friday 8 april session information - geographical …...the geographical association annual...

The Geographical Association Annual Conference 2016 17

Lecture 1 2.219EY–KS3 The promise of primary geographyProfessor Simon Catling, Emeritus Professor ofPrimary Education, Oxford Brookes UniversityThis lecture will demonstrate how geographyconnects with younger pupils: how it createsencounters, awareness, connections andinsights; how it engages wonder andunderstanding, deepening curiosity for thefamiliar and new; and how it brings freshnessand fosters values, enabling pupils to makesense of their worlds.

Lecture 2 1.218KS2–P16Connecting teachers: collaboration,equity and sustainabilityClive Belgeonne, Education Advisor,Development Education Centre, Sheffield, andHelen Gadsby, Academic Lead for ITEGeography, Liverpool Hope UniversityWhat is the role of a UK-wide network inconnecting geography teachers, teachereducators and non-governmentorganisations? How can it support your workand what are the opportunities and tensionsbetween different sectors? This lecture willhighlight the unique role of TEESNet (TeacherEducation for Equity and Sustainability) infostering connections and collaboration.

Lecture 3 Lecture Theatre AKS3–P16 Interpreting landscapes: past ideas andpresent viewsDuncan Hawley, Chair, GA Physical GeographySpecial Interest Group‘Has it always been like this?’ and ‘How dowe know?’ are two questions that can helpteachers and students interrogate theirinterpretation of physical landscapes anddevelop their understanding of what they see.This lecture explores the history ofunderstanding landscapes, how past ideasinfluence our present views, and how studentscan benefit from debating their value.

Workshop 1 4.205KS2Ancient and modern: making sense ofthe EgyptiansAlf Wilkinson, History Consultant, HistoricalAssociation, and Ben Ballin, Consultant to theGAThis workshop will offer practical suggestionsfor combining the KS2 history ‘ancientcivilisation’ unit, the geography of Egypt and

global learning into a meaningful scheme ofwork, using enquiry learning, critical thinkingand stories to explore past and present issues. In partnership with the HistoricalAssociation

Workshop 2 4.206KS2–4Critical thinking in geographyDr Paula Owens, Consultant to the GA,and John Hopkin, Head of Accreditation,Geographical AssociationWhat does critical thinking look like ingeography? And what is the differencecompared with other thinking? This workshopwill explore what we mean by critical thinkingthrough hands-on activities and examples ofpractice, and consider the support offeredBritish Council’s Connecting ClassroomsProgramme.

Workshop 3 2.218KS3–4Success for low literacy geographystudentsLaura Nichols, Curriculum Lead in Geographyand Travel and Tourism, and Alex Wilkes,Assistant Lead in Geography, The PetcheyAcademy, LondonThis workshop will provide a wide variety ofstrategies to support and inspire studentswith low literacy levels to succeed ingeography. These range from supportingstudents with exam command words tofacilitating progress for EAL students andchildren with low reading ages.

Workshop 4 4.204KS3–P16Writing with confidence: purposefulassessment questionsErica Pilkinton, Geography Teacher, Sir HarrySmith Community College, PeterboroughIn this time of evolving curriculum change,teacher assessment will be more pivotal,particularly without the bank of pastexamination papers to utilise. This workshopwill equip teachers with confidence in settingtheir own assessment questions at key stages3, 4 and 5.Presented by GA Assessment andExaminations Special Interest Group

Workshop 5 1.219KS4–P16 Changing the subject?Emma Johns, Head of Geography, HitchinGirls’ School, HitchinAt a time when we are planning for changesto both GCSE and A level courses, thisworkshop will offer delegates the opportunity

to choose from four mini-workshops on offer.At GCSE delegates will explore ‘InclusiveExtended Writing’ and ‘The UK’. A levelteachers can choose from ‘Teaching Places’and ‘Specification to Classroom’.Presented by GA Secondary PhaseCommittee

Presidential Lecture Lecture Theatre BAll KSMaking geographical connectionsSteve Rawlinson, GA President 2015–16By its very nature geography is a ‘connectedsubject’, and this lecture will celebrate andexplore some of the links that give geographyits dynamism and relevance to the lives of ourstudents, whatever their age and ambition. Inaddition it will ask important questions aboutthe nature, development and future of oursubject.

Workshop 6 1.219KS2–3The WOW factor: National Parks and thegeography curriculumPete Feetham, Learning and Discovery Officer,Peak District National Park Learning andDiscovery How do you make the most of your trip to oneof our iconic landscapes? Join us toexperience a range of hands-on activities andpractical classroom ideas, which will promotediscussion and thinking skills; explore thevalue of National Parks as learning resourcesfor visits and case studies; and discover therange of free resources available.

Workshop 7 1.218KS3–4Making connections to study and tackleinequalityCalvin Clarke, Head of Geography,Hutchesons’ Grammar School, GlasgowThis session will look at different approachesschools adopt in trying to ‘do something’about the glaring inequalities that existglobally and nationally. It will then describethe approach adopted by one school, whichinvolved connecting with different schoolsaround the world to research the big socialissues in their communities, and then usingthe research findings as material for lessonson global issues and tackling injustices.

Friday 8 April session information09.00–09.50

10.10–11.00

The Geographical Association Annual Conference 201618

Teacher-to-Teacher 3.204KS3–4How to survive your PGCE and NQTyearMark Bailey and Beth Dean, Geography NQTsThis session will examine how to useinnovative tools and techniques to not onlyreduce the workload of an NQT but alsoprovide new and innovative ways to inspirethe next generation of geographers. It willlook at new tools on Instagram and Twitter tohighlight what is important in showing rapidprogression within lessons but also ininstilling good behaviours in students’ work,marking and next steps.

Field Visit P16PC standP16Micro-biogeography: vegetationstructure and ecosystem functionDr Anna Gilchrist, Lecturer in EnvironmentalManagement and Ecology, The University ofManchester, and Iain Palôt, Chair, GA Post-16and HE Phase CommitteeVegetation structure can influence a range ofecosystem functions, including ambient airtemperature, hydrology and the occurrenceand behaviour of humans and animals. Thisvisit will involve mapping the vegetationstructure of an urban greenspace to develop aprofile through which the functionality of aspace can be explored, and will provide atemplate for A level investigations. Workshop29 will demonstrate how the profile can beused to analyse ecosystem functions.Presented by GA Post-16 and HE PhaseCommittee

Lecture 4 Lecture Theatre BKS3–P16Wildfire science: connecting policy,practice and researchDr Gareth Clay, Lecturer in PhysicalGeography, The University of ManchesterThe UK has a complex wildfire regime thatincorporates traditional moorlandmanagement and episodic large-scalewildfires, both of which are accentuated byclimate change. With recent wildfire seasonshighlighting the dangers of extreme events,and concerns over the impacts of fire onecosystem services such as carbon storage,this lecture will discuss ongoing wildfireresearch.

