GThe magaAA ziine of the Geographical Association iissue no.. 38 spriing 2018

■ New website for the GA ■ 125 years of the GA ■ GA Study Tour 2018 – Uganda ■ Physical Geography Photo Competition

www.geography.org.uk The leading subject association for all teachers of geography The Geographical Association magazine spring 2018 no. 38 Sent to all members three times a year, GA Magazine contains articles, advice, information and all the latest geography Contents education news from the Geographical Association and more.

page GA updates Write for News of the GA, its activities and people GA Magazine! GA news 3 GA networks 4 We’d love to hear more about New website 6 the great work that is going Policy matters 8 on in GA member schools and GA activities 2016-17 10 d beyond so please do send us GA in numbers 2016-17 11 e your articles, write-ups and v photos. The deadline for the l spring issue (published in

CPD o January) is 1 March 201 8 t

v Send your contributions via

Upcoming courses and events e email to Elaine Anderson CPD training courses from the GA 12 n G i ([email protected] ) GA Annual Conference and Exhibition 2018 14

Geography in action Keep in touch To keep up to date with Activities by schools and students news from the GA and Quality Mark awardees 2017 16 the world of geography 1000 Quality Marks! 18 sign up to our email Get involved! 19 newsletter at d Physical Geography Photo Competition 20 www.geography.org.uk Geography fieldwork in Ghana 22 e v geographical l association

Subject updates o t

Keeping you up to date with geography v e

and geography education n @The_GA G Growing and developing primary teachers’ i geographical expertise 23 Governing Body 2017-18 The long view: living with climate change 26 Mr N Lapthorn President Dr M Biddulph Past President Resources Dr S Scoffham Senior Vice President Mrs G Miller Junior Vice President Teaching ideas and support Mr B Digby Named Trustee, Geography Gives you Options and iCould 27 Honorary Treasurer Resources from the Financial Times 28 Dr T Jazeel Named Trustee Mr R Plews Named Trustee Publication news and Journals 28 Dr P Richardson Named Trustee Webwatch 32 Dr R Gillman Elected Member Meanderings 34 Dr A Marvell Elected Member Mr I Palôt Elected Member Mrs S Holden Co-option Cover image: ‘It’s all in the layers’, Monument Creek, Grand Canyon, Colorado USA taken by Miss K Stephenson Co-option James Weir, Lancaster Royal Grammar School, see page 20 Mrs L West Co-option

The Geographical Association is the leading subject association for all teachers of geography. Our charitable mission is to further geographical knowledge and understanding through education. Our journals, publications, professional events, website and local and online networks support teachers and share their ideas and practice. The GA represents the views of geography teachers and plays a leading role in public debate relating to geography and education.

GA strategic partners The Geographical Association To advertise in GA Magazine , please contact Lucy Oxley ( [email protected] ). 160 Solly Street, Sheffield S1 4BF © The Geographical Association Tel: 0114 296 0088 ISSN 1749-4435 Email: [email protected] Designed by Bryan Ledgard • Printed in England by Buxton Press Web: www.geography.org.uk Disclaimer: While the GA makes every effort to provide useful and relevant Company number 07139068 information to members, it does not endorse the events, activities or Charity number 1135148 products reported in these pages. page 2 The Geographical Association magazine spring 2018 no. 38 GA news

ince it was formed by five geographers in 1893 to share ideas and learn from each other, the GA has pursued its mission ‘to further geographical knowledge and understanding through education’ on behalf of Sall teachers of geography. Throughout 2018, we plan to celebrate the work of the GA and to showcase the achievements of young people, teachers and GA members. It’s equally important that we look towards the future of the subject in schools and build on a century and a quarter of geography education expertise. If you have suggestions for ways the GA should celebrate in 2018, send them to [email protected] ‘the GA has been instrumental in the development and support At GA Magazine we'd like to include of a strong primary geography community over the last 50 or your thoughts on 'What the GA means to so years. I really value being able to learn from and contribute me'. Please send your thoughts to to this exciting network.’ [email protected] and Margaret Mackintosh , former editor of Primary Geography enjoy reading them in future issues. Journal awards The GA Award for Excellence in Leading Geography is presented to those articles in each of our three journals which have made the greatest contribution to the development of good practice. These are the nominees for this year’s award.

For Teaching Geography : For Primary Geography : • ‘Plate update: refreshing ideas for teaching • ‘Migrants, rights and values’ by Sally plate tectonics’ by Duncan Hawley and Robbins (Spring) John Lyon (Spring) • ‘Sustainable futures’ by Rose Erikson • ‘Inclusive geography through dialogue’ by (Summer) Alison Macdonald (Summer) • ‘Challenging geography through silent • ‘Changing places: Elstree and Port Talbot’ debate’ by Stephen Ellis and Michael by Rob Cooper, Nerys Fielden and Ashleigh McCarthy (Autumn) For Geography : McGrath (Autumn) • ‘Seeing cities through urban art’ by Andrew Kirby (Spring) • ‘Coastal resilience and vulnerability: storm d Vote for your favourite articles via the GA website: impacts, extreme weather and regional e www.geography.org.uk/GA-journal-awards. v variability in the UK, winter 2013–14’ by l The deadline for voting is 1 March 2018 and the awards will be

o

Sue Brooks (Summer) t presented at the GA Annual Conference which will be held at the v • ‘States, territory and sovereignty’ by David e Sheffield Hallam University, Thursday 5 – Saturday 7 April 2018. n G Storey (Autumn) i

Election for GA Trustee/Director By taking part in this election you are ensuring d that your voice is heard within the GA and you will be Following the call for nominations for the Governing helping us to continue to respond to and to meet the e Body that appeared in the last issue of GA Magazine , needs of the GA’s membership. All full personal, life,

v and election is now taking place. joint, concessionary and group members are eligible

l Two nominations have been received for this to vote. For full candidate details and online voting go single vacancy from Richard Hatwood and Peter to www.geography.org/vote before midday on o Fox for the post of Elected Member, 2017-2020. The t Wednesday 28 February 2018 . The result of this key role of an Elected Member Trustee is to ensure election will be communicated to GA members at the v

e that the views and interests of the GA’s wider 2018 Annual Conference in April, in the summer 2016

n membership are represented on the Governing Body. issue of GA Magazine and via the GA website. G i

page 3 The Geographical Association magazine spring 2018 no. 38 GA networks

n r

u There are 44 GA branches that provide o b valuable support for students and teachers. Branch news o G

