Ofsted’s Getting our Bearings, released earlier this week, is geography’s first inspection report since 2011. Back then, many felt that primary geography had been lost in generic topics, key stage 3 was seen as particularly weak, and GCSE and A-level entries had fallen to 163,600 and 27,600 candidates respectively.
Today, many would agree that the subject is better planned and more effectively delivered. Pupils are more likely to be taught a curriculum where geography takes centre stage, and we saw a record 279,100 GCSE and 34,700 A-level entries for the subject in 2023.
This deserves celebration, though we also need to consider how to continue geography’s progress. So, here are some key areas to focus on, in response to the Ofsted report.
Connected geography
Since its last report in 2011, Ofsted found there were improved curricula at early years and foundation stage (EYFS), primary and key stage 3, which better represented geography’s distinctive nature.
However, we now need stronger connections across units to help consolidate progression, particularly in primary schools. Units need to be better sequenced and pupils’ understanding needs to be built from one unit into the next.
For example, before learning about climate change, pupils should first study the different features of weather and climate, and then move on to how latitude determines climate zones and biomes. This sequencing of the curriculum underpins knowledge of what we expect the climate to look like and better prepares pupils to understand how the climate is changing.
Fieldwork for all?
Ofsted found that fieldwork was underdeveloped in almost all schools. Its quantity has reduced, being absent in some KS3 programmes, and we need to see better quality of fieldwork.
As Ofsted highlights, and as I discussed in an earlier Tes article, continuing professional development is needed to make this happen. School leaders should give fieldwork more support, teachers should consider low-cost fieldwork on-site or within the local area, and fieldwork should be planned across the key stages.
Moving beyond one-off trips that only meet exam requirements and using Ofsted’s suggestion of a “curriculum for fieldwork” as a planning tool will also help departments to expand and improve their fieldwork programmes.
Studying places
Place studies are geography’s building blocks, yet, according to Ofsted, they can be “simplistic, inaccurate and/or outdated” and reduced to a single story.
Teachers should review how, and for what purposes, places are studied. Are some only studied through the four horses of the geographical apocalypse: disasters, disease, poverty or climate breakdown? Or are they studied through a fuller and more accurate presentation of their people, places and environments.
Similarly, there is a need for schools to move on from using old case studies and resources. For example, Mount St Helens erupted in 1980, yet is still often studied. If your school is using resources or case studies that are older than pupils, or indeed your staff, it might be time to swap them for new ones.
Untapped resources
Both the Royal Geographical Society and Geographical Association can provide schools with help for all of the above and more. However, Ofsted found that teachers were rarely turning to these organisations. When teachers are receiving “very little subject-specific CPD” - particularly for fieldwork, geographic information systems and subject knowledge - it’s important to make the most of subject associations and the support they can provide.
If teachers connect with us, they will benefit from the full range of our CPD, most recent curriculum resources and advice.
In Getting Our Bearings, Ofsted has described geography’s positive journey since 2011, but this journey is not complete.
It will be the work of geography teachers, supported by their senior leaders and the geographical community, that achieves the future progress that is still needed.
Steve Brace is head of education at the Royal Geographical Society