Lecture 5 LectureKS3–P16 Theatre ASupporting students in the decision-making process Bob Digby, Former Geographical AssociationPresident, and Andy Owen, GCSE GeographySubject Officer, WJEC EduqasThe reformed GCSE and AS/A level geographyqualifications have a greater emphasis onapplication of understanding to analyse,evaluate and make judgements. This lecturewill equip you to support your students infinding effective strategies for decisionmaking in preparation for these qualifications.Sponsored by WJEC Eduqas

Lecture 6 2.219

P16The International Year of GlobalUnderstandingProfessor Benno Werlen, Chair SocialGeography, Friedrich-Schiller-University, Jena,Germany, and Professor Peter Jackson,Department of Geography, The University ofSheffieldThis lecture will outline the International Yearof Global Understanding (IYGU), aprogramme of research and education thataims to increase public awareness of the localsignificance of global processes and thechallenges of sustainable living. The sessionwill also summarise the IYGU briefing oneating, drinking and surviving.

Workshop 8 4.206All KS Let Worldwise work for youSue Lomas and Mark Higginbottom, Co-Chairs, Worldwise, Geographical Association Worldwise is the GA’s suite of activities foryoung people. This workshop will givepractical advice on how you can grow yourstudents’ enthusiasm for geography througha variety of quizzes and other strategies, suchas essays and photo competitions, includingthe ever-popular Worldwise Week.

Workshop 9 4.205EY–KS2Making local connectionsMembers, GA Early Years and Primary PhaseCommitteeThis workshop will provide practical ideas forEY, KS1 and KS2 during the Year of Fieldwork,connecting to the National Curriculum. Therewill also be lots of suggestions for howfieldwork can be the connected, engaging,starting point for extended writing and Mathsacross the curriculum.Presented by GA Early Years andPrimary Phase Committee

Workshop 10 2.218KS1–4 Quick GIS with Digimap for Schools Darren Bailey, Schools Delivery ProgrammeManager, Ordnance Survey If you think GIS is difficult, this workshop isfor you. This hands-on workshop will makeyou an expert in eight practical tasks in 50minutes! Bring along your mobile device ortablet.In partnership with Ordnance Survey

Workshop 11 3.204KS2–4Connecting geography withconservationAdam Fryda, Assistant Manager, FormalEducation, Chester ZooIn this workshop delegates will work ingroups to explore case studies of ChesterZoo’s conservation work and gain ideas forcheap, easy-to-resource, exciting classroomactivities and resources to use in school.Topics covered include globalisation, remotespecies conservation and communityconservation.Presented by GA Welsh Special InterestGroup

Workshop 12 1.219KS3–P16 Update your plate: refreshingapproaches to plate tectonicsJohn Lyon, Consultant to the GA, DuncanHawley and Janet Hutson, Members, GAPhysical Geography Special Interest GroupYou might be surprised to find that platetectonics is not quite what it used to be! Thisworkshop will update your subject knowledgeand explore how some of the latestunderstanding about what happens at plateboundaries and plate driving forces can beincorporated into teaching through activeapproaches.Presented by GA Physical GeographySpecial Interest Group

Workshop 13 4.204KS3–P16 Furthering fieldwork in your school Kathryn Murray, Freelance Geography TourConsultant and Julian Maslin, GeographyGuide and Fieldwork ConsultantOrganising fieldtrips can be one of the mostchallenging yet rewarding aspects of ateachers’ year. This workshop, based upongroup work and problem-solving, will givepractical advice. Delegates will receive a packcontaining ready-to-use document templatesand materials for furthering fieldwork.Sponsored by Galina

11.15–11.35

11.15–13.15

11.45–12.35

Friday 8 April session information


Teacher-to-Teacher 4.205KS2 Right on the money: locating countriesusing currencyOlivia Monks, Trainee Teacher, Edge HillUniversity This session will share a practical idea forlocating countries on maps using coins thatwill provide pupils with a strongerunderstanding of locational knowledge andmaps.

Teacher-to-Teacher 4.204KS3–P16 Tweeting techniquesMark Coombs, PGCE Student, UniversityCollege London, Institute of EducationThis session will consider how to harnessTwitter during fieldwork, especially in a worldwhere students and technology areintertwined. It will discuss the benefits andlimitations of using social networking duringfieldwork, and focus on Twitter’s potentialrole in fieldwork techniques.

Research Paper 4.206Mastering GIS in geography teachereducation Mary Fargher, MA Geography in EducationProgramme Leader, University CollegeLondon, Institute of EducationThis paper argues that, despite thedevelopment of more accessible forms ofgeospatial technology, success in the use ofGIS in the classroom still largely hinges on thenurturing of teacher GIS knowledge. However,GIS remains a largely under-developed area ofinitial teacher education and teachers’continuing professional development. UsingMishra and Koehler’s (2006) technologicalpedagogical content knowledge (TPACK)model as an analytical framework, and withreference to findings from a recent researchproject, this paper argues that developingteachers’ conceptual understanding alongsidetheir practical use of GIS can help to enhancetheir use of GIS in the classroom. Drawing onteachers’ commentaries and researcherobservations during the aforementionedresearch, this paper provides an evaluation ofthis combined conceptual and practicalapproach and makes recommendations forfuture geography teacher education with GISat Masters Level.

Debate 1.218All KSThe role of fieldwork in enhancinggeographical knowledge andunderstanding Chair: Nick Lapthorn, Chair, GA Field Studiesand Outdoor Learning Special Interest Group Panel: Dr Tom Argles, Senior Lecturer, TheOpen University; Rosalyn Roberts, SeniorLecturer, Durham University; and DavidMitchell, Tutor in Geography Education,University College London, Institute ofEducation The benefits of fieldwork have been widelydiscussed in the context of ‘adding value’through geographical skills, but what roledoes fieldwork have in enhancingknowledge? This debate will discuss the roleof fieldwork in the reformed curriculum andthe opportunities and challenges it may facefrom new technologies in the future.

Lecture 7 Lecture Theatre AAll KSEnquiring into logistics: a new resourceAlan Parkinson, Head of Geography, King’s ElyJunior, CambridgeshireThis lecture will introduce a new resourceproduced in association with the CharteredInstitute of Logistics and Transport (CILT)containing innovative units of work usingmapping and data. It will outline the thinkingbehind units on the work of Shelterboxfollowing natural disasters, on using roadcensus data, and on the story of Pret-a-Manger sandwiches.In partnership with the CharteredInstitute of Logistics and Transport

Lecture 8 2.219EY–KS2 Connecting classrooms: sustainablelinks between the UK and India Helen Martin, Head teacher, Graffham CEInfant and Duncton CE Junior Schools, WestSussex This lecture will discuss the British Councillink between our schools in West Sussex andTVS Academy in Hosur, Southern India. Findout how a truly reciprocal link can go beyondthe initial letter writing to encompass whole-school performances, Skyping, geographytraining and Forest School learningopportunities, and make an impact on allpupils and staff.

