Links Between GCSE Subject Content for Geography and the Global Learning Programme (GLP)

Links between GCSE subject content for geography and the Global Learning Programme (GLP)

An introduction to geography and global learning[1]

Geography enables young people to understand betterthe world, its people, places and environments, together with the connections between them at a variety of scales. It provides an invaluable opportunity to explore global learning, particularly in developing pupils’ global sense of place, knowledge and understanding of the contemporary world, their geographical view of other places and people, and their global sense of place. These broad aims apply to pupils of all ages, including GCSE.

Geography is also central to the key areas of knowledge identified by the GLP, as well as how this knowledge might be approached:

●knowledge of developing countries, their economies, histories and human geography

●knowledge of the basic elements of globalisation

●knowledge of different ways to achieve global poverty reduction and the arguments around the merits of these different approaches

●knowledge and understanding of the concepts of interdependence and sustainability

●supportingenquiry and critical thinking about development and development issues.

Global learning is strongly developed in GCSE subject content[2]

Subject aims and learning outcomes

‘GCSE specifications… should provide the opportunity for students to understand more about the world, the challenges it faces and their place within it. The GCSE course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence inusing a wide range of geographical investigative skills and approaches. Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens.

GCSE specifications in geography should enable students to build on their Key Stage 3 knowledge and skills to:

●develop and extend their knowledge of locations, places, environments and processes, and of different scales including global; and of social, political and cultural contexts (know geographical material)

●gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer)

●develop and extend their competence in a range of skills including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer)

●apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real-world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding (applying geography).’

Subject content

• spatial, cultural and political contexts
• contextual knowledge of countries from which case studies and exemplars are chosen

Overview of progression in global learning by age 7, 11, 14 and 16:

GLP © Crown Copyright

[1]

[2]Geography GCSE subject content, Department for Education, April 2014, pp. 3–7, available at