Here is a summary of some of the branch a Black Country m m

E programmes. Full lists can be found on the : On 28 September 17 teachers representing o t Branches pages of the GA’s website: o nine schools from the Black Country and h www.geography.org.uk/GA-branches P surrounding area attended a network meeting at Redhill School and divided into groups to New branches share good practice based around A level and GCSE interests. The intention is that informal, Black Country teacher network meeting The GA is delighted to announce that three self-help links arise from these meetings which include: Prof Terry Callaghan, Sheffield new branches have been affiliated. These are: enable teachers to successfully work through University talking about ‘The Rapidly Changing changes to both A level and GCSE courses. Arctic’ on 25 January; Prof Heather Hughes Twickenham Black Country branch aims to run three such talking on ‘Holding back the sea – Venice’ on Contact Sophie Wilson at network meetings during the 2017/18 15 February; Dr Richard Waller talking on [email protected] academic year along with an expanded lecture ‘Glaciation in the UK’ on 15 March. Contact: series at King Edwards Sixth Form College in Emma Gobourn [email protected] Worcestershire Stourbridge, plus the annual Year 8 quiz in March. We look forward to welcoming Rebecca Bristol Contact Sue Rees at [email protected] Kitchen at our next network meeting on 18 On the 17 October 2017, a group of January, again at Redhill School (fieldwork geography A level students from Clifton Kampala being the main topic). A questionnaire returned College attended a lecture at Bristol University Contact Catherine Owen at by schools in the summer term has enabled the on disease. This write-up has been provide by [email protected] or contact lecture series content to be matched to two students, Anouska and Oscar: ‘The lecturer, [email protected] schools’ and colleges ‘teaching programmes, Gill Miller, the newly appointed Junior Vice wherever possible. The branch charges just £1 President of the GA spoke about the different Please check the website for details of for the lecture series. The target audience for levels of action that can be taken in the event programmes and upcoming events for these this is A level and higher achieving GCSE of an outbreak [of Ebola and Jiggers] and how branches. students, plus their teachers. Other events successfully, depending on the interaction

page 4 The Geographical Association magazine spring 2018 no. 38

o n Chief Executive Officer, Old Oak & Park Royal i n g a Development Corporation in West London in f f a r her talk ‘Creating and delivering London’s G

e l homes and jobs; facilitating the capital’s l e h c growth’. It was interesting to hear from a i

M

: professional who had followed a geography o t o career path and now works alongside the h P Mayor of London. ‘Stratford, London: a case study of a Changing Place and the application of fieldwork techniques, including the use of GIS and apps such as Survey123 and ArcGIS Skills and the NEA’ was presented by Simon Ward from the Field Studies Council. He also demonstrated appropriate fieldwork data collection techniques, to inspire students investigating possible NEA titles. The Branch invited Alan Kinder, Chief Executive of the Geographical Association, to present a talk on ‘Global Cities in the 21st Chris Spencer, UWE talking about coastal flooding at the Bristol branch in September. Century’. His presentation covered aspects of between levels, the outbreak is dealt with as free! All teachers are welcome to attend but Globalisation, as well as Contemporary well as how quickly. She also went into detail you must be registered in advance. Contact Urbanisation themes, which was most about the two diseases themselves, and what Gill Miller at [email protected] if you engaging. effects they have on people themselves and would like to attend. Each year one of the lectures in our their lives, as well as the lives of the people programme is dedicated to remembering one around them. Another theme of the lecture was High Weald of the ‘founding fathers’ of the Branch – Professor John Pugh, who was resident at the importance of women in healthcare 40th anniversary Kings College, London. At this annual services and the prevention of the disease In 2017 the High Weald Branch marked the ‘Memorial’ lecture, we invite a speaker from spreading further. We found this lecture both fortieth anniversary of its founding at the West Kings. This year Dr. Andreas C.W. Baas, Reader fascinating and informative, and thought that it Kent Teachers’ Centre in Tunbridge Wells in in Geomorphology, presented a lecture on ‘Arid was well worth going to. It also acted as a very 1977. Joyce Lane (Bennett Memorial School) processes and landscape development’. good introduction to the topic of disease, pioneered the setting up of the new branch which we will be studying in the near future as and became its first Chair, with John Morris part of our A level syllabus. Also, it was a (CSE Board) as Secretary and Professor J C North Staffordshire useful revision tool for the current U6 who Pugh (University College, London) as President. have already studied this topic, as well as The spring programme for the branch includes: Dr Denys Brunsden gave the inaugural lecture 17 January Dr Charles Rawding, Edge Hill providing some extra facts and information (on ‘Mudflows’) in the following month, soon about the dilemmas of diseases.’ University will give a talk in memory of Stanley to be followed by Prof. Pugh who spoke about Beaver on ‘Globalisation: a crucial element in Bristol’s spring programme includes: 30 ‘Social and Political Attitudes in Africa’. January A level conference (Energy and understanding our rapidly changing world.’ On The aim of the High Weald Branch was then – 7 February Nick Lapthorn, GA President 2017- resources); 27 February Energy and resources and still is – to introduce sixth-formers to decision making exercise and poster 18, will present ‘Quality Fieldwork’ ...updated university-level geography and to suggest with recent experiences from new GCSEs and A presentation, and competition; 20 March possible careers. A second objective was to WorldWise Quiz, Bath vs Bristol; 10 April Mark level. The AGM is on 7 March and there will offer a forum for teachers of geography. also be a talk on ‘HS2 and the Midlands’ Jones, UWE ‘Practical strategies for succeeding Indeed, essential to the success of the Branch in geography exams’. presented by representatives from HS2. has been the willingness of teachers from Contact: Bob Jones [email protected] Contact: Michelle Graffagnino many schools in our area to encourage their [email protected] s e students to attend meetings. n o J

Since 1977 Branch energies and activities b

o

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Chester have reflected changes of emphasis in school : o t A date for your diaries! The Chester branch is geography teaching … As it has become more o h hosting a twilight meeting for teachers at difficult to schedule Branch meetings P Chester Zoo on 23 January 2018. 4.30 – effectively, given increasingly crowded school 6pm . This is an opportunity to find out about timetables, we have concentrated lecture the wealth of wonderful geographical meetings in autumn terms. Encouragingly, the resources available at the Zoo, from KS3 to A Branch continues to attract large audiences – level. The Zoo’s education team will highlight frequently more than one hundred. Brian the range of geography resources available Beeley, President of Branch online, and the opportunities Zoo can offer for Highlights from the autumn for the High Allan Dodd, Chair of Branch presenting the visiting schools, hosting school groups, and Weald Branch include four lectures. shield to WorldWise quiz winners, the team sharing fieldwork opportunities. And it’s all Regeneration was addressed by Victoria Hills, from Erasmus Darwin Academy page 5 The Geographical Association magazine spring 2018 no. 38 Website news

he GA is proud to announce the arrival point of reference for the geography searches to quickly find what you’re looking of our new website featuring a wealth of community; from experienced teachers for, an interactive branch map to see the Tfresh content to support practising and searching for guidance on teaching the events happening near you, a re-organised aspiring geography teachers, as well as geography curriculum to trainee teachers online shop and a personalised members’ students and academics. learning classroom strategies and techniques. homepage. The revamped website has been re- You’ll find new features including Here are some areas to look out for when designed from the ground up to be the first dedicated teaching resource and journal visiting www.geography.org.uk .