Lecture Plus 9 LectureKS4 Theatre BPlanning and delivering the newEdexcel GCSE geography A and Bspecifications Andrea Wood, Geography Subject Advisor,Pearson This interactive session will provide practicalguidance on how to plan and deliverPearson’s new Edexcel GCSE geographyspecifications, and an introduction to our freeEdexcel GCSE geography qualification supportfor teaching new subject content, the newfieldwork requirements and understandingthe new assessment requirements.Sponsored by Pearson

Workshop 14 4.205KS1–2Fieldwork in a local streetJulia Tanner, Education Consultant, and JaneWhittle, Class teacher, International School ofBologna, ItlayThis workshop will demonstrate how to use astreet near your school as a site forgeographical enquiries at KS1 and KS2,focusing especially on the theme of changeand development. It will include somefieldwork outside, practical strategies fordeveloping mapping and fieldwork skills, andsupport for auditing your own local area.

Workshop 15 3.204KS1–P16Quality criteria for geography ITE Dr Charles Rawding, Chair, and AndreaTapsfield, Member, GA Teacher EducationSpecial Interest GroupIn light of recent changes to ITE, the GATeacher Education Special Interest Group isaiming to develop quality criteria forgeography teacher education. This workshopwill take the form of a forum to consider theGroup’s proposals and to suggest how suchproposals might be further developed tosecure the future of high-quality, geography-specific initial teacher education.Presented by GA Teacher EducationSpecial Interest Group

Workshop 16 1.219KS3 Refreshing your curriculum: a new KS3ToolkitGarry Simmons, Head of Geography,Wilmington Grammar School for Girls,Dartford This workshop will provide an overview of thelatest GA KS3 toolkit on extreme weather andclimate, and outline the curriculum-making

12.50–13.10 13.50–14.40

13.15–13.35

13.50–14.15



process underpinning it. Delegates willdiscuss how to use the toolkit to refresh theircurriculum and get a taste of some of thelessons.

Workshop 17 4.204KS3–4 Making geographical connectionsbetween home building, migration andpoliticsDavid Rogers, Assistant Headteacher, PatchamHigh School, Brighton This workshop will explore some of the new,freely available resources from the HomeBuilders Federation that focus upon why theUK needs so many new homes. It willdemonstrate how these can be used to makeconnections to other significant topicalevents, such as the European migration crisis.In partnership with the Home BuildersFederation

Workshop 18 2.218KS3–P16Free classroom and fieldwork resourcesfrom Discover-Geography.comSimon Ross, geography author andConsultant Discover-Geography.com is a free resourceswebsite developed in collaboration with theGA and Discover the World. This workshopwill introduce delegates to the latest material,linked to the new curriculum specifications.Delegates will have an opportunity to explorethe resources and discuss their value insupporting fieldwork and classroom study.In partnership with Discover the WorldEducation

Research PaperThe impact of pedagogies ofpartnership on the student learningexperience Catherine White, Senior Lecturer, Geography,Northumbria UniversityGeographers have highlighted the need toconnect university and school geography(Stannard, 2003; Castree et al., 2007; Hill andJones, 2010). A study by members of theBusiness School and the GeographyDepartment of Northumbria University aimedto identify and understand the challengesfaced by sixth form students entering theirfirst year of study at university. The studyinvestigated six schools in the North East ofEngland and used a combination of focusgroups with sixth form staff and qualitativequestionnaires with sixth form students to

identify current practice within the schools inpreparing students for the transition, and tounderstand the skills the students broughtwith them on entering university. The studyalso aimed to understand the learning andpersonal challenges that students faced in thetransition. Lecturers at Northumbria Universitywere also interviewed to determine theirperception of the academic skills of transitionstudents. The project aimed to developtransition materials in partnership withschools to support students’ pre-entrypreparation and to improve student retentionat university by preparing students forunderstanding the pedagogic differencesbetween A level and degree study.

Research Paper 4.206Mobilities on the move: dancingdis/ability within the emerging field ofperformance geographiesDr Charlotte Veal, University of NottinghamSince the late 1990s, the field of humangeography has increasingly engaged with thelanguage and practices of performance. This‘performative turn’ has demonstrated how, ascorporeal subjects, we negotiate and performa sense of place, and has illustrated howidentity is inherently performative. In thispaper, I draw upon performance ethnographywith London’s all-male dance company,BalletBoyz, and Ethiopia’s Adugna CommunityDance Theatre, to critically and creativelyadvance the geographies of mobilityliterature. Through the choreography Lost inPerfection, I juxtapose the corporealencounters of abled-bodied dancers withthose experiencing limited mobility. Here, Iuncover the social, political and aestheticalimplications underpinning how bodies move,and outline how a mobility politics can beproductively reframed through performancepractice. This has important implications forinforming how disenfranchised individualsreclaim their right to spaces of the city. At thesame time, this paper is equally concernedwith how dance encounters – that workproductively with im/mobility – can createnew spaces of inclusivity and reworkconventional stereotypes associated withphysically impairment. The paper calls for arenewed reading of the mobility literaturebeyond over-simplified binaries of abled ordisabled bodies, and identifies its social andpolitical value for reframing social policy.

Debate 1.218All KS Geography ITE: a changing role foruniversities? Chair: Alan Kinder, Chief Executive,Geographical Association Panel: Dr Clare Brooks, Head of Curriculum,Pedagogy and Assessment, UCL Institute ofEducation; Becky Copus, GeographyMentor/Assistant Headteacher, ColchesterTraining Consortium; Dr Roger Firth, AssociateProfessor of Geography Education, St Anne’sCollege, Oxford; Representative from TheNational Association of School-Based TeacherTrainers (NASBTT)Wide-ranging reforms to Initial TeacherEducation (ITE) have led to the rapid expansionof school-led routes. The panel will debatewhat these reforms mean for Universities.What is the role of HE in teacher training? Isthis changing, and what models of HE-schoolpartnership do we need in the future?In partnership with University CollegeLondon

Lecture Plus 10 1.219KS3–4 Refugees and asylum in Britain: thecase of Zimbabweans from 2000Sarah Harland, Co-ordinator, ZimbabweAssociation, London, Tonderai Phiri, Musician,SOSA-XA! Sounds of Southern Africa andPhilip Weiss, Southern eMedia Education andArts, Sheffield This session examines new audio-visualresources for teaching about refugees andasylum in Britain, focussed on the case ofZimbabweans, one of the largest African groupsin the UK. The resources include personalstories of fleeing violence, claiming asylumand making a life in Britain, as well as insightinto the politics surrounding their arrival.

Lecture 11 Lecture Theatre AKS3–P16Ten tips for using social mediaeffectively in the geography classroomRichard Allaway, Technology for Learning Co-ordinator, International School of Geneva,Switzerland Social media is everywhere, but how couldyou be using it efficiently and effectively inyour geography classroom? What is socialmedia? Why would you want to use it? Whatare your students using? How could it beused as part of an enquiry outcome? How bigis your digital tattoo? All these questions (andmore) will be explored in this lecture.Sponsored by geographyalltheway.com

14.15–14.40

14.55–15.20

14.55–15.45


CANCELLED


Lecture 12 Lecture Theatre BKS4–P16Coast: cutting edge case studiesNick Crane, BBC Presenter Using photographs taken during ten years oftravelling and filming around UK coasts, BBCpresenter Nick Crane will explore thegeographical stories behind coastal casestudies that are relevant for the new GCSEand A level specifications, including Dorset’sJurassic Coast, the North Norfolk Coast,Pevensey Bay and the cliffs of Yorkshire.Sponsored by Hodder Education

Workshop 19 4.205EY–KS2Connecting with Primary GeographyJane Whittle, International BaccalaureatePrimary Years Programme Teacher, TheInternational School of Bologna, BolognaThis workshop will show participants howarticles in Primary Geography can be used todevelop effective connections across theprimary curriculum. Participants will engage inpractical activities that show the potential thejournal has for creative curriculum making.Presented by GA Primary GeographyEditorial Board

Workshop 20 4.204KS2–3Cross-phase connections: transition infieldwork Stephen Schwab, Consultant to the GA andCo-Chair, GA Secondary Phase Committee This workshop will explore how fieldworkexperiences and skills can be connectedacross the KS2-3 phases. Delegates will shareideas and good practice, and help to set anagenda for GA Special Interest Groups to dofurther planning and then sharing ofconnected fieldwork.

