CoastCraft - Award winning

A reminder to check out CoastCraft!!

Learn about the features of coastal landscapes along with coastal processes.

Understand the characteristics of sand dune ecosystems, sand dune succession and how sand dunes are used as a nature-based solution for flooding and coastal erosion.

Explore a range of coastal management strategies to respond to predicted changes resulting from climate change and sea level rise.

Explore and visualise a range of potential futures influenced by the interactions with communities and stakeholders and the choices made by coastal managers. 

And did I mention that we won a BETT award!

The Judges praised Coast Craft as an 

“authentic digital learning experience that brings climate change and coastal geography vividly to life. By connecting curriculum content with real-world data and presenting it in a Minecraft-style environment, it enables pupils to learn through interactive simulations and understand the future impact of decision-making."


I worked on Coastcraft to create the Teacher Pack and also inform the creators about the best way to link to the curriculum, and what it should focus on. This work was as a consultant to the Geographical Association - another of many projects I've completed.

Coastcraft in use

Good to see the Coastcraft game that I helped create educational materials for (on behalf of the GA) was featured on ITV regional news. Thanks to the students and teachers who trialled the game and provided feedback.

Curriculum and Assessment Review - the report and DfE response

We finally have the outcome of the Curriculum and Assessment Review with the publication of the final report today. Many thousands of educators have been waiting for months.

In July 2024, the government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct the Curriculum and Assessment Review.

The report has taken on board the many consultation responses from individuals and organisations.

These are available in a summary document which is separate to the main final report - this is also worth looking at.

The RGS's original response to the call for consultation is here. It was referenced in the final report, along with the GA's, and reports from UCL's Centre for Climate Change and Sustainability Education.

The report has been almost a year in the making, and runs to 197 pages.

The recommendations for Geography are as follows:

We recommend that the Government: 

Makes minor refinements to the Geography Programmes of Study and GCSE subject content to respond to the issues identified, including by: 

• Refining content to support progression better to further study, deepen children and young people’s understanding of key geographical concepts, make content more relevant and inclusive, and remove unnecessary repetition across topics. 

• Embedding disciplinary knowledge more explicitly at Key Stage 3, such as geographical enquiry, spatial reasoning, use of digital tools, human  geography and use of evidence, to ensure all children and young people have access to high-quality geographical education. 

• Clarifying and reinforcing requirements for fieldwork to demonstrate its role more effectively in supporting content and the developing of disciplinary knowledge, ensuring changes remain proportionate and inclusive. 

Embeds climate change and sustainability more explicitly across different key stages, including across the physical geography, geographical applications and human geography sections of the curriculum, ensuring early, coherent, and more detailed engagement with climate education. This should be done without risking curriculum overload. 

There is also an element of media literacy here for climate change education in particular, where there is a lot of misinformation and disinformation. There is a need for pupils to be aware of AI and its value and issues.

There is also mention of the need for diversity and for all students to "see themselves in the curriculum" - something which I was particularly keen to see.

And these will ultimately form part of changes to the national curriculum (will this be compulsory for all schools?) and GCSE subject criteria. These will be consulted on again and no changes will happen before 2028 in any case.

On the purpose of the review itself:

National curriculum content must be kept up to date, fit for purpose and reflective of the needs of wider society. Periodic holistic reviews of the national curriculum are therefore essential for ensuring these aims are achieved, as well as for maintaining overall curriculum coherence. Reviews are also a valuable mechanism for addressing curriculum shape in the round. Reviews can evaluate whether the breadth and depth of different subjects and their content remains appropriate, as well as determining the overarching aims of schooling and the time needed for the different activities required to meet these aims. Reviews can also address the build-up of content in particular areas to ensure that the curriculum remains deliverable for teachers and ambitious for students.

The Oak National Academy is also mentioned as being further involved in the development of curriculum materials which are up to date.

The DfE has responded to the Curriculum review and that is published here. This is just over 60 pages long and has a little more useful detail on the implications.

