Teaching Geography 11-18

A conceptual approach

Overall Verdict: ★ ★ ★ ★ 

Why this book?
Over the past year or so, reading about concepts in geography has become my ‘thing’. I’ve found it fascinating to grapple with the conceptual underpinnings of our subject; to ensure that our curriculum, particularly at Key Stage 3, is teaching the best geography possible to our students. This book was my starting point- recommended by many in our geography teacher community.

Chapter 3 was a particular highlight of mine, exploring what it means to be a teacher of geography in a rich and thought-provoking manner. I particularly enjoyed the discussion here of teachers as curriculum-makers- distinct from curriculum planners or curriculum developers. Lambert & Morgan are keen to stress that curriculum making comprises three pillars or three competing zones of influence and this idea has been influential to my teaching and departmental leadership. The three zones of influence in the figure below are the resources of curriculum making and the components to be considered. The book discusses the need to strike a balance between the three. A particularly powerful reflection activity for me was to consider our current departmental situation; where do we currently lie? Have we got the right balance? Is there one element we need to give further consideration?

(Source: The Geographical Association)

In Part 2 of the book, Lambert & Morgan discuss the following geographical concepts in detail:

-       Space
-       Place
-       Scale
-       Interdependence and development
-       Cultural understanding and diversity
-       Environment, sustainability and futures

For many, these chapters may be the first time that you’ve revisited an academic (and thus dense!) discussion of these concepts since university. However, I would recommend reading them for anyone wanting to consider how these fundamental concepts of geography are placed within your curriculum.

Three key takeaways:
1.     Considering the key concepts of geography as a discipline is essential to ensure effective teaching of the subject. It helps to guard against unwittingly teaching of short-term fads and environmentalism and it helps to ensure that we train our students to see the world through a geographical lens- thus recognising the uniqueness of our subject.

2.     As a curriculum-maker, one must consider the three competing zones of influence: geography as a subject, the student experiences in the classroom and the teaching and pedagogical tools used. There is a balance to be struck between the three and reflecting on your current balance is a worthy task.

3.      Geography as a discipline is in a ‘constant state of becoming’ and thus your curriculum needs to be viewed in the same way- with constant review and tweaking.