Workshop 21 2.218KS3Geographical inequalities and YoungLivesElizabeth Newbon, Education and YouthAdviser, and Richard Baker, Head of Educationand Youth, Oxfam GB, and Caroline Knowles,Communications Manager, Young LivesThis workshop will show how data gatheredon children’s lives over the last 15 years canhelp develop critical thinking about inequality,poverty and development data. Delegates willexplore how Oxford University’s internationalresearch project, Young Lives, can deepenlearners’ understanding of inequalitiesbetween and within countries at key stage 3.

Workshop 22 3.204KS4 Planning your new GCSE geographycourseDavid Gardner, PGCE Geography Lecturer,University College London, Institute ofEducation Bring your new GCSE specification to thisworkshop, where you will be introduced to arange of planning tools to support thedevelopment of your strategic GCSE teachingplan.

Workshop 23 2.219P16Mastering non-examination assessmentat AS/A levelBob Digby, Former Geographical AssociationPresident, Andy Owen, GCSE GeographySubject Officer, and David Drake, AS/A levelGeography Subject Officer, WJEC EduqasFieldwork at AS and A level will presentlogistical demands for teachers. Thisworkshop will provide an opportunity toclarify requirements, pick up tips and shareinnovative ideas for the delivery ofindependent fieldwork post-September 2016.Sponsored by WJEC Eduqas

Research Paper 4.206Exploring the extent to which the studyof place within geography lessonsdevelops students’ spiritualityPaul Hunt, Geography, The Appleton School,BenfleetMy doctorial research investigates the rolethat ‘Place’ in geography could play indeveloping students’ spirituality. I shall sharethe initial findings of a review of recentGovernment policy documents and the keystage 3 National Curriculum, using themethodology of critical discourse analysis. Thedefinition of spirituality used by Ofsted will bechallenged as a definition that is narrow andlimiting as an interpretation. Further studywill involve the analysis of current key stage 3textbooks, and the interview of keystakeholders.

Teacher-to-Teacher 4.205KS3–4Northwest Russia in photos Katya Cosgrove, PGCE student, The OpenUniversityThis session will share the impressions andgeographical materials that, together with thegroup of Russian geography teachers, Igathered during the study tour in NorthwestRussia in August 2015. The selection of 20photos represent key physical and humancharacteristics of the area and will besupplemented by a brief description.

Teacher-to-Teacher 4.204All KSEducating our young people to beenvironmentalists and conservationistsMya-Rose Craig, 13-year-old writer, bloggerand speaker13-year-old Mya-Rose Craig is a writer,blogger and speaker. She is passionate aboutsaving our planet and everything on it butrealises that most teenagers don’t know orcare about these issues. She believes that asyoung people are the future, unless we caninterest them, we have no hope. Hear herthoughts on essential topics to teach such asre-wilding, fracking and palm oil plantationsand on engaging your students so that theycare.

Lecture Plus 13 2.219KS3Approaching assessment without levelsMartyn Simmonds, Director of Humanities,Durrington High School, Worthing, andHannah Knox, Subject Leader Geography, TheAngmering School, LittlehamptonThis workshop will focus on two schools’approach to assessment without levels. It willoutline the rationale for the approach, theassessment models and show examples ofstudents’ work.

Lecture 14 Lecture Theatre BKS3–P1680 thought-provoking resources in 40jam-packed minutesJames Riley, Head of Geography, The PerseSchool, Cambridge This lecture will provide a quick-fire runthrough of the 80 most thought-provokingand interesting photographs, maps,infographics, graphs, models, quotes, websitesand more that I use most frequently in

15.20–15.45

16.00–16.20

16.30–17.20



teaching KS3-5 geography, plus simple ideasand free resources for you to use in theclassroom.

Lecture 15 Lecture Theatre AKS4–P16Tourism, water and genderDr Stroma Cole, Senior Lecturer, InternationalTourism Development, University of the Westof England, Bristol This lecture will describe and discuss theimpact of tourism on water-scarcedestinations, including recent research resultsfrom the rapidly growing gateway town toKomodo National Park: Labuan Bajo,Indonesia, where tourism has added to analready critical water crisis and women arebearing the brunt of the problems.

Workshop 24 4.205KS1–2 Global learning in the curriculum Vicky Brewin, Year 3 Teacher, and Renee Kirby,Teacher, Herringthorpe Junior School,Rotherham Global learning is vital to make learning inthe classroom relevant and interesting,therefore it is not an additional subject butshould be taught intrinsically throughout allparts of the curriculum. This workshop willgive participants a well-rounded idea of howglobal learning can provide a vibrantcurriculum and will contain hands-onactivities that can be taken and adapted forclassroom use.

Workshop 25 3.204KS1–P16Career progression routes in teaching Martin Shevill, CEO Consilium Academies This workshop will examine the increasingvariety of career progression routes in theteaching of geography and in other aspects ofschool leadership and management.Consideration will be given to progressionroutes in individual schools/academies, multi-academy trusts (MATs) and across differentphases of education.Presented by GA Teacher EducationWorking Group

Workshop 26 4.204KS2–4Connecting primary and secondaryclassrooms David Rogers, Assistant Headteacher, PatchamHigh School, Brighton This workshop will explore how connectionsbetween primary and secondary classroomshave enhanced the geographical education of

young people. Examples of projects betweenyears 6 and 10 and years 6 and 8 will beshared, together with the freely availabletechnology that enabled the collaboration.Presented by GA ICT Special InterestGroup

Workshop 27 2.218KS3–P16 Can geography change the world?Jon-Paul Davies, Geography teacher,D’Overbroeck’s College, Oxford What single trait do you wish your students toleave school with? This workshop willchallenge the nature of what geographyteaching is actually for, scrutinise howsuccessfully geography teaching enablesfuture generations to actually make adifference in the world, and consider the rolecitizenship and sustainability might play inshaping futures.