If you are already a member and Curriculum Teaching resources want to log in to the website, geography.org.uk/curriculum geography.org.uk/teaching-resources please check your emails first. You In this section you can explore geography in Our ever-expanding library of teaching should find a message from the GA the school curriculum, and the role of the resources can be easily explored using a with the subject ‘New GA website teacher in shaping the curriculum. Organised designated search where you can find goes live’ that was issued to all by curriculum phase, you will find guidance for resources related to a key word, topic or key members in mid-December interpreting the National Curriculum and stage. Our teaching resources include subject containing their new login details. examination specifications from Early Years to information, activities, case studies, videos and However, if you have not received Post-16. There is plenty of support for enriching much more. Case studies have been grouped your geography curriculum through the by themes to make it easier to find what you this email or still cannot login, completely reworked sections on fieldwork, want. please get in touch. maps and mapping and GIS. page 6 The Geographical Association magazine spring 2018 no. 38 www.geography.org.uk

Subject leadership geography.org.uk/subject-leadership This is another entirely new area that has been split into primary and secondary sections and includes information about funding opportunities. The subject leadership pages provide advice and guidance for new, experienced or aspiring geography subject leaders. They set out the key responsibilities of the geography leader and include professional resources to help meet these. This section also provides links to other sources of GA support for those leading geography in primary or secondary schools. The new sections on ‘Leading Geography in the Primary/Secondary School’ provide extensive support for Subject leaders so you can be effective. This includes defining the role; understanding geography’s place in the curriculum; managing change; leading professional development; knowing what good teaching and learning are and leading staff and managing resources. All this is linked to the wider GA website and its excellent CPD programmes, publications, teacher networks and on-line support. Initial Teacher Education GA branches geography.org.uk/ITE geography.org.uk/branches The support for trainees and NQTs section is Here you will find a list of active GA branches, Geographical Information for new geography teachers, whether you are information about upcoming events and Systems (GIS) undergoing training, are newly qualified or are activities hosted by your local GA branch, geography.org.uk/gis in the early years of your teaching career. It aimed primarily at secondary and Post-16 GIS is a term which increasingly appears on provides guidance and information about all students and teachers. If you are not sure exam board specifications and many teachers aspects of geography teaching. where your local branch is there is an may be unfamiliar with what it really is and The support for ITE trainers area mirrors interactive map to find those near you. how to use it. The new GIS webpages are the trainee section and has been designed to aimed at any teachers who want to find out provide specialist support for all ITE geography more about GIS. They provide an overview of trainers, including geography university tutors what GIS actually is and provide some practical and school-based trainers and mentors. The GA ideas on how to embed it as part of a is committed to ensuring that high quality departmental Geography curriculum. Most GIS Initial Teacher Education (ITE) in geography is software is free to use but it can be tricky to available through all the routes into teaching. know where to start. The new GA GIS webpages therefore aim to support teachers as Members’ homepage they seek to discover more about this powerful Access journal issues, articles and teaching technology which can boost students’ resources you have previously purchased or geographical knowledge and data analysis downloaded through the ‘My resources’ area. skills. page 7 The Geographical Association magazine spring 2018 no. 38

by Alan Kinder, Chief Executive, and Policy matters Nick Lapthorn, President 2017 –18

education (the subject was unusual in that it the GA remains an entirely independent Written by the CE and President, with flourished in schools long before it became association and its charitable mission ‘to occasional guest contributions, Policy further geographical knowledge and matters provides updates on GA institutionalised through university understanding’ still depends to a large extent policy/direction as well as current projects departments). We can only imagine the fate of on teachers sharing ideas and resources. and wider curriculum matters. geography within a crowded curriculum had the GA – in tandem with the Institute of British Geographers, founded in 1933 – not been Future challenges successful in establishing geography as a We must also take care, during this celebratory respected academic subject. In subsequent year, not to ignore the many significant decades, the school subject and academic challenges that face our world, our Association discipline interacted in sometimes quite and the teaching of geography. In the 21st dynamic and complex ways (Walford 2000, century, both the Earth and humankind face Rawling 2001). One of the biggest ‘game- some acute problems, from climate change and changers’ was the quantitative revolution, reductions in biodiversity to growing inequality which by the 1970s had begun to transform and the challenge of living sustainably. As teaching practices in British schools and which Danny Dorling (Halford Mackinder Professor of Celebrating 125 years dealt what proved to be a fatal blow to the Geography at the University of Oxford) and Carl domination of a regional approach to teaching Lee have pointed out, the ‘great challenges of of geography geography. Willis (2017) recalls the work of the 21st century are geographical in their Professor Stan Gregory, appointed chair of the formulation, analysis and consequence, and education 1893 –2018 GA’s newly-formed ‘Committee on the Role of they transcend the physical/social divide’ Models and Quantitative Techniques in he GA was founded on 20 May 1893 at a (https://www.timeshighereducation.com/ Geographical Learning’ in 1967, which did meeting in the New Common Room, features/geographys-place-in-the-world), much to ensure that the latest academic Christ Church, Oxford, by such meaning that geography bears a great T thinking informed teaching in schools during geographical luminaries as Halford (later Sir) responsibility for educating young people about that period. And we should not of course forget Mackinder and Douglas Freshfield. An annual the nature of these challenges but also carries A Case for Geography (GA 1987): the GA’s subscription of five shillings was set so that the intellectual keys to addressing them. successful attempt to ensure that our subject members of this newly-created geography Nor should we take the current very was included within the first ever National teaching community could share ideas and healthy position of geography in schools in resources: glass lantern slides being ‘the Curriculum in England and Wales (from 1991). England for granted. The growth in the technology of the day’. In the one hundred and While the first Geography National Curriculum popularity of the subject and the school twenty-five years since then, a great deal has was overloaded and heavily criticised, population mean that the national supply of happened in geography education! Being a geography found its ‘place in the sun’ within specialist teachers of geography is now of great rather special anniversary year, 2018 represents the first statutory curriculum, an achievement concern to the Association (www.geography. a once-in-a-generation opportunity to celebrate that provided the foundation for its status org.uk/GA-advocacy-for-geography). Elsewhere the development and achievements of today as a compulsory subject throughout key in the UK, geography is subsumed within ‘social geography education since 1893. One reason stages 1 –3, a core subject within the English studies’ or is at risk of being so in the near for doing this is to place our modern curriculum Baccalaureate and one of the most popular future: it may come as a surprise to readers and teaching practices in context, to (and fastest-growing) options for young people based in the UK that in many parts of the understand ‘how we got here’ and give us a at GCSE and A level. world, geography’s status as a subject in its stronger sense of our rich heritage – what the The historical context is helpful not only to own right within the curriculum is the Teachers’ Standards refer to as ‘a critical understand the profound nature of change, but exception, not the rule. And even with its 125- understanding of the development of [the] also to appreciate the remarkable degree of year pedigree, there are significant challenges subject’. But we also hope that our 125th continuity in certain respects since 1893. For ahead for the GA itself. To remain independent birthday will be used as an opportunity to example, the very first burst of policy debate at and influential in the future, we need to share ideas about the future of geography in the GA (1894 –95) focused on several key convince a new generation of ‘digital natives’ schools, the most pressing global matters we questions, each of which resonates today: now teaching the subject in schools of the should be teaching and the best ways for us to Should geography be a compulsory subject? importance of belonging to a specialist sustain our vibrant subject community into the Should a knowledge of the whole world in community of practitioners. This requires from 21st century and beyond. general or a more detailed knowledge of a each of us a commitment to rich professional region be required? Should physical geography interaction, not merely surfing, downloading or Changes in geography be an essential feature of a geography course, file sharing. The challenge for the GA is not and if so what should be studied? Should only to draw more teachers into sustained education geography examination papers be prepared professional conversations but also to widen While there isn’t space here to include a and reviewed by [university] experts? participation to reflect the full age-range and detailed chronology, it would be remiss not to Continuity has also been one of the most ethnic diversity of the teaching workforce and note a few of the most historically (or should valuable features of the work of the GA to nurture a new generation of community that be geographically?) significant changes to throughout its history. Did you know that the members. have taken place over the generations. Balchin GA’s first local Branch was founded in 1904, its So, here’s to 2018: we hope you will join (1993) describes how the GA worked tirelessly first book published in 1910, its first volunteer us in celebrating geography in schools and throughout the first half of the twentieth committee established in 1918 and its first imagining the future. What an exciting prospect century to help establish geography in higher spring Conference organised in 1921? In 2018, for the New Year! page 8 The Geographical Association magazine spring 2018 no. 38

