Teaching Geography

A number of publications have discussed the history of geographical education but probably the most succinct and accessible are the four articles by Boardman and McPartland (1993a, 1993b, 1993c, 1993d) in successive issues of Teaching Geography, to mark the centenary of the Geographical Association (GA). Marsden too has written about the history of geography education in various places, for instance 1995, 1996 and 1997. The most recent and substantial work is that of Walford (2000) and unsurprisingly Balchin's history of the Geographical Association (1993) is a story closely intertwined with the subject's evolution.

Following new curriculums and related pedagogies there have been equally momentous changes in assessment strategies and styles. The establishment of the 'Assessment Matters' section in Teaching Geography reflects the importance of such developments... Key influences on assessment have been the beginning of GCSE courses incorporating coursework and project work, often fieldwork-based; the influence on assessment schemes of the three Schools Council Geography projects; and the impact of the National Curriculum (as it has evolved in its three forms) on formative assessment and in particular identifying the levels that pupils have attained.

Slater (1999) describes the nature of such higher education and implies its worth. 'The concept of geography education develops from the conversations which arise from teachers teaching geography, thinking about teaching geography, having time to be aware of the many contexts in which they and it are embedded, investigating their teaching and researching and re-searching their beliefs and practices' (p. 299). Publications sharing research findings and debating methodologies and the like have experienced a mini boom in the last few years.

The GA's trio of publications, Primary Geography, Teaching Geography and Geography, support the work of geographers at all levels as does the burgeoning publications list of the Association. In the latest catalogue (1999/2000), for instance, there are categories on: curriculum planning and delivery; fieldwork; information technology; international studies; mentoring; photo resources; place studies; professional development; promoting geography; quiz books; research; and statistics and data.

Probably the most significant achievement of the Commission was the publication of the International Charter on Geographical Education, first published in 1992 and later in 21 languages in 1994. It was published in the April 1995 issue of Teaching Geography. Its significance is that it offers a curriculum framework and justification for those colleagues around the world attempting to establish or at least strengthen geographical education in their system. In some senses it 'spread the word' about geography education in the way that the UNESCO source books did in 1965 (Brouillette) and 1982 (Graves).

The Geography 16-19 Project proposes that the study of geography at 16-19 level should take place through enquiry-based teaching and learning. The term encompasses a range of teaching methods and approaches by which the teacher encourages students to enquire actively into questions, issues and problems, rather than merely to accept passively the conclusions, research and opinions of others.

Although there has been increasing standardisation in recent years of the aims and content of geographical education in England and Wales, teaching geography remains a very personal activity. Geography teachers can still exercise autonomy in their selection of teaching strategies and learning activities. Thus, it is easier to determine what geography teachers teach than to influence how they deliver this content.