Workshop 28 1.219KS4Creative case studies for GCSEgeography with OCRShelley Monk, Mark Smith and Chloe Nichols,OCR Geography Subject SpecialistsThis workshop will explore how to be creativeand innovative with case studies in GCSEgeography. The Geography Subject Specialistsat OCR will showcase case study resourceideas with plenty of opportunities fordelegates to collaborate and discuss teachingstrategies that will engage and excite learnerswhile embedding their geographicalknowledge.Sponsored by OCR

Workshop 29 P16PCP16 standFieldwork number crunchingIain Palôt, Chair, GA Post-16 and HE PhaseCommittee, and Dr Anna Gilchrist, Lecturer inEnvironmental Management and Ecology, TheUniversity of ManchesterFollowing on from the micro-biogeographyfield visit, this workshop will use the datacollected to examine the testing techniquesand presentation skills A level students willneed to master for their independentinvestigation. It will provide teachers whomay be unfamiliar with, or who may be at‘some distance from’ these techniques, withthe confidence to guide their students.Presented by GA Post-16 and HE PhaseCommittee

Lecture 16 2.219KS2–3 Curious connections: curating ageographical museum Claire Kyndt, Director of LearningDevelopment, King’s Ely School, Ely From the weird and wonderful to theseemingly ordinary, objects provide a startingpoint for curiosity, allowing students to gethands-on and reconnect with the magic ofmaterial culture. In this lecture students’work, ideas and resources will be shared toillustrate how artefacts, both old and new,can create geographical connections.

Lecture 17 1.218KS3–4 Students as partners, not juststakeholders Steven Rackley, Director of Geography,Framingham Earl High School, Norwich ‘Students as stakeholders’ is not new, butembedding them into the fabric of thedepartment through leadership, decisionmaking and peer support can breed creativityand energy. This lecture will report on a casestudy from a high school in Norfolk that showsthat, from leading lessons and fieldworkgroups to steering department policy, all thatis needed is trust in your students.

Lecture 18 Lecture Theatre AKS3–P16 Enhancing lessons with ArcGIS Online Raphael Heath, Head of Geography, RoyalHigh School, Bath This lecture will show how ArcGIS Online canenhance lessons for the new syllabuses acrossa range of topics and fieldwork. It willdemonstrate the rich data available, along withpowerful analytical tools that get studentsthinking and making connections, and reporton GIS Day events, such as the 2014 WorldRecord and 2015 Ashcloud Apocalypse.

Workshop 30 4.205EY–KS2 Connecting with placesArthur Kelly, Senior Lecturer, University ofChester Delegates will develop teaching and learningstrategies for exploring our connections withthe world. This will include fieldworkapproaches as well as using secondarysources including maps and photographs. Theworkshop will explore ethnographicapproaches that can be used to promoteengagement and enthusiasm, and to connectpupils with places locally and globally.

17.35–18.25



Workshop 31 3.204EY–KS2 Growing connections: do childrens’perceptions of interconnectednesschange? Joyce Hallam, Head teacher, HawksheadEsthwaite Primary School, HawksheadThis session will question whether the wayyoung children perceive connections with theworld changes between early years and KS2.How are they learning geography, interpretingtheir world and connecting to everydayevents? Is this relevant to the way we teachat different stages and, if so, if pupils see theconnections globally, are we capitalising onthis in the way we teach?Presented by GA Sustainability andCitizenship Special Interest Group

Workshop 32 4.204KS3–P16Europe & Africa talking: young peopleon the global stage Elly Lengthorn, Geography Teacher, NunneryWood High School, Worcester and GLP/Eco-Schools Co-ordinator, and Ben Ballin, ProjectCo-ordinator, Tide~ global learningFor the past two years young people and

teachers from Kenya, The Gambia, UK, Spainand Germany have been exchangingquestions and ideas about internationaldevelopment as part of an EU-funded project.This workshop shares some of what has beenlearnt, the intercultural processes involved,and reflects on the young people’s emergingideas and concerns.

Workshop 33 4.206KS3–P16 The G-Factor: practical ideas fromTeaching GeographyMel Norman, Editor, Teaching GeographyTeachers who have written for TeachingGeography will discuss their articles andencourage you to share your practical ideasfor teaching a lesson or a sequence oflessons. This workshop will be an ideal forumfor those seeking stimulating ideas forteaching geography.Presented by GA Teaching GeographyEditorial Board

Workshop 34 2.218KS3–P16 Dark tourism: engaging with theHolocaust through geography Dr Jenny Carson, Education Officer, HolocaustEducational Trust This workshop will explore the topic of darktourism, with a focus on the role ofgeography in helping students understand thespatial dimensions of the Holocaust. We willdiscuss motivations for visiting sites of deathand destruction and explore how we canintegrate these topics into our teaching.

Workshop 35 1.219P16 Co-teaching the new Edexcel AS and Alevel geography specifications Daniel Mace, Geography Subject Advisor,PearsonThis workshop will provide practical guidanceon Pearson’s new Edexcel AS and A levelgeography assessment requirements andadvice on how to co-teach the new EdexcelAS and A level specifications. Delegates willcreate and share teaching strategies thatdevelop the higher order thinking skillsneeded.Sponsored by Pearson



Lecture 19 2.219KS3–P16 Geography’s contribution to theeconomy and society Steve Brace, Head of Education and OutdoorLearning, Royal Geographical Society (withIBG) This lecture will highlight the important roleof geography and geographical research incontributing to the economy and widersociety. It will address key themes includingthe involvement of leading geographers in keypolicy debates, how new geographicalresearch influences public decision making,and how the ‘spatial’ is a central dimensionto the economy and wider society.

Lecture 20 LectureKS4 Theatre BAQA: Meeting the challenge of GCSEgeography reform Steve Durman, AQA Senior Associate, andBrian Taylor, GCSE Geography Chair ofExaminersThis lecture will focus on approaches todelivering the new AQA GCSE geographyspecification, including ways of delivering theUK element, selection of case studies andexamples, issue evaluation and fieldworkpracticalities.Sponsored by AQA

Lecture 21 Lecture Theatre AP16 Cambridge’s alternatives to geographyA level Peter Monteath, Regional Director, UK &Ireland, Cambridge InternationalExaminations, and Peter Price, Head ofGeography, Charterhouse School, GodalmingAs we near first-teaching of the newgeography A levels, many schools areconsidering Cambridge’s tried-and-testedqualifications as alternatives to the newsyllabus. This lecture presents the CambridgePre-U and the Cambridge International A levelgeography syllabuses, with support from ageography assessment specialist and a headof department teaching Cambridge in thesixth form.Sponsored by Cambridge InternationalExaminations

Workshop 36 4.205KS1–2 Exploring creative cross-curricularconnectionsChris Trevor, Member of the GA Early Yearsand Primary Phase CommitteeTaking the theme of ‘Explorers’, this workshopwill make creative cross-curricular connectionsbetween geography and the key stage 1-2curriculum. The practical ideas andsuggestions for texts and websites willconnect the learning to extended writing,maths, science, history, art, and music acrossthe curriculum.

Workshop 37 3.204KS2 Where did that thing come from?Understanding global trade Ben Ballin, Consultant to the GAWhere did my mobile phone get made? IfTesco were a country, what would it be like?Asking these and many other questions, thisinteractive session, based on a new GASuperScheme book, enquires into global tradeand makes critical connections to pupils’ livesin an era of globalisation.