asked’ and not necessarily ‘finding out’. This is Geography – a subject why, in its responses to consultation on new GCSEs, the GA argued for retaining non-exam for life assessment at GCSE, but for reforming the Nick Lapthorn method used in the form of a new Fieldwork GA President 2017-18 Assignment (www.geography.org.uk/GA- advocacy-for-geography). Further s teachers we are well aware of the As we begin to make our way through the fantastic skills that geography provides reading new specifications and the assessment for students, not just for that point in Balchin, W. (1993) The A demands for fieldwork we are starting to their life, but for the journey ahead. Because of Geographical Association: the first consider what works well – at least in this we need to take all the opportunities that hundred years 1893 –1993 . Geographical assessment terms. At GCSE there is pressure are given to us to provide students with the Association. Sheffield. from some corners to ‘keep it simple’; focus skills and experiences to flourish, and this Geographical Association (1987) A case for tightly on a specific task or technique to help includes fieldwork. geography . Geographical Association. students in the exam, ignore all the additional I’ll come out and say it; I liked the Sheffield. bits outside of this. It is true that this is likely to Controlled Assessment – or at least what it Rawling, E. (2001) Changing the subject: reduce any chance of confusion but for me it aspired to do when it was first imagined. A the impact of national policy on school misses a wonderful opportunity to introduce geographical investigation from first principles geography 1980 –2000. Geographical students to the richness of the subject. In your of hypothesis/question setting through to Association. Sheffield. personal life, would you go all the way to the considered evaluated conclusions all set within Teachers’ Standards beach and then just look at the sand, ignoring a scaffold provided jointly by awarding bodies https://www.gov.uk/government/collection the view out to sea or left and right along the and the class teacher. As an aspiration what is s/teachers-standards coast? Would you go to a city and look at the there to argue against? Unfortunately, as time Walford, R. (2000) Geography in British litter when there is an invigorating mix of progressed and pressures mounted (for Schools, 1885 –2000 . Taylor & Francis. people, culture and built environment? A teachers and students alike) this morphed for Willis, K. (2017) ‘Editorial: Geography in blinkered approach to undertaking fieldwork many into the formulaic and task oriented uncertain times’ in Geography 102 (1) misses the point of geography and fails to product that was familiar to many of us. It was pp2 –4 make the most of the limited opportunities you an exercise for students in doing ‘what you are are likely to get to study the subject in its n o i natural habitat – the real world. If we don’t t a i c encourage students to look at the bigger o s s

A picture and ask the bigger questions at an l a c i early point then the challenge increases h p a significantly as they get towards the end of r g o their school careers. e

G

: Don’t get me wrong, I fully understand o t o h that you cannot study all you see before you, it P is after all small-scale investigations that are being considered at both GCSE and A level, but to study a single variable in isolation removes a vital skill of a geographer; the ability to look at variables in the context of the wider environment. To begin to pick out the hidden links between variables and to identify the significant elements important to our understanding. If we don’t start with the big picture and then focus down then all we will end up doing is teaching students how to use a ruler – but outside; how to count – but outside. For me this isn’t what fieldwork is about. Good geography (and good fieldwork) is about progression – the skills that we are introducing to students should be fit for the current purpose, but should also provide the stepping stone for the next part of their geographical careers. This step may be moving from primary to secondary, stepping from GCSE to A-level or from school into the workplace. Students should be prepared for their current situation, but don’t forget the longer journey ahead. WorldWise Challenge weekend: fieldwork at Malham

page 9 The Geographical Association magazine spring 2018 no. 38 GA activities 2016 –17

The following information taken from the with both primary and secondary schools Demonstrating the value of throughout 2016-17. Trustees’ Annual Report (compiled by geographical education Richard Gill , GA Business Manager) on • 119 schools achieved the Quality Mark. the work of GA during 2016-17 reflects Since its inception, more than 1000 In autumn 2016, the GA presented evidence inputs from both its volunteer groups and awards have been presented and there on the significance of teachers’ subject its paid staff, under three overarching are currently 44 established Secondary expertise on students’ attainment in response Geography Quality Mark (SGQM) Centres headings taken from the current strategic to a Department for Education (DfE) research of Excellence. plan (2014-19). A full report on report. The GA also responded to the DfE • 45 independent Branches are affiliated to achievements for 2016-17 is available on policy survey ‘Schools that work for the GA and are run by local committees. the GA’s website. everyone’ , setting out the Association’s They held over 200 local events 2016-17, perspective on the impact of current involving thousands of school students. education policies on learners who are just Meeting professional and The activities included lectures, well above the eligibility threshold for free school educational needs supported sixth form conferences, meals. The GA extended our support for new teachers’ day conferences, primary in- The GA continued to provide support and teachers by offering membership as an service training workshops, field guidance for geography educators. important element of the DfE’s new Teacher excursions and WorldWise local quiz Training Scholarship programme for trainee events. Publication of key geography geography teachers. resources Thanks to the energetic work of our The new edition of the GA’s flagship Funded curriculum development projects Wales Special Interest Group, the GA made a secondary reference resource, The Handbook full contribution to the process of curriculum of Secondary Geography was launched • The GA continued to play a lead role in the Global Learning Programme, a 5-year reform currently underway in Wales. formally at the Annual Conference in April project funded by the Department for During summer 2017 the GA worked 2017. For Key stage 4, the GCSE Geography International Development (DfID) to alongside Ofsted, to help the schools’ Teachers’ Toolkit series was supplemented by promote awareness and understanding of inspectorate in England understand the – GCSE: Food, Water and Energy . Other global issues in schools across the UK. purpose and scope of geography as a school activity related to resources for publication in This has become the largest development subject and what is meant by a high-quality 2018. The GA agreed with the Welsh education programme ever seen in the curriculum in geography, using its Geography Government to license Top Spec Geography: UK, with just under 9000 schools taking Quality Mark frameworks. Emerging Superpowers (2nd edition) for part. Throughout 2016-17, the GA continued translation into Welsh. • The GA scaled up its work under the to work strategically with the Ordnance Geography, Teaching Geography, Primary British Council Connecting Classrooms Survey and the Field Studies Council. In Geography and GA Magazine included project, a three-year programme, which November 2016, the GA was delighted to practical advice for curriculum planning, aims to engage 45,000 teachers and announce a new strategic partnership with classroom activities and provided support for 12,000 school leaders in 30 countries by Discover the World Education, the aim of teachers on new and unfamiliar aspects of summer 2018. Working alongside which is make the benefits of international changes at GCSE and A level. The digital professional partners, the GA provided field studies more accessible to geography ‘bundles’ of curated past journal articles from rigorous CPD courses free of charge to students. The GA was also pleased to address Teaching Geography and Geography have several hundred teachers within networks the annual meeting of the Scottish been well received and these were extended across England. Participating teachers Association of Geography Teachers, to to include four ‘bundles’ from Primary have been extremely positive about their contribute to the Prince’s Teaching Institute Geography . experiences on the programme and schools programme for subject leaders and to material exemplifying critical thinking undertake partnership work with ULT Training and events through geography is now hosted on the academies, Shropshire local education The 2017 GA Annual Conference and GA website. authority, LearnSheffield and Discover Ltd as Exhibition, on a theme of ‘Inclusive • In April 2017, the GA concluded its four- well as publishers including Longman, Collins, Geographies?’, was held at the University year role as a partner in the Geo- Cambridge University Press and Rising Stars of Surrey and attracted around 800 Capabilities II project, funded by the (part of Hodder Education Group). delegates. A programme of pathways helped European Union. delegates improve their knowledge and skills • In August 2017 the GA was appointed as in specific areas. Other paid-for CPD activities the preferred partner to a World Bank Using our resources included the hosting of a large range of one- funded programme to reform the efficiently and sustainably day regional CPD events attended by over curriculum, textbooks and teacher 300 teachers. In total more than 1800 Following appointment of a new web services training programmes in Vietnam, teachers attended nationally-coordinated GA provider in 2016 to work with us on the providing expert advice in relation to the events, with a further 2000 teachers involved development of a new GA website, significant social sciences (incorporating geography). through GA local networks. effort was devoted to this project, including This appointment recognises the on its integration with the GA’s back-office Professional development activities significant role the GA has played membership administration CRM system. This Professional development activities included: advising the UK government on complex project has taken longer to complete • In-school consultancy, tailored CPD and curriculum reform and teacher education than had originally been envisaged, but the advisory support remained very popular for many years. website has now launched. page 10 The Geographical Association magazine spring 2018 no. 38 GA in numbers 2016 –17