We agree with the Review that the national curriculum and the resources that support it, should reflect our modern society and diverse communities. Our aim is for the curriculum to be both a mirror, in which every child can see themselves and their communities reflected, and a window through which every child is connected to the world beyond their existing horizons and perspectives

On the topic of GCSE Natural History

Equipping children and young people to thrive in a rapidly changing world therefore means enabling them to understand and meet the global challenge that climate change presents. We will take the opportunity to enhance the climate education content which is already present in the national curriculum, in the subjects of geography, science and citizenship. We will also include sustainability within the design and technology (D&T) programme of study and sustainable practices within the citizenship primary curriculum. We agree with the Review that key concepts on climate education should be introduced earlier in the curriculum and will ensure that the relevant programmes of study contain this at primary level. We also want to go further on this and ensure that more people can engage with and develop respect for the natural world.

 
We will therefore consult on the subject content for the natural history GCSE, as confirmed earlier this year.

The Review noted that changes to curriculum content are only part of the picture and that teaching also has an important part to play through the use of climate-related examples and resources to teach existing curriculum content. The National Education Nature Park, funded by DfE, has a website which hosts free resources and activities for all education phases across a wide range of subjects. These are aligned to the curriculum and quality assured by experts, giving educators trusted information that allows them to teach about sustainability and climate change with confidence, in subjects where climate education is a core part of the curriculum content and in other subjects.

On the topic of Geography

We agree with the Review that the subject does not need significant change, and we will update and refine the programme of study and GCSE subject content with modest changes, to support pupils and teachers. As recommended, changes will support a better understanding of the disciplinary requirements in the national curriculum and in the GCSE, ensure the content is updated where needed, including in relation to climate education, and clarify and integrate the fieldwork requirements. We will also improve the GCSE subject content to support better progression, deepen understanding and remove unnecessary repetition across topics.

Some videos have also been produced on LinkedIn featuring Becky Francis.

"We will follow the curriculum principles of coherence, subject mastery and depth – making sure that programmes of study and subject content are grounded in relevant and important knowledge and disciplinary skills."

A document with some notes I put together today has been shared on Scribd. See the bottom of the post.

Others have shared their thoughts on LinkedIn, or Substack (such as Mark Enser).

There will also be a fully digital and easily navigable version of the national curriculum - we will create a rich, connected online version of the curriculum which visually represents the links within and between subject areas and gives connections to prior learning, helping teachers to contextualise learning across traditional subject boundaries in the classroom. 

Some final initial thoughts:

When a long-awaited Government document such as this appears there will be lots of different perspectives on it: from teachers to senior leaders, to those working in Trusts (who will need to adapt what they teach). 

As the Review recommends, we intend to retain a single national curriculum which serves as a core entitlement which every pupil can access. We are legislating through the Children’s Wellbeing and Schools Bill so that academies will be required to teach the refreshed national curriculum alongside maintained schools. This will ensure that parents and carers have certainty over the core concepts in their child’s education and that there is a floor beneath which this cannot slip. The national curriculum is not the entire curriculum but an underpinning of what every child is entitled to know, which schools build on locally. Schools will continue to remain responsible for deciding how their school curriculum brings those core concepts to life in their choices of historical events, physical and human geography, and novels, for example. This will allow them to create dynamic learning environments where pupils can flourish. 

From those who feel too much has changed to those who don't think the changes have gone long enough.

Some involved in climate change education will be pleased to see it referenced several times, others will feel it doesn't go far enough.

Some commentators e.g. the Daily Mail will see it's mentions of diversity, social justice and students 'seeing themselves in the curriculum' as lacking the 'rigour' that was promised in the previous iteration. 

Some will say that achieving the aims for some will be possible, but not perhaps 'for all'?

Some will ask where the money is coming from.

Some will focus on the assessment element of the review and question

Some will delve into the data that was included in the review and question some of the findings.

Some will be interested in the wording of "nature and adventure".

Some will ask about the continuing lack of take-up for GIS despite the availability of free tools such as ArcGIS and its related apps.

Some will be thinking about the place of AI in this...

Some will be considering the powerful pedagogies (echoing the work of Margaret Roberts) that are required to turn the words on the page of new documentation into the enacted curriculum. I've written about that before.