Workshop 38 4.204KS2–3 Widening horizons through the JohnMuir Award Andy Knill, Head of Geography, The AlbanySchool, Hornchurch This workshop demonstrates how I used thisnational award scheme to deliver fieldworkand an additional qualification to 500 pupilsin KS3 and will discuss how it can be used todevelop fieldwork skills for the 2016 GCSEspecifications. Delegates will explore practicalcurriculum planning, making links betweenKS3 and KS4, linking the classroom andoutside, and widening pupils’ horizons.

Workshop 39 1.219KS3–4 From quick to very, very slow: Earth’ssurface activity Chris King, Director of Earth ScienceEducation Unit, Keele UniversityThis workshop will provide a series of hands-on activities to investigate key processes inphysical geography relating to geologicaltimescales; rocks and weathering; landscapeformation; glaciation and hydrology. Theactivities promote discussion about key Earthprocesses in practical, investigative ways,while addressing common misconceptions.

Workshop 40 2.218KS4 Uganda: a connected case study Sebastian Witts, Deputy Head of Geographyand Catherine Owen, Head of Geography, TheKing Alfred School, HighbridgeThis workshop will share case study materialsmatching the new GCSE specifications thatwe have developed using links with Uganda.We have combined use of technology, linkswith an NGO and partnership with aUgandan school to bring the case study tolife. This project was enhanced by a visit by aUgandan teacher, funded through a GAInternational Initiative Funds award.Presented by GA International SpecialInterest Group

Keynote Address LectureAll KS Theatre B‘But I don’t want to be a geographyteacher!’: a personal perspective ongeography and employmentJohn Carpenter, Head of Corporate Strategy,Thames Water In an era where students who go on to Alevels and higher education are increasinglylooking at subjects from a pragmatic view –how do I repay my loan? – they are rightlyinterested in how their choices will help themsecure a job. This talk, from a geographer, willgive a personal view on why studyinggeography is such a great preparation for thefuture.

Workshop 41 4.204EY–KS2In the company of pigeons: meaningfulgeographical connections Dr Helen Clarke, Academic Head ofDepartment BEd/MEd Primary Education,University of Winchester and Association forScience Education, and Sharon Witt, SeniorLecturer in Education, University ofWinchesterThis workshop will explore themes ofperspectives, journeys, local knowledge,homes and belonging through a variety ofpractical ideas, including experiential andmultisensory activities. It will exemplify howteachers might engage pupils in the skills ofquestioning, data collection andcommunication – all in the company of ourfeathered friends – pigeons!

09.00–09.50

10.10–11.00

Saturday 9 April session information


Workshop 42 1.219KS3–P16 Using mobile devices to support thenew geography curriculum Sophie Wilson, Lecturer in SecondaryGeography, St Mary’s University, TwickenhamThis lecture will inspire teachers to make useof mobile devices to support the introductionof the new geography curriculum by presentinga variety of useful ideas. It will include a rangeof approaches and suggested activities usinga selection of apps to enhance lessons andhelp with student communication.Presented by GA ICT Special InterestGroup

Teacher-to-Teacher 3.204KS4–P16 Computerised connection: using GIS inthe classroom Alice Baker, PGCE Student, University CollegeLondon, Institute of Education This session will provide participants withsuggestions for the application of GIS inlessons in a variety of ways and usingexamples of using GIS software such as ARCGIS, Google Earth and PowerPoint.

Teacher-to-Teacher 2.218KS3–P16Using webquests in schools Harriet Herbst, Student teacher, TechnicalUniversity Dresden, GermanyThis session will give a brief introduction towebquests using an example on plastic andpollution. It will share the experiences ofusing webquests in school and discuss howthey can be used to motivate and engagestudents in learning.

Field Visit FSC stand 25KS4–P16 Carbon connections in the field Joe Newberry and Janine Maddison, SeniorTutors, Field Studies CouncilThis visit will explore the campus usingfieldwork techniques and GIS to consider thecarbon cycle at different scales and how weare connected to this global system.Interpretation and analysis in the field hasmany benefits for learning andunderstanding. Can this help younggeographers make connections betweenthemselves, carbon, climate change and thefuture?In partnership with Field StudiesCouncil

Research Paper 4.206Investigating the nature of GCSEgeography students’ causal reasoningduring a topic on tectonic hazardsGrace Healy, Geography Teacher, CombertonVillage CollegeAt present, substantive and second-orderknowledge have not being clearlydistinguished within geography (Taylor, 2013).This thesis was informed by theconceptualisation of second-order knowledgefrom history education (Lee and Shelmit,2003). A theory-seeking case study was usedto examine the nature of GCSE students’causal reasoning informed by an interpretivistperspective. A multi-method qualitativeapproach was taken through the use ofextended essays, concept diagrams, dialogicdiaries and semi-structured interviews. Thisapproach allowed examination of differentfacets of causal reasoning through thecrystallisation of the methods used. Severalthemes were identified in students’ causalreasoning and, within these themes, featuresof limited and sophisticated causal reasoningwere outlined. The complexity of case studyknowledge, and differences between physicaland human geography knowledge in students’causal reasoning were found to be of particularinterest. Further reflection needs to be givento how curriculum planning can supportstudents to achieve such causal reasoning.There needs to be consideration of howstudents’ conceptions and deterministicassumptions can limit students’ causal analysis.

Rex Walford Memorial Student/NQT Lecture

Lecture 22 Theatre BAll KS Constructing the world: past, presentand future geographies Dr Liz Taylor, Senior Lecturer, University ofCambridgeHow has geography education constructedthe world? What connections have beenmade and not made? This illustrated lecturewill consider the strange, the boring and theoutrageous worlds created by geographytextbooks through the ages. What can welearn for the future?

Lecture 23 2.219KS2–4 Living within our means Patrick Kaberia Muthaura, Michimikur TeaCompany, KenyaWhat does climate change mean for thefuture of farming? What is the link betweenpoverty and sustainability? Patrick, a teafarmer from the Mount Kenya region,discusses how Fairtrade supports farmers inthe global south to farm sustainably andimprove their lives. Support from FairtradeFoundation staff.

Lecture 24 1.218KS4–P16 Connecting students’ lives anddisciplinary knowledge Elina Särkelä, Teacher educator, Viikki TeacherTraining School of Helsinki University, Finland This lecture will explore Finnish perspectiveson geography education and social justice,school and teacher education, the importanceof education and participation, and thepossibilities for connecting students’ liveswith disciplinary knowledge in geographyteaching.Supported by a bequest from the lateProfessor William R Mead

Lecture 25 Lecture Theatre AP16 AQA: Meeting the challenges of fieldworkand non-exam assessment at A levelJohn Smith and Steve Durman, AQA SeniorAssociatesThis lecture will focus on fieldwork guidelinesand non-exam assessment in the new AQA A level specification, including content,demands and solutions.Sponsored by AQA

Workshop 43 4.205KS1–2 Enriching fieldwork: connectinglandscape, art and geography Margaret Mackintosh, Member, GA PrimaryGeography Editorial Board, and Gemma Kent,Co-Chair, GA Early Years and Primary PhaseCommitteeIn this ‘Year of Fieldwork’ the new Children’sLaureate, Chris Riddell, fortuitously plans ‘toput visual literacy at the heart of his term ofoffice’. This workshop combines both. Itexplores how, by creatively connectingfieldwork with many forms of art – drawing,painting, sculpture, land art, architecture – inand of rural and urban landscapes, pupils’geographical experience can be enriched.Presented by GA Early Years andPrimary Phase Committee

11.15–11.35

11.45–12.10

11.15–13.00

11.45–12.35



Workshop 44 4.204KS3 Critical approaches to teaching aboutdevelopment Isobel Mitchell, National Leader South East,Global Learning Programme This workshop will enable participants andtheir students to think critically about avariety of approaches to development throughinteractive activities and using case studies,such as the UN Sustainable DevelopmentGoals and projects in Ethiopia. Delegates willidentify the different ideologies andperspectives behind development projects andexplore the pros and cons of the differentapproaches to reducing poverty worldwide.

