emphasis on drawing wider conclusions about the way in which all ecosystems work.
By the time they get to Key Stage 4, students will need to be able to contrast different ecosystems â such as those in the tropics and those in deserts â and to understand the factors that influence the nutrient cycle in these different conditions. They will also need to draw on more detailed examples of the opportunities for economic development offered by these ecosystems, and of the challenges they present. Students will need to hone the ability to apply these ideas in different and unfamiliar situations.
In Key Stage 5, the focus narrows to look at how the water and carbon cycles operate in these ecosystems, with a need to appreciate more fully the ways in which flows and stores act and are acted upon. Students are expected to be able to discuss in some depth the management strategies used to tackle changes in these two earth life support systems and evaluate their impact.
By looking at the curriculum in this way we can get a better appreciation of what âchallengingâ geography might look like at different points. This then suggests ways in which we can create schemes of work that build not only over a particular topic but also between key stages.
The following strategies suggest ways in which you can put this challenge at the heart of each of your lessons.
1. Know Thy Subject
What do we need to know before we begin?
In What Makes Great Teaching?, Professor Robert Coe et al. identify and analyse the features of effective classroom practice. On a teacherâs subject knowledge, they write:
Of all the factors analysed, only effective instruction was found to be as important, with similarly strong evidence on student outcomes. There was less evidence in support of the impact of the following features of classroom practice:
Despite this, a lot of initial teacher training and continuing professional development (CPD) focuses more on these less significant elements, with almost no time given to developing subject knowledge itself. In response to this concern many schools have started handing CPD time back to departments. While this is a great start, it doesnât automatically mean that there will be more time spent on subject knowledge. A huge amount of departmental CPD involves planning schemes of work, developing assessments and, sadly, administration tasks. There needs to be a real change in school culture to recognise the importance of teachers staying on top of their subject knowledge. Once we accept the value of this, there are a few things we can do in practice.
First, talk to your head of department about carrying out an honest subject-knowledge audit as a team. Remember that it is human nature to overestimate our abilities, so test your departmentâs by completing A level exam papers and checking each otherâs work, looking at your responses against the mark scheme. Once we are aware of the gaps in our collective knowledge we can ask to set aside time in department meetings to address them. This could involve teaching each other. Learn from each otherâs strengths and pool your understanding. In a department meeting, you could each teach a five-minute mini-lesson about a concept that you have been focusing on. In my school, we use this approach to cover new content when exam specifications inevitably change.
If we donât have the expertise in the department then we need to look outside it. My school is part of a subject hub for local schools, meaning we can share the cost of bringing in subject-specific CPD training sessions. If your school does not already have these kinds of links, you could investigate the feasibility of setting them up. This usually works best if there is a local network of schools who share INSET days. In terms of find...