"Music excites when it is performed" - Benjamin Britten

Some will say nothing today as there is much to emerge over the next two years ahead of any impact in schools.

Some will wonder about the impact on option numbers and job security, or the state of the teaching workforce.

Some will not know any of this is happening because they're getting on with the day job... and that's fine...

What are you thinking?

Here's an implementation timeline...

Pearson are one of the Awarding bodies, and they have responded already.

Others will respond over the coming months.

The RGS and the GA will swing into action once things become clearer to support geography teachers through the changes ahead.

Thanks in advance to everyone who is going to be involved in that work.

Curriculum and Assessment Review Report by Alan Parkinson

Geographer for Hire

As regular readers of my LivingGeography blog will know, I've been reducing my time in the classroom - partly as a way to ensure that teaching stays sustainable for me at my advanced age, but also because I've been fortunate to have a range of interesting external projects in the last couple of years, including books, curriculum making with the Oak National project, BBC Bitesize work, work with the Environment Agency and my ongoing role at the Royal Geographical Society. I've shared this work in my Worldly Wednesdays posts during the year.

This year, I have gone down to three days teaching a week.

Most of those projects mentioned above have now come to an end, although a few new things have already been pencilled in for this year. This means that I have some time free some weeks this academic year to get involved in further projects and am always interested in something new.

If you think I could help you with a project, even if it's just for a few hours or days then feel free to get in touch and tell me more about what you have in mind. Below you can see some of the organisations and publishers I've worked with over the years. 

I haven't added the Geographical Association and the Royal Geographical Society because they're obvious.

My email is a DOT parkinson AT gmail.com

Also find me on LinkedIn.

Message me on BlueSky @geoblogs

Image: Alice Griffiths

Oak National - geography curriculum complete

I've been involved with this project for several years and it's finally at an end with the final bits of the curriculum to be uploaded ready for September. I wrote a bit, and reviewed quite a lot of both the primary and the KS3 along with a whole team of people.

You can find the Primary resources here.

Environment Agency - Rivercraft 2

Updated May 2023

The Environment Agency launched their Rivercraft resource in 2022, which explores the changes made along the River Ribble in Preston using the popular platform of Minecraft to allow students to explore the area.

More details here.

Find out more about it here too.

A new version of the resource is coming soon.

The Environment Agency is one of the GA's Strategic Partners. We worked with the creators of the new version of the game, called Rivercraft 2.

Update

The resource was launched and entered for an award.

The resource won in its category in the Geography in Government Awards!

Read the story here.

GA Presidency Month 9: May 2022

May can be a bit of an anti-climax after the GA Conference which is held in April, but it also marks the start of the final third of the Presidential term, when thoughts turn towards legacy and also transition for the incoming President as well.

I started the final third of my GA Presidency this month. The work continues though for all GA Presidents (and also the Vice and Past President)

I started the month by checking 2nd proofs of an article I had been asked to contribute to one of the GA's Journals: Teaching Geography, which began in 1975 with Patrick Bailey as the Editor. This will be published in the Summer 2022 edition.

The GA's Governance Working Group meets ahead of the GA Governing Body, to set the Agenda and also consider some strategic decisions and thinking. We decided on a date for meetings later in the month and year.

The official images from the GA Conference are generally shared by the end of April, and work goes on to write an illustrated summary of the event for the GA Magazine. These were added to a Flickr album here. See if you can spot yourself if you were there. If you missed the event completely you can purchase a set of recordings from the GA Shop.

The Geographers Gaze project moved on with web pages being built and captions added from the work I completed with Peter Fox.

I had a CPD meeting with Guy Nunnerley - the Head of Geography at Wisbech Grammar School -  regarding my own PDR (Professional Development Review) - an annual or biannual obligation for many teachers - focussing on KS2-3 transition. Thanks to Guy, who I used to work with when he started out in his career - for giving up the time to meet with me and share what he and his department are doing, and their plans for next year. It's important as teachers that we get to see what other schools are doing and I've been very fortunate to visit hundreds of schools over the years in various roles.

