Organisation, Curriculum, and Standard of Work (continued)

GEOGRAPHY (continued)

There are over 50 boys following advanced-level geography courses in the sixth forms, the majority alongside economics and history, the rest with languages including English. In addition to the normal lessons there. is a programme provided by the active geographical society and a very interesting progressive scheme of field work, some of which is undertaken in the vacation.

The syllabus is a briefly expressed programme of regional studies with some reference at appropriate points to physical geography. It appears to have been framed with too close an adherence to the beliefs that in the ordinary-level course all the world must be glanced at, and that regions must always be studied in accordance with a traditional sequence of ideas. A more rigorously selected. plan of regional geography with the various continents introduced in different ways might well prove better. At the same time map-reading should be included more frequently, especially in view of the fieldwork programme. It is satisfactory that a sixth-form reading list is issued, and it is suggested that, as titles are added, the scope of this should be widened.

There is a geography room of useful size which is well furnished. and equipped, except for the hanging of wall maps. The amount of teaching in the subject would amply justify the allocation of an adjacent classroom as a second geography room, which need be. equipped only with basic furnishing and facilities. A good storeroom has been provided, but with present accommodation difficulties this has frequently to be used as a very unsatisfactory teaching space. The stock of wall maps is not adequate, and at least one additional globe and a film-strip projector specifically for this department are needed. There is a reasonable range of class books and library books, but the rapid growth of the fifth and sixth forms has pressed heavily upon the number of books available, so that enlargement of the supply has become urgently necessary.

Three masters who are specialists in other subjects take a small share in the teaching, but most of it, at all levels, is divided between two honours graduates in geography. Both these masters are at pains to keep up to date in their subject and are very competent in oral teaching, in which they make good use of varied specialist techniques. The lessons are conscientiously prepared, maintain a good level of interest, and evoke a satisfactory response from the boys. The senior geography master, who joined the staff when the school opened, is a keen teacher and efficient head of department. His principal colleague makes a considerable contribution on the fieldwork side.

There is a degree of uniformity in much of the notebook work which indicates too close a control of this part of the written recording. Occasional teaching and regular supervision of the notemaking is recommended. The rest of the written work is sound, but the standard of the sketch maps could be rather higher. Apart from these points there is much in the work that is very commendable. The field-work both in the home county and in the Yorkshire dales shows much enterprise and interest. The boys generally respond well, work hard, and acquire a good body of factual knowledge. Further progress would come from testing this knowledge in more intellectually challenging ways.

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