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Holistic Understanding in Geography Education (HUGE) – an alternative approach to curriculum development and learning at Key Stage 3
Author(s) -
Renshaw Simon,
Wood Phil
Publication year - 2011
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2011.601656
Subject(s) - interdependence , curriculum , outdoor education , liminality , national curriculum , underpinning , pedagogy , futures contract , subject (documents) , process (computing) , sociology , mathematics education , psychology , engineering , computer science , social science , civil engineering , anthropology , library science , operating system , financial economics , economics
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.