Holistic Understanding in Geography Education (HUGE) – an alternative approach to curriculum development and learning at Key Stage 3

Abstract

This article reports the results of a small-scale curriculum development project focusing on two of the seven ‘key concepts’ identified in the revised Key Stage 3 (KS3) National Curriculum programme of study for geography, introduced into schools in 2007. The study used ‘interdependence’ and ‘physical processes’ as part of a conceptual framework for creating a holistic approach to the subject, underpinned by the notion of threshold concepts. Year 9 students (aged 13–14 years) undertook classroom work investigating atmosphere, oceans, volcanoes and glaciers to develop an understanding of process, landscape, life and futures, while also considering the interdependent nature of these areas, to build an understanding of global physical systems. Use was made of student questioning and concept mapping to create ‘liminal spaces’ in which students could develop deeper understanding of interdependent processes and patterns. Perceptual results from student and teacher interviews suggest that a holistic curriculum was popular and also led to a greater level of critical understanding and a relational underpinning to approaching the subject.

Keywords:

• curriculum development
• holistic
• liminal space
• threshold concepts
• understanding

Notes

1. The curriculum developments reported in this article may yet be superseded by the outcomes of the next National Curriculum review following the publication of a new government White Paper in 2010, The Importance of Teaching (DfE 2010).

2. The Action Plan for Geography was funded between 2006 and 2011 and was jointly and equally led by the Geographical Association and the Royal Geographical Society. The final report can be found at http://www.geography.org.uk/projects/actionplanforgeography