page 11 The Geographical Association magazine spring 2018 no. 38 CPD training courses from the GA

Update your teaching skills and Leading primary geography subject knowledge with one of our London Tuesday 13 March 2018 expert-led courses. We have an Leicester Monday 21 May 2018 extensive CPD programme covering a Birmingham Monday 4 June 2018 wide range of topics, all based on the latest thinking. Each course is a Leading fieldwork in the primary geography curriculum fantastic networking opportunity and Leeds Friday 2 February 2018 you’ll go away with ideas, resources London Friday 16 March 2018 and practical examples to use in the classroom. Outstanding teaching and learning in primary geography Manchester Wednesday 7 February 2018 Leeds Wednesday 6 June 2018 Literacy through geography For Primary London Tuesday 20 March 2018 Going outside: ideas for primary fieldwork Leading primary geography London Thursday 14 June 2018 Join us to develop your understanding of York Wednesday 20 June 2018 geography’s core skills and knowledge. This Geography – a subject for life course will help you to lead primary geography successfully and raise the standard of teaching London Tuesday 3 July 2018 and learning in the subject in your school. You Book online at www.geography.org.uk/gacpdcourses will explore how to stimulate geographical learning that is relevant, progressive and engaging. The course will also examine the Outstanding teaching and Going outside: ideas geographical connections to other subject areas learning in primary for primary geography and whole-school dimensions such as global learning, sustainability, values and learning geography fieldwork outside the classroom. This course will help you develop stimulating This hands-on course uses the outdoor geography teaching and learning that will environment as the inspiration to develop your inspire and enthuse both pupils and members geography curriculum. The National Curriculum of staff. We will consider what constitutes high- states that geography should inspire in pupils a ‘Very practical – great quality geographical knowledge and skills, and curiosity and fascination about the world that ideas to implement in how to plan for and evidence it. Taking a wider remains with them for the rest of their lives; view, we will investigate how aspects of SMSC what better way to achieve this than by class’ and British values can be taught in the context immersing pupils in real-world geography of geography. outside the classroom? The course will provide numerous ideas for engaging fieldwork and will ‘Different ways to teach Literacy through geography increase your confidence in getting out of the geography; how to give In order to be judged as ‘outstanding’, Ofsted classroom. requires schools to demonstrate high levels of it higher profile; how to literacy. This course will show how geography Geography – a subject for can encourage pupils to engage with literacy, approach whole school; providing you with ideas to develop a rich and life: Primary Conference how to make it relevant curriculum that will give pupils from the GA excellent educational experiences. It will explore Would you like the opportunity to explore engaging’ geography through stories, consider the use of creative ideas and strategies designed to images to develop speaking and listening, and support high quality geographical learning? think about sharing and justifying opinions in Would you like to feel more confident about Leading fieldwork in the geography. Opportunities leading impactful fieldwork at KS1 and 2? primary geography for outdoor work will also be examined, Would you like to save time and energy by promoting relevant, real-world learning. We will examining some of the ways in which real-world curriculum trial the various activities and discuss how they geography can support and enhance literacy Urban environments, including our local areas, might be adapted for use with your own pupils learning? If the answer is yes, then the GA offer diverse, dynamic settings packed full of and school setting. primary national conference is the place to be. ‘living geography’ and stimulating contexts for purposeful geographical enquiry, no matter what the weather or season. This practical Let us come to you course will explore the use of urban areas for Are you struggling to get out of school for training? Why not organise an in-house CPD day primary geography fieldwork, update your through the GA? Our tailor-made CPD days are ideal for training a group of teachers in your geography know-how and demonstrate how to own school and, better still, we’ll arrange a session at a time and date that suits you. meet the fieldwork requirements of the You can arrange for a GA consultant to visit your school if you need help with a particular geography National Curriculum. problem or if you’re after some general geographical advice. For further details visit www.geography.org.uk/consultancy page 12 The Geographical Association magazine spring 2018 no. 38

