So why teach geography?

This is actually not a dissection of the geography, in fact for “geography” you should substitute any subject. It is an important question, just why should we teach geography, or maths, or technology? This is not an article about the curriculum but about leadership and at the heart of this piece is asking you to understand your own subject, its inherent value, its place on the timetable, the attitudes of your staff and the reception by pupils.

If you are interviewed by me it stands a reasonable chance that you will be asked that question. I have asked this question numerous times and received a variety of answers, some good, some weak and some that are downright meaningless.

So why should you justify your subject? It’s on the curriculum so isn’t that a good enough reason? To use an analogy, we wear our seatbelts because of concerns for safety rather than because it’s the law. There are a raft of reasons why you should justify your subject on the curriculum, here are some of them and I’m sure there are more.

You are appealing to a range of key stake-holders, from pupils to headteachers and governors. Why should a headteacher agree to running your GCSE when you can’t give a reasoned justification for the time, resources and costs the subject will incur? Your subject does not exist in isolation in a school and by devoting time, staff, resources and money to your subject it is likely that someone else will get less.  

Going back to the original question (for any subject) a usual answer is the utilitarian, “because it’s useful” answer. I am often exasperated by this response as it shows very little personal reflection on the subject. If a subject is “useful” then something you learn will be directly applicable in later life. I’m not sure how I have used Macbeth, the Sine Rule or a solid knowledge of the Franco-Prussian War! Very little of what we teach has direct use in life, were that the case then we would simply offer apprenticeships for all eleven year olds!

 Pupils have a right to know why they should be learning something. I’m sure you want to know why someone in authority makes you do something so why should children be any different. They deserve to know what’s in it for them. They are far more likely to engage with you if they see the purpose of what they are having to learn and what it is you expect them to give up their time for with homework and revision. Similarly if you want the engagement and support of their parents they need to know the point as well. Your pupils may not get the big picture at first but any coherent reason is better than “because you have to” and it will also help keep you sane when the teaching gets tough.

This is an exercise that is worth the time. This could be the subject of a departmental meeting, it could form the backbone of your vision, but do consider the original question. It may be that some areas are directly useful, your subject may develop sets of skills or improve reasoning ability. It may improve understanding of the society and the world in which we all live and so help make our pupils better citizens. It may be that it is simply fascinating or fun! Often for me as a science teacher it is about cultural significance rather than utilitarian value. Science is a corner stone of modern culture, it has pushed back our understanding of life and our place in the Universe, it has driven technology and it poses fascinating questions for the future. Its history is strewn with fascinating tales of investigation, discovery and human struggle (and occasionally it is useful).

I want to know that my staff can think about their subjects as intellectuals engaging in their discipline rather than simply subject delivery technicians. I want to know that they understand the relevance of their subject and then I can have the faith in them that the message the pupils receive is the right one and that the investment is worthwhile.

There is no unique right answer to the original question as the justification is personal, and it’s your commitment to your vision that matters. All I would say in conclusion is that make sure you know why you should teach what you’re teaching.