Geography has a vital role within curriculums world wide. It has been described as a 'fundamental fascination' and should be a core element of a balanced curriculum (Bonnet, 2008). In recent years there has been a major change in focus on the environment and on how sustainable our earth is. It is argued that "the field of geography is important for any sustainability education. The aim of geography education is to enable students to understand the environment, its influence on human activity, and how humans influence the environment" (Starstein & Wolff, 2020). This importance is supported by the importance placed on geography within the humanities AoLE in the new Welsh curriculum (hwb).
Despite this, it has been argued that the place of geography within curriculum's is being "lost with the continuous narrowing of the primary curriculum and shift towards other ‘priority’ areas" (Usher, 2020). It is further suggested that policy makers urgently need to develop their subject content knowledge to understand the importance of geography in primary education. Another suggestion for the lack of priority in curriculum for geography is due to the evolution of the subject. With topics such as geology and environmental science becoming their own demain, geography is a "classic example of a subject that can disappear as a separate entity, each of its functions siphoned off by a new specialisation" (Bowler, 1992). Primary school practitioners are required to have a broad subject content knowledge rather than expertise in specific subject content knowledge. Despite this, recent research suggests that practitioners in primary education lack subject content knowledge in geography. When pupils were surveyed, over 75% of pupils eluded to lack of preparation by teachers when engaging with geography. Furthermore, the children generally wanted more investigative and enquiry based activities (Bent, Bakx & Brok, 2017). The research summarised the children's feedback by suggesting that educators had "sufficient subject content knowledge to introduce a theme but found that this knowledge was inadequate to assisting students throughout the rest of the lesson". As per the new welsh curriculum, this enquiry focused work would be in line with the four aims of the curriculum (hwb).
It has been suggested that concerns about the decreasing quality of geography education within primary schools can be linked to a decrease of time spent on geography education (Bent, Bakx & Brok, 2013). This has led to low attainment on tests. Learning outcomes for geography stay behind in relation to what experts believe that pupils should perform. Results indicate that pupils would like to gain more theoretical knowledge and get more help from teachers to apply actual and conceptual knowledge within new subject content. Pupils also wish to have more active, inquiry-based teacher activities during the lessons, and to be actively coached and motivated by the teacher.
Various researchers have concluded that there is a correlation between teacher knowledge and pupils learning outcomes and cognitions (Hattie 2003; Marzano, Pickering, and Pollock 2001). As previously stated, subject content knowledge is imperative for teachers to engage with and develop children's knowledge in primary school. Shulman (1986) suggests there are three categories of content knowledge, subject content knowledge (SCK), pedagogical content knowledge (PCK), and curricular knowledge (CK). It is argued that despite having a sound knowledge of the subject themselves, teachers are required to be able to transfer this knowledge and illustrate it, making it comprehensible to the pupils (PCK). The ability to apply this knowledge within the guidelines of the new curriculum in wales (CK) will be a skill all teachers must consider by 2022.
As previously mentioned, there is curriculum reform in Wales, with all primary and secondary schools developing their own curriculums in line with the objectives set out in Curriculum for Wales 2022. At present, schools are preparing their own curriculum, bespoke to the needs of their learners (Welsh Government, 2020). The importance of geography has been identified within the new curriculum, with this subject conjoining others in the Humanities Area of Learning and Experience (AOLE). Humanities is deemed to be central to learners becoming "ethical, informed citizens of Wales and the world", one of the four purposes of the new curriculum. Donaldson’s Successful Futures (2015, p.21) was incorporated by Welsh Government, with many recommendations included in Curriculum for Wales 2022. The four purposes form the backbone of the curriculum as it was believed that the previous curriculum lacked clarity in its aims and purpose, something that was more prevalent in most curriculums worldwide. Schools have a responsibility to ensure that these four purposes, along with statements of what matters, are included within each AoLE.
Despite this, it has been argued that the place of geography within curriculum's is being "lost with the continuous narrowing of the primary curriculum and shift towards other ‘priority’ areas" (Usher, 2020). It is further suggested that policy makers urgently need to develop their subject content knowledge to understand the importance of geography in primary education. Another suggestion for the lack of priority in curriculum for geography is due to the evolution of the subject. With topics such as geology and environmental science becoming their own demain, geography is a "classic example of a subject that can disappear as a separate entity, each of its functions siphoned off by a new specialisation" (Bowler, 1992). Primary school practitioners are required to have a broad subject content knowledge rather than expertise in specific subject content knowledge. Despite this, recent research suggests that practitioners in primary education lack subject content knowledge in geography. When pupils were surveyed, over 75% of pupils eluded to lack of preparation by teachers when engaging with geography. Furthermore, the children generally wanted more investigative and enquiry based activities (Bent, Bakx & Brok, 2017). The research summarised the children's feedback by suggesting that educators had "sufficient subject content knowledge to introduce a theme but found that this knowledge was inadequate to assisting students throughout the rest of the lesson". As per the new welsh curriculum, this enquiry focused work would be in line with the four aims of the curriculum (hwb).
It has been suggested that concerns about the decreasing quality of geography education within primary schools can be linked to a decrease of time spent on geography education (Bent, Bakx & Brok, 2013). This has led to low attainment on tests. Learning outcomes for geography stay behind in relation to what experts believe that pupils should perform. Results indicate that pupils would like to gain more theoretical knowledge and get more help from teachers to apply actual and conceptual knowledge within new subject content. Pupils also wish to have more active, inquiry-based teacher activities during the lessons, and to be actively coached and motivated by the teacher.
Various researchers have concluded that there is a correlation between teacher knowledge and pupils learning outcomes and cognitions (Hattie 2003; Marzano, Pickering, and Pollock 2001). As previously stated, subject content knowledge is imperative for teachers to engage with and develop children's knowledge in primary school. Shulman (1986) suggests there are three categories of content knowledge, subject content knowledge (SCK), pedagogical content knowledge (PCK), and curricular knowledge (CK). It is argued that despite having a sound knowledge of the subject themselves, teachers are required to be able to transfer this knowledge and illustrate it, making it comprehensible to the pupils (PCK). The ability to apply this knowledge within the guidelines of the new curriculum in wales (CK) will be a skill all teachers must consider by 2022.
As previously mentioned, there is curriculum reform in Wales, with all primary and secondary schools developing their own curriculums in line with the objectives set out in Curriculum for Wales 2022. At present, schools are preparing their own curriculum, bespoke to the needs of their learners (Welsh Government, 2020). The importance of geography has been identified within the new curriculum, with this subject conjoining others in the Humanities Area of Learning and Experience (AOLE). Humanities is deemed to be central to learners becoming "ethical, informed citizens of Wales and the world", one of the four purposes of the new curriculum. Donaldson’s Successful Futures (2015, p.21) was incorporated by Welsh Government, with many recommendations included in Curriculum for Wales 2022. The four purposes form the backbone of the curriculum as it was believed that the previous curriculum lacked clarity in its aims and purpose, something that was more prevalent in most curriculums worldwide. Schools have a responsibility to ensure that these four purposes, along with statements of what matters, are included within each AoLE.