Preparing students for GCSE fieldwork exams For Secondary Manchester Tuesday 6 February 2018 London Tuesday 20 February 2018 and Post-16 Developing essential geographical skills London Saturday 10 March 2018 Preparing students for Secondary geography: from good to outstanding GCSE fieldwork exams Birmingham Wednesday 21 March 2018 London Tuesday 3 July 2018 This course focuses on preparing students for the fieldwork component of the new GCSE A level revision conference (for A level students) specifications. Relevant to all specifications, it Manchester Wednesday 21 March 2018 will suggest practical strategies for writing-up, Birmingham Thursday 22 March 2018 revising and assessing fieldwork. London Friday 20 April 2018 Developing essential Integrating GIS into your GCSE and A level teaching geographical skills London Monday 26 March 2018 This one-day conference for students, trainees, Birmingham Monday 25 June 2018 early career teachers and NQTs will support you Getting ready for your independent investigation in geography (the NEA) in developing both your own and your (for A level students) students’ geographical skills. In a world of fake London Thursday 3 May 2018 news, the keynote address (by Gapminder) and Workshop 1 will support a fact-based Book online at www.geography.org.uk/gacpdcourses worldview which will encourage students to think critically about global trends and sustainable development. Workshop 2 focuses on developing your own skills by providing A level revision conference Getting ready for your practical tips and advice from a recently This one-day event will enable A level students qualified teacher, while Workshop 3 will provide independent investigation to kick-start their revision, offering sessions for support to enable the development of students’ all four core subject areas of the new A levels. in geography (the NEA) spatial, graphical and statistical skills. The day This one-day event will enable geography A The themes are common to all four English will conclude by reflecting on and identifying level students to launch their independent geography A level specifications, as well as the next steps in your professional learning. investigation (also known as the NEA). WJEC (Wales). It will enable students to learn: Experienced examiners will offer sessions to • key knowledge and understanding in coastal Secondary geography: from help students think through how to select, landscapes, water and carbon cycles, approach, and complete their own independent good to outstanding changing places, and global governance study. The combination of lecture and workshop This course will consider the Ofsted criteria for • ‘tricky concepts’ that students sometimes activities will enable students to: outstanding geography and provide support to struggle with in examination answers • consider a wide range of topics for meet the requirements of the National • key strategies for revision investigation Curriculum and 2016 GCSEs. You will reflect • skills in developing extended writing using • develop a title upon what you are currently trying to achieve guidance from experienced examiners • think about a wide range of data collection for your students and critically assess the • how to tackle questions and meet the strategies requirements of the new mark schemes. methods you employ. The course will review • consider strategies for analysing Because the core subject areas are a common approaches to student progress, assessment geographical data requirement for all the A levels, this conference without levels and enquiry learning at key • learn how to put together a good proposal will suit students who are studying any of the form, through reviewing practical examples. stages 3 and 4. You will consider how to 2016 specifications. structure, plan and teach outstanding Because the NEA is a common requirement for sequences of lessons, benchmark your current all A level geography courses, this conference will suit any student who is studying any of the provision and decide what you need to do to Integrating GIS into your 2016 specifications. move forward. GCSE and A level teaching This course provides practical ideas that can be implemented without specialist GIS knowledge. ‘Very good at 'Fantastic course – gave Beginning with ideas for key stage 3 and GCSE me a lot to think about teaching and progression using GIS, the course clarifying ideas we are will then explore how geography teachers can and reflect on current use GIS to develop their GCSE and A level currently discussing practice.' teaching, and how to make GIS an integral part of fieldwork. about NEA ...’.

page 13 The Geographical Association magazine spring 2018 no. 38 GA Annual Conference and Exhibition Sheffield Hallam University, Thursday 5–Saturday 7 April 2018

For the 2018 Annual Conference we will Celebratory wine reception Programme taster be holding Conference in our hometown at and buffet • Dr Benjamin Hennig’s lecture will Sheffield Hallam University . The After the Public Lecture that officially opens the official relaunch Worldmapper with the Conference will open with a field visit and 2018 conference, we’ll be raising a glass to introduction of the first 125 new 125th anniversary reception on Thursday 5 celebrate 125 years of the GA. The April, and the main Conference programme Worldmapper maps. complimentary wine reception will take place in will run over Friday 6 and Saturday 7 • Hands-on workshop led by Sharon Witt the stunning Sheffield Winter Garden, the April . on ‘Findspots: exploring real-world largest urban glasshouse in Europe and winner engagement’. of several architectural and horticultural awards. Sheffield Hallam University A delicious Yorkshire-themed buffet (tickets • Oceanographer, Erik Van Sebille The City Campus is located opposite Sheffield £10) – including Yorkshire puddings, Parkin and lecturing on ‘Our plastic oceans: train station and next to Sheffield bus station. Henderson’s Relish – will be served in the sources, fate and risks of marine litter’. Located right in the middle of the UK it is easy adjoining Millennium Gallery. • The Deputy Director of Surveys and to reach by train, whether you’re travelling from Evaluation at Ofsted, Amelia Walker, north, south, east or west. The journey from offers an insight into the Chief London is only two hours and with four Keynote Lecture Inspector’s new programme of cross- international airports within less than an hour’s Lecturer in the mathematics of cities at the drive, Sheffield is easy to reach from overseas Centre for Advanced Spatial Analysis, University phase independent primary research destinations. College London, Dr Hannah Fry, will give this into the curriculum. year’s keynote lecture on ‘Patterns in human • Explorer, Fearghal O'Nuallain talking Real world geography behaviour?’. about how to bring adventure into the classroom. The Conference theme of ‘Real world geography’ will encourage us to reflect on Conference TeachMeet • A workshop on ‘The census: geography in the real world, and how its Learn something new, be amazed, amused and representing the real world of work?’ application affects our daily lives. While we may enthused. Come along to share great ideas led by teacher Alice Griffiths, and recognise geography’s ubiquity, we need to trialled in your classroom, ask important representatives from the Office for make young people and the wider public more questions or simply sign up to take part in National Statistics. learning conversations. aware of the role that geographical knowledge • Henry Burgess, Head of the UK Arctic and skills play in the real world. The theme will Proudly sponsored by Office, British Antarctic Survey on ‘The explore ways in which we can share real world Arctic’s changing environment and its geography in everyday life and realise that we impact for the UK’. are all geographers in one way or another. • Professor Peter Jackson from the ‘As an education consultant, the GA offers me support, University of Sheffield reflecting on ‘125 advice, opportunities, challenges, quality assurance and years of geography’. a chance to exchange ideas with a thoughtful and committed community of teachers and practitioners.’ y

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‘Joining the GA I realised there were other people like me in the world and that the world is a very big and very interesting place. Geography, like the world, is constantly changing and Programme pathways the GA allows me to keep up with that change.’ The Conference is an excellent source of CPD. Arthur Kelly, Senior Lecturer, University of Chester To help you improve your knowledge and skills in specific areas we have identified six d r Future Geographers a pathways you can use to select a route from g d e suggested sessions. L programme

n a This programme for students aged 14–18 will y r B Primary – information, ideas and

: include staff and students from the University o t resources for planning and teaching o of Sheffield sharing their experiences of h P researching, teaching and learning more about primary geography. the world, the Landscape Institute leading a GCSE – information, ideas and field visit around Sheffield and a hands-on resources for planning and teaching session focused on ‘In the twenty-first century, your GCSE courses. how can we ensure the Census reflects the real A level – information, ideas and world? Bring your students along for free! resources for planning and teaching your A level courses. ‘… through volunteering for the GA I have met many educators and Global Learning – suggestions and developed friendships - the GA is made up of so many supportive resources for developing a global people who want to share their passion for the subject and ensure perspective in the classroom. every voice within the GA has a chance to be heard.’ Fieldwork – develop ideas and Jane Whittle, International School of Como resources for creative learning outside the classroom. Further information, including full programme details and online booking, are Beginning teacher – aimed at available at www.geography.org.uk/conference. trainee teachers, NQTs and those at an early stage in their careers and will If you have any questions about Conference please contact Harriet Brookes, address the issues and needs of ITE GA Events and Marketing Assistant. ([email protected]) students by providing practical advice and guidance.

