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New Perspectives on Geographical Inquiry in the UKPaul CornishDirector of HumanitiesThe Coopers’ Company and Coborn SchoolLondon, UK
Skills or Knowledge?
“A school shouldn't start with curriculum content. It should start with designing a learning experience and then check it has met national curriculum requirements.” (Guardian)
Mick Waters, QCA (2010)
The National Curriculum should set out clearly the core knowledge and understanding that all children should be expected to acquire in the course of their schooling. It must embody their cultural and scientific inheritance, the best that the past and present generations have to pass on to the next.
DfE The Importance of Teaching (2010)
Department for Education
The accumulation of fragmentary facts as an end to itself is like learning a language by simply learning lists of vocabulary: you may know lots of words but you still cannot speak the language. For that you need grammar. By the same token, you cannot speak a language by only knowing some of the grammar! You need some vocabulary. Lambert (2011)
David Lambert
Future 1: Govian Elitism
Future 2: A Knowledge Society
Future 3: Objective Knowledge
Three Futures
Govian Elitism
A ‘Knowledge’ Society
Objective Knowledge
Subject Knowledge
The basic elements that students must know to be acquainted with a discipline or solve problems in it. a.Knowledge of terminologyb. Knowledge of specific details
and elements
Kn1 Core Knowledge
The interrelationships among the basic elements within a larger structure that enable them to function together. a. Knowledge of classifications and categories b. Knowledge of principles and generalizations c. Knowledge of theories, models, and structures
Kn2 Content Knowledge
How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. a. Knowledge of subject-specific skills and al-
gorithms b. Knowledge of subject-specific techniques
and methods c. Knowledge of criteria for determining when
to use appropriate procedures
Kn3 Procedural Knowledge
Student Experiences
Subject SpecialismTeacher Choices
Underpinned by Key NC Subject Concepts linked to Content knowledge
Subject- Specific Knowledge: Core- The Vocabulary. Content- The Grammar. Procedural- Investigation/ enquiry
Learning Activity- to assist in the acquisition of knowledge. How does this use procedural knowledge?
How does this take the learner beyond what they already know? Not just every day knowledge from the world outside the classroom (Young)
Using Knowledge in Curriculum Making
Geographical Inquiry
Geographical Inquiry enables connections to be made between KN1, 2 and 3.
“an approach to learning that accepts that knowledge has been constructed and prioritises the need for students to make sense of things for themselves… not as an optional approach, to be used occasionally.
(Roberts, 2010)
Geographical Inquiry
1. Creating a need to know 2. Using data 3. Making sense 4. Reflecting on learning
Geographical Inquiry
1. Creating a need to know 2. Using data 3. Making sense 4. Reflecting on learning
Why does Madagascar Face an Uncertain Future?
Google Earth Geographical Inquiry
Explore the resource and fill in the table to assess how the lesson will fulfill the 4 criteria for a rigorous geographical inquiry.
Geographical Inquiry
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