Open Day was held on the 7th of May at school - we welcomed visitors and parents who were thinking of joining the school. I then headed home to join the Charney Online Conference.

This was an excellent one-day event with good conversations. I used the presentation here:

Thanks for the kind words. I also learned a lot from the other presenters and have access to their presentations as well.

The following week was a D3 Multiplier Event.

The GI Pedagogy project had been presented at the EuroGeo Conference in Mytiline in Greece the weekend before but I was unable to be there. We heard that the British Council had approved an extension due to COVID preventing a lot of our work, which was good news, so thanks to them. Another ERASMUS project involving my school: Rise the Life was also able to carry out its long delayed residential mobility to Turkey as well.

The ESRI UK User Conference returned to a face-to-face format, and I had permission to make my way down there. Sophie Wilson and Brendan Conway from the GI Pedagogy team were there. I also had the chance to meet up with the ESRI Education folks, Steve Brace from the RGS, Shanique Harris (who is leading a new RGS project called Geography for All) and Francisca Rockey from the Black Geographers group.

I had articles published in three of the GA's journals - I missed out on 'Geography' this time round. Catch them here if you are a subscriber.

Add them to your membership perhaps.

There was also a meeting of the GI Pedagogy project the following week.

Other things that I did this month:

- Completed some consultancy for a VR firm who are building scenes for students to explore with additional educational content. 

- A day working at the Forum library in Norwich 

- Attending part of a meeting of the GA's Post 16 and HE Committee - one of several who support the work of the GA and give up time to meet at weekends and also complete work according to a Work Plan which is then reported to Education Group.

- Discussions with Alastair Owens: the GA Vice President, about the format of the GA's Awards and preparations of papers for Governing Body

- Working on some resources for TeachIt Geography

- Working on a forthcoming book project which I can't mention

- Consultancy with a design agency

- Worked on some materials for the BBC to accompany a film made by De'Graft Mensah, which is part of a series on Empire and Ghana (where his family is from).

COBRIG is the Council of British Geography and has been in existence for many years.

The Council seeks to include representatives of all major geographical organisations in the UK. It invites representatives from the following organisations:

British Science Association (Geography group recorder) (BSA)
Conference of Heads of Geography in British Universities
Council for Curriculum, Examinations and Assessment, Northern Ireland (CCEA)
ESTYN
Geographical Association (GA)
Office of Standards in Education, Children’s Services and Skills, England (OFSTED)
Royal Geographical Society (with the Institute of British Geographers) (RGS with IBG)
Royal Scottish Geographical Society (RSGS)
Scottish Association of Geography Teachers (SAGT)
Welsh Joint Education Committee/Cyd-bwyllgor Addysg Cymru (WJEC / CBAC)

Alan Kinder was unable to attend and asked me to stand in for him. We had several papers which were included in the agenda and I gave an update on activity largely based on the National Research Report.

Image: Alan Parkinson, shared under CC license

The final week brought some more projects:

 - an article for a cartography magazine, which looks good

- some consultancy with a design agency and others

- preparing for the next Governing Body meeting in June by writing some papers

- many personal emails and DMs on social media to share resources and ideas

- discussions around GIS use in the profession

GeogPod is the GA's Podcast, which is hosted by John Lyon. There have been over 50 episodes of the podcast so far, and remarkably I hadn't been asked to do one until now.

Paula Richardson and I were interviewed about the National Fieldwork Week. This runs from the 6th to the 10th of June.

This should be out next week.

The month ended with the start of half term holiday. Just another half term to go before a much needed summer break, when I hope to progress some projects but also decompress as we approach the end of my Presidential term, and support those stepping up to the next stage: Alastair Owens and Denise Freeman.

I was also interviewed on the morning show on BBC Radio Guernsey.

The theme was the National Fieldwork Week.

You can listen again until the end of June. I'm on from 11.16-11.30

The usual Twitter stats at the end of the month. Quite a lot down on the previous month which had all the tweets relating to the GA Conference which were all amplified.

That's three quarters of my Presidential year done.