Full programme and online booking available at www.geography.org.uk/conference For all the latest updates about the 2018 Conference, follow us on Twitter: #gaconf18

Official Conference sponsors:

page 15 The Geographical Association magazine spring 2018 no. 38 Geography Quality Mark awardees 2017

In 2017 the PGQM was awarded to: • St Gregory’s Catholic Primary School, Lancashire Primary Gold • St John’s Catholic Primary School, Lancashire • Alwoodley Primary School, West Yorkshire • St Lukes CEVA Primary & Nursery School, The Geographical Association (GA) is • Bassett House School, London London delighted to announce the Primary • Curwen Primary School, London • St Vincents Primary School, Cheshire Geography Quality Mark (PGQM) • High View Primary School, Devon • Sutherland Primary Academy, Staffordshire awardees September 2017. • Kingmoor Nursery and Infant School • The Ryde School, Hertfordshire Gold award schools ‘lead the way in Cumbria • Windsor CP School, Liverpool ✓providing excellent and innovative • Our Lady’s Catholic Primary School, Kent geography’ • South Farnham Primary School, Surrey Bronze • Tanglin Trust School, Singapore Silver award schools ‘engage in whole • Avonmore Primary School, London ✓school approaches that support high • Barnes Infant Academy, Tyne & Wear quality geography’ Silver • Barton Hill Academy, Devon • Ashmount Primary School, London • Beacon Hill Community Primary School, Bronze award schools ‘foster lively and Surrey effective geographical learning’ • Bishopgate School, Surrey ✓ • Blowers Green Primary School, West • Burlington Junior School, Surrey Midlands • Callands Primary School, Cheshire he Primary Geography Quality Mark is • Camelsdale Primary School, Surrey • Chancel Primary School, Staffordshire seen as a key strategy for raising the • Clatford Church of Elngland Primary School, • Devonshire Road Primary School, Greater Tquality of geography in primary schools Hampshire Manchester and has been driving school improvement in • Colgrave Primary School, London • Edgebury Primary School, Kent geography since 2006. This year a total of 68 • Devonshire House Prep School, London • Hannah More Primary School, Bristol primary schools have achieved the • Driffield Junior School, East Yorkshire • Harold Court Primary School, Essex Geographical Association’s Primary Geography • Felsted Prep School, Essex • Heather Avenue Infant School, Norfolk Quality Mark (PGQM) at either Gold, Silver or • Field Studies Council, Somerset • Kingsholme Church of England Primary Bronze Level. • Hawkinge Primary School, Kent School, Gloucestershire In total, more than 660 Primary Geography • Haydn Primary School, Nottingham • Lister Junior School, Merseyside Quality Marks have been achieved since its • Heygreen Community Primary School, • Newdale Primary School, Shropshire launch in 2006. This year we have seen a total Liverpool • Queenborough School & Nursery, Kent of 8 schools achieve the Gold level, 31 the • Higher Openshaw Community School, • St Aidan’s Catholic Primary School, Surrey Silver level and 29 the Bronze level. This Manchester • St Chad’s Primary School, North Yorkshire includes four schools who have achieved the • Huish County Primary School, Somerset • St Lewis Catholic Primary School, Lancashire Mark four times, Kingmoor Nursery and Infant • Kensington Primary School, London • St Lukes Church of England School, Greater School, Cumbria; South Farnham Primary • Kitebrook Prep School, Gloucestershire Manchester School, Surrey; Huish County Primary School, Lent Rise Combined School, St Ursula’s E-Act Academy, Bristol Somerset and St John’s Catholic Primary • • School, Lancashire which the Geographical Buckinghamshire • Star Primary School, London Association considers to be a significant • Manor Road Primary School, Lancashire • Swallowfield Lower School, Bickinghamshire achievement! • Mosborough Primary School, South Yorkshire • Thatto Heath CP School, Merseyside • Newton Primary School, Cambridgeshire • The Berkeley Academy, Cheshire • Oakington Manor Primary School, Middlesex • The Raglan Schools, London • Quarry Hill Academy, Essex • Thelwall Junior School, Cheshire • St Austins Roman Catholic Primary School, • Western Primary School, North Yorkshire Merseyside • Westfield CP School, West Midlands

Bassett House School, London Tanglin Trust School, Singapore page 16 The Geographical Association magazine spring 2018 no. 38

Secondary n 2017, 23 schools (including 15 Field Studies Centres) were awarded the coveted ICentre of Excellence status. These hubs of excellence are pivotal to the GA’s desire to spread good practice through the development of local networks of teachers. The Centre of Excellence award recognises a school’s contribution to disseminating quality approaches to the teaching of geography, global learning and fieldwork. In these centres All Hallows Catholic College, Cheshire geography is managed by enthusiastic curriculum leaders who are able to inspire their • Field Studies Council Centre – Castle Head, • Corpus Christi Catholic High School, colleagues. Cumbria Lancashire • Field Studies Council Centre – Dale • Gordon’s School, Surrey Nearly 500 SGQMs have been awarded since Fort, Pembrokeshire • Harris Academy Rainham, Essex its launch in 2006, and with many active • Field Studies Council Centre – Epping Forest, • King Henry VIII School, West Midlands Centres of Excellence there is an increasingly London • Lancaster Girls Grammar School, Lancashire widespread support network for teachers. • Field Studies Council Centre – Flatford Mill, • Maghull High School, Liverpool Furthermore, awards have also been presented Suffolk • Mulberry School for Girls, London to three schools for the fourth time this year: • Field Studies Council Centre – Juniper Hall, • Oakfield Academy, Somerset Ballyclare High School in County Antrim, Sir London • Ormiston Rivers Academy, Essex Joseph Williamsons Mathmatical School in Kent • Field Studies Council Centre – London • Ormiston Sir Stanley Matthews Academy, and Tendring Technology College in Essex, • Field Studies Council Centre – Malham Tarn, Stoke on Trent which the GA feels is a significant Yorkshire • Robertsbridge Community College, East achievement! • Field Studies Council Centre – Margham Sussex Discovery Centre, South Wales • Sawston Village College, Cambridge The 2017 SGQM with Centre of • Field Studies Council Centre – Nettlecombe • Siddal Moor Sport College, Greater Excellence awardees are: Court, Somerset Manchester • Castle Rushen High School, Isle of Man • Field Studies Council Centre – • Sir Joseph Williamsons Mathematical School, • Fetherstone High School, Middlesex Orielton, Pembrokeshire Kent • Harrow Way Community School, Hampshire • Field Studies Council Centre – Rhyd-y- • Sirius Academy West, North Yorkshire • Notre Dame Senior School, Surrey Creuau Centre, Betws-y-Coed • St George’s British International School, • St Ivo School, Cambridgeshire • Field Studies Council Centre – Slapton Ley, Rome, Italy • Tendring Technology College, Essex Devon • St Gregory’s Bath, Somerset • The City of London Freeman’s School, Surrey • The Mountbatten School, Hampshire • Willingdon School, East Sussex The 2017 SGQM awardees are: • The Queens School, Cheshire • Field Studies Council Headquarters – Preston • All Hallows Catholic College, Cheshire • The Woodroffe School, Dorset Montford , Shropshire • Ampleforth College, North Yorkshire • Trentham Academy, Staffordshire • Field Studies Council Centre – • Ballyclare High School, County Antrim • Tring School, Hertfordshire Amersham, London • Batley Girls High School, West Yorkshire • Westholme School, Lancashire • Field Studies Council Centre – Blencathra, • Christ the King Catholic High School & 6th • Westhoughton High School, Bolton Lake District Form College, Merseyside

Sawston Village College, Cambridge Harrow Way Community School, Hampshire page 17 The Geographical Association magazine spring 2018 no. 38 1000 Quality Marks!

The GA is delighted to announce that Quarry Hill Academy, Thurrock, was awarded the 1000th Quality Mark. Lucie Childs led the process and describes here what it means for her school.

he PGQM process has been a rewarding experience. It allowed Quarry Hill Academy Tto review, share and continue to improve our geography curriculum to ensure that each and every pupil is at the heart of everything we do, and our children’s learning is based around an engaging and memorable curriculum. Quarry Hill Academy was reviewed and assessed on our application of geography in the real world, as well as making links locally. To achieve the silver award, we demonstrated that we could make learning meaningful to our children, and received this comment from the moderators: ‘Good use is made of fieldwork to support teaching and learning in Geography, especially within the local environment’.

areas. While working towards the quality mark, Fetherstone High School in Middlesex we created a new departmental logo and Secondary achieved a Secondary Geography Quality enhanced our geography displays in communal Mark Centre of Excellence award in 2017. areas. We led our first global fieldtrip to Iceland James Mutton , Lead Teacher of Geography and have New York to look forward to in stories shares his thoughts on the impact of the February. We have redesigned our year 10 process. fieldwork trip in response to the new Lucy Collins, Assistant Director of Learning curriculum and developed more opportunities at Willingdon Community School, which eginning with a team self-evaluation, the for key stage 3 for learning outside of the achieved a Centre of Excellence award in process of working towards the SGQM classroom. We are also supporting local 2017, talks about her experiences of the Bwas very productive. While every primary schools in delivering the KS2 Quality Mark process and its benefits. department will have a development plan, it curriculum to help the transition process. was nice to have one which was focused on In receiving the SGQM and Centre of ur application for the GA Secondary the subject-specific nature of our work. It was Excellence status, the department has been Geography Quality Mark process was far also a good catalyst to stimulate discussion recognised for the hard work and dedication of more rigorous that I had perhaps O and debate in our department meetings and the team who have gone above and beyond considered when I initially signed up my school resulted in the team agreeing on six key areas the normal expectations. However, for us, the for the award. of focus through the process. I had no qualms about the quality of our greatest benefit has been to refocus our Working towards these shared goals school’s teaching and felt completely certain practice on geography, a subject that we enjoy strengthened our team as well as spurring us that I would find the necessary evidence, so I and got into teaching to share our passion for on to develop our curriculum. The impact has began with rather a laissez-faire attitude it with young people. been significant and visible across a number of towards the process. I rapidly discovered that the criteria really demanded careful consideration about what we achieve in our teaching and learning, and it led to many interesting conversations about our schemes of work, course organisation and the quality of critical thinking we were getting into our lessons. It has also led to some really effective alterations as we have made small but crucial changes to adapt our programmes of study. These adjustments have helped us to significantly enhance the quality of teaching that we offer, primarily by streamlining the key stages and thereby improving the progress of students in all year groups. page 18 The Geographical Association magazine spring 2018 no. 38 Get involved!

Welsh Special Interest the new geography curriculum in Wales and continually seek ways to promote the subject Group at local and national level. SIG Wales led the GA response to the Welsh government on the GA Junior Vice President Gill Miller talks 2015 Donaldson Report on the Curriculum and about the activities of the Welsh Special Assessment Arrangements in Wales on a new Interest Group. Welsh curriculum, and to proposals for New Professional Standards for Teaching and he Welsh Special Interest Group, also Leadership in schools. It undertook an audit of known as SIG Wales, is a small (but fieldwork opportunities in Wales (available on perfectly formed) group of teachers who T the GA website), and SIG Wales are now aim to support geography teachers and supporting Chester Zoo to develop exciting geography in schools in Wales. The aims of the new geographical resources which will be Welsh Special Interest Group are to: available online and also within the Zoo. • represent the views of primary and SIG Wales organises an annual bilingual secondary geography teachers in Wales to WelshWise Quiz in June/July, for schools in the GA and liaise with other organisations and groups concerned with geography in both north and south Wales. This tests Wales students’ knowledge of Wales and the • promote information, innovations and good wealth of geography which it practice in geographical education offers. throughout Wales and beyond SIG Wales welcomes all • initiate discussion and, when relevant, write enthusiastic primary and reports relevant to geography teaching and secondary geographers to learning in Wales contribute to the geography • monitor current developments concerning community across Wales. We meet three times geography in Wales and geographical issues a year, in different places. For more information in England which also pertain to Wales. contact the Chair, Gill Miller, at We are actively involved in the development of [email protected].

page 19 The Geographical Association magazine spring 2018 no. 38 Physical Geography Photo Competit i

his year’s competition set the challenge The judges were on the lookout for entries The Physical Geography Photo Competition of telling a ‘landscape story’ via a showing an interesting, thoughtful or unusual is a great stimulus for students to look at Tphotograph and an accompanying 250- observation of a landscape from a physical the world around them with geographical word ‘tale’ outlining how physical geography perspective. A photo should show some eyes noticing features and processes that created a landscape. thought to composition so it is balanced and are such an important part of our One of the key aims of the competition the focus of the selected landscape is clear. landscape. We have encouraged our (organised by the Physical Geography Special The judges also considered ‘authenticity’ – students to have a go at entering as it Interest Group and sponsored by Páramo how a photo suggested it had been taken by promotes ‘real’ geography where they take Directional Clothing) is to provide an the student. The story needed to be control of their own learning. ... it gives opportunity for students to apply their informative, reasonably accurate, and provide students an opportunity to experience and knowledge of physical geography. Most of the the reader with insights into how the think about the physical world in a students who entered this year were inspired landscape in the image had developed and different context. to observe and interact with physical been influenced by physical changes. geography by finding interesting landscapes The most notable entries composed their Andrew Talks and attempting to describe them through picture effectively, often focusing on eye- Head of Geography at Lancaster some form of story. The most informative catching physical forms. The best stories Royal Grammar School developed their story by conducting some developed a narrative structure and concluded research. with an insight into the implications of their story – the equivalent of a ‘moral ending’ to their tale. Helen Howard from the competition sponsor – Páramo Directional Clothing Systems Ltd (www.paramo-clothing.com) After much deliberation, the judges selected those entries they considered best This competition energises and engages students in geography and gets them into interesting reflected the spirit of the 2017 challenge. landscapes with a camera! It’s no surprise then why we sponsor this competition – it ticks Credit should go to all students who took many of our boxes – better understanding of the environment, venturing outside and up the 2017 landscape story photo challenge. capturing what they find; that thrilling sense of discovery and realisation of what is ‘out It was very encouraging to see the great there’, all making geography accessible for students on their own terms. Páramo garments variety of interesting