Workshop 45 2.218KS3–P16 Making the field work using ArcGISOnline Jason Sawle, GIS in Education consultant, EsriUK From using a simple spreadsheet to creating abespoke Web App (no coding required) tousing the Collector for ArcGIS app, in thisworkshop you will get practical ideas forusing the latest GIS technology for fieldwork.Bring your own laptops and mobile devices.Please download the Collector for ArcGIS appbeforehand and have a QR Code reader onyour mobiles.Sponsored by Esri UK

Workshop 46 1.219KS4 Connecting human and physicalgeography in GCSE fieldwork Josie McLaren and Gemma Wilkes, Tutors,Juniper Hall Field Centre, Dorking This workshop on the new GCSE human andphysical fieldwork opportunities will provide achance to think about the connectionsbetween the two contrasting environmentsstudents will visit and how to make clear theconnections and inter-relations betweenhuman and physical geography.In partnership with Field StudiesCouncil

Workshop 47 3.204P16 Exploring glaciated landscapes: apractical guide Dr Richard Waller, Senior Lecturer in PhysicalGeography, and Dr Peter Knight, Reader inPhysical Geography, Keele UniversityGlaciated landscapes feature as an excitingoption within the new core A level landscapesystems theme. This workshop will examine

the distinctive and varied landformassemblages associated with glaciers andglacial processes and explore globalvariations in glaciated landscapes through theuse of Google Earth and case studies thatdelegates can use in their own teaching.Presented by GA Post-16 and HE PhaseCommittee

Research Paper 4.206Reflections on using a postcolonialtheoretical framework to analysegeography education in internationalschools in Sri LankaKay Chapman, Plymouth Institute ofEducation, Plymouth UniversityThe International GCSE in geography is madeavailable to international schools around theworld by English examination boards, with asyllabus based on English school geography.This led me to question how and by whomthe geography curriculum in this internationalsetting is constructed and enacted, specificallywith regard to cultural difference anddiversity. Sri Lanka is a former British colonywith a number of private British internationalschools with in-takes of mostly Sri Lankanpupils. An English-medium education togetherwith English qualifications form a marker ofthe elite in Sri Lankan society, being valued associal capital by those able to access this kindof education (Bernaisch, 2012). This paper willinform the methodology for research for mydoctoral thesis, which has the working title‘Teaching an English geography curriculum inSri Lanka: who is the Other?’ and is based onmy reflections on a visit to Sri Lanka in May2015. During this visit I kept a diary of myimpressions and experiences of meeting SriLankan and English ex-pat teachers, SriLankan pupils and parents. This paper appliespostcolonial theory, based on the work ofAndreotti, to these reflections.

Teacher-to-Teacher 4.204KS1–4 Fieldwork revisited Edwin Chew, Serangoon Garden SecondarySchool, SingaporeThis session will look at how I have taughtfieldwork and its conceptualisation. It willlook at some examples, how teachers andstudents view fieldwork, and some of thechallenges faced.

Teacher-to-Teacher 4.205P16 Tackling post-16 geography as a newteacher Charlotte Exton, Trainee Teacher, University ofBirminghamThis session will demonstrate the importanceof getting involved with post-16 lessons as atrainee, an aspect many find daunting!

Research Paper 4.206How useful is the concept ofgeocapability for geography teachers? Richard Bustin, Head of Geography, City ofLondon Freemen’s School Geocapability can provide a framework forteachers to conceptualise the geographycurriculum and link the aims of educationwith the powerful knowledge that thediscipline of geography can offer youngpeople. It has student outcomes at its heart; itquestions what students are able to ‘do’ andto ‘think’ and to ‘be’ as a result of theirgeography education. Understanding this canaid teachers in their curriculum making, toensure a rigorous geographical knowledgecomponent is embedded within a broadcurricular ideological framework. This sessionpresents the initial results from Doctoral levelresearch into Geocapability. The concept ofgeocapability will be explained and theempirical elements of the research brieflyoutlined. The main focus will be on the initialoutcomes of the research: questioning how,and in what ways, the concept ofgeocapability could be a useful concept forgeography teachers.

Lecture Plus 26 2.219EY–KS2 Connections for independentembedded learning Helen Martin, Head teacher, Graffham CEInfant and Duncton CE Junior Schools, WestSussexThis session will include discussions oncreative learning in geography that enablesprimary teachers to gather high-qualityevidence for reading, writing and maths. Itwill explore case studies on independentlearning opportunities that will engagethinking, outdoor learning and the applicationof geographical and literacy skills.

12.10–12.35

13.15–13.35

13.50–14.15

13.50–14.40

12.50–13.10



Lecture 27 1.218KS3–P16 Connecting with the world: fieldworkand links overseas Paul Baker, Chair, GA Independent SchoolsSpecial Interest Group This lecture will highlight opportunities foryoung geographers to get a globalunderstanding, both through fieldwork and inthe classroom, through school links. It willlook at how school links and fieldworkexpeditions allow students to see thegeography of other countries and how tosustain these links.Presented by GA Independent SchoolsSpecial Interest Group

Lecture 28 LectureKS4–P16 Theatre BProviding new contexts for numeracy ingeography David Holmes, Geography Consultant andGIS/Fieldwork Expert, and David Drake, AS/Alevel Geography Subject Officer, WJEC EduqasThe reformed GCSE and AS/A level geographyqualifications require teachers to refocus theirdelivery of numeracy within their schemes ofwork from 2016 and simultaneously allowteachers to consider how broad geographicalconcepts should be delivered. This lecture willexamine ways in which numeracy skills maybe delivered within the context of a relevantgeographical framework. Sponsored by WJEC Eduqas

Lecture 29 Lecture Theatre AP16 Teaching the Census through GIS Paul Turner, Head of Geography, BedalesSchool, Hampshire, and Dr Adam Dennett,Lecturer, Lecturer in Urban Analytics Centrefor Advanced Spatial Analysis, UniversityCollege LondonThis lecture presents the outputs from a RoyalGeographical Society Innovative TeachingGrant designed to facilitate teaching theCensus through GIS. The outcome of theproject has been a series of lessons, targetedat sixth form students, to engage them withthe 2011 ONS Census data while developingtheir GIS skills through the use of open sourceQGIS software.

Student/NQT 2.218

Workshop 48EY–KS2 Enquiry Learning: first steps for newteachers Dr Susan Pike, Lecturer, St Patrick’s College,Dublin Do you like the idea of enquiry in yourclassroom but are confused about whatenquiry learning looks like? This practicalsession will provide some background tolearning through enquiry as well as lots ofways to set up your classroom for pupils tolearn through enquiry.

Workshop 49 3.204KS3–4 Creative ideas for teaching thegeography of the UK Jo Debens, Assistant Head teacher, AylesfordSchool Sports College, Kent Faced with the challenges of the new GCSEand KS3, many of us can hear students’voices saying ‘The UK, Miss? But that’s dull!’This workshop will look at the requirementsto teach about the UK, and provide practicalsuggestions for teaching creatively, withtechnology, and even using some messygeography.

Student/NQT 4.204

Workshop 50KS3–P16 Using imaginative play to teach riverlong profiles Helen Gadsby, Academic Lead ITE Geography,Liverpool Hope University This hands-on workshop will demonstratehow to teach quite complex subjectknowledge through the use of creativetechniques. Delegates will use marble runsand ‘rivers in a box’ techniques to understandthe features and processes of a river longprofile from source to mouth.

Workshop 51 4.205KS3–P16 Geocapabilities: interactive curriculuminterpretation Duncan Hawley, Alan Parkinson and KellyKerrigan, Consultants to the GA for theGeocapabilities ProjectThis workshop will showcase four onlineinteractive modules designed to developteachers’ interpretations of the curriculumthrough geographical thinking andknowledge and the use of teaching resources.The modules emerged from theGeocapablities project, which revaluates the

role of geographical knowledge and thesignificance of teachers’ decisions in theprocess of curriculum making.

Workshop 52 1.219 KS3–P16 An individual investigation: how to getit right Philip Monk, Member, and Nick Lapthorn,Chair, GA Fieldwork and Outdoor LearningSpecial Interest GroupThe new A level specifications place emphasison the individual enquiry and independentstudy. Preparing students from KS3 onwardsis essential to meet this new challenge. Theworkshop will offer guidance on how this canbe developed in practical fieldwork activitiesand provide delegates with the opportunity toshare good practice and develop new ideas.Presented by GA Fieldwork andOutdoor Learning Special InterestGroup

Research Paper 4.206Exploring routes to understandinggeography learning: just how is itstudents learn geography? Juliet Mackenzie, Doctoral Student, UWE,BristolThis paper presents eight years’ of myprofessional academic research in education,concerning the learning of geography by keystage 3 students. I use a case studymethodology, underpinned by narration(students’ voices), to explore students’learning. This is positioned within the contextof one secondary school and contemporaryliterature on geography education. Workingwithin the qualitative framework, data hasbeen collected and analysed using multiplemethods. This paper succeeds my first GApresentation last year, and focuses on what Ihave learned about students’ learning ofgeography to date. As this is doctoral researchin progress, current data interpretation andanalysis should be ready to present in outline.My research is specifically relevant togeography students, teachers and educators.It is disseminated with the view that it willpositively impact on the learning ofgeography.

14.15–14.40




Lecture 30 2.219KS3–P16 Only (Geo) Connect: a real test of‘thinking skills’ Alan Parkinson, Head of Geography, King’s ElyJunior, Cambridgeshire Come and watch a special Conference editionof the fiendishly difficult BBC2 quiz, ‘OnlyConnect’, hosted by Alan ‘Coren-Mitchell’Parkinson. Two teams will compete throughfour rounds of questions, and there’ll be achance for you to play along too.

Lecture 31 Lecture Theatre AP16 Missed Appointments: why a clinic isnot enough Gill Miller, Programme Leader, InternationalDevelopment Studies, Chester University,Chester Encouraging people to use health facilities inthe developing world is not as straightforwardas we assume. This lecture explores thedisconnect between primary health provisionand rural communities in Western Kenya, withreference to case studies of ante-natal care,Buruli ulcers and Jiggers.Presented by GA Post-16 and HE PhaseCommittee

Workshop 53 4.205KS1–2 Developing talk in geography Sarah Whitehouse, Senior Lecturer in PrimaryHumanities, University of the West of England,Bristol This workshop will provide delegates withstrategies to develop talk within geography. Itwill focus on the use of speculative andexploratory talk as a prerequisite to develop arange of possible enquiry questions, onmaking connections with geography andwriting, and on developing outstandingpractice in geography.

Student/NQT 2.218

Workshop 54KS1–2 Stories of place: connecting geographyand English Sharon Witt, Senior Lecturer in Education,University of Winchester Places are made up of many stories. Thisworkshop will provide practical teachingstrategies for exploring connections betweengeography and English through story-telling.The power of narrative will be considered as astimulus to enhance fieldwork, promoteenquiry skills and develop geographicalvocabulary.

Student/NQT 4.204

Workshop 55KS3 You might as well face it, you’readdicted to maps Paul Berry, Head of Geography/Assistant VicePrincipal, South Molton Community College,Devon Maps are perhaps the core tool of thegeographer, adding context and depth tolearning. This workshop will examine how tosource different types of map, and alsoexplore a range of creative and practical ideason how to use both paper and digital maps tosupport learning in the classroom.

Workshop 56 3.204KS3 Investigating issues through fieldwork:making the links through HS2 Jenny Lewis, Senior Tutor, and Teresa Collins,Tutor, Amersham Field Centre This workshop will consider how an issue-based enquiry, such as the HS2 project, canlead to greater connectivity in fieldwork skills.It will focus on how to encourage students toconsider both local and wider viewpoints byintegrating fieldwork techniques andsecondary sources and enabling students toinvestigate the social, environmental,economic and emotional impacts and theirrelationships.In partnership with Field StudiesCouncil

Workshop 57 1.218KS3 Life after levels: a mastery approach Matthew Dunne, Head of Geography, BishopChalloner Catholic College, Birmingham This session will explore the idea of ageography mastery to structure yourassessment framework following the removalof levels. Delegates will be provided withpractical materials and advice to implement amastery framework and the opportunity todissect the mastery framework and structurea mastery related assessment.

Workshop 58 1.219KS4 What do we think about place? Emma Rawlings Smith, Consultant to the GA;Dr Phil Wood, Senior Lecturer, University ofLeicester; Matthew Potter, Geography Teacher,John Ferneley College, Melton Mowbray; andSimon Renshaw, Member, GA SecondaryPhase CommitteeThis workshop will share the methodologyand early findings from an on-going three-year research project set up to understandhow GCSE students understand/characterisethe concept of ‘place’, to generate anunderstanding of student learning and aidcurriculum development. Delegates can getinvolved by sharing their understanding ofplace.

Workshop 59 4.206P16 Resourcing your new post-16 courses Paul Baker, Chair, and Peter Price, Member,GA Independent Schools Special InterestGroupThis hands-on workshop will start with anintroduction, by three Heads of Department,on a resource for the core part of the new Alevel specifications. Paul Baker will then lookat some resources being produced, andgroups will be asked to look at resources andgive feedback on resourcing the new A levels.Presented by GA Independent SchoolsSpecial Interest Group

14.55–15.45

friday 8 april session information - geographical …...the geographical association annual...

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