OFSTED Subject Specific Report 2011: GIS response

More responses to the report....

I was interested in the statement on the use of GIS, having been involved in training sessions and development of materials for almost a year as part of the ESRI / GA strategic partnership:


New technology was frequently in evidence in lessons with most teachers being competent users of digital projectors and interactive whiteboards to enhance presentations. However, more limited use was made of topical events in the news or geographical information systems to engage pupils in learning in geography.

This was followed up in the report by the following statement

For a small number of students, geographical information systems (GIS) were revolutionising and extending their experiences. Visual images from around the world provided via internet links gave immediacy to their learning, and satellite technology brought landscapes to life. Higher-attaining pupils were challenged by being able to overlay data and explore interactive maps to interpret patterns and solve problems. This sixth form lesson illustrates good practice.
The students collected laptops on entry and logged in. In the opening activity the students were shown a photograph of an Indian slum. Google Earth was then used to zoom in and study slums in Mumbai, encouraging the students to discuss whether or not it would be appropriate to make the slums legal. Reference was made to two contrasting less economically developed countries and linked to previous learning. The teacher’s questions were challenging, with a strong emphasis on sharpening geographical vocabulary and the skills of interpreting photographs and maps, needed for work at AS level. The very effective use of satellite technology for data interpretation engaged all the students. In the final part of the lesson, the teacher referred to the learning objectives and linked them to the next lesson when students would be expected to consider contemporary urbanisation in Britain.
However, most teachers were reluctant to use such technology, despite the requirements of the Key Stage 3 curriculum and examination syllabuses to teach its use.



First of all, the teacher here is to be congratulated for their thoughtful lesson sequence, and use of what is undoubtedly appropriate and engaging technology to involve students and offer opportunities for the higher thinking that OFSTED recognised.
I would, however, question whether Google Earth use should be called GIS. I know that Richard Waite of ESRI would take the view that is a powerful tool, but that it allows for geo-spatial visualisation, but is not true GIS....

There is a debate that still needs to be had about the real definition of GIS. You can see some thoughts here on the GA website as part of an online CPD course.One question is that if teachers and OFSTED are unsure, then the move towards embedding GIS in all schools, which should be happening as OFSTED recognise will continue to be difficult.
The definition that OFSTED provide as a footnote is reproduced here:

[1] A geographic information system (GIS), or geographical information system, is any system that captures, stores, analyses, manages, and presents data linked to location. In the simplest terms, GIS is the merging of cartography, statistical analysis, and database technology. GIS systems are used in cartography, remote sensing, land surveying, utility management, natural resource management, photogrammetry, geography, urban planning, emergency management, navigation, and localised search engines.


If you haven't already done so, please visit the GA website and have your say on the report.

This is the first of a few posts on the OFSTED report and some links to GA support that could be used to further support schools and teachers.
Don't forget to listen to Alan Kinder and John Lyon on the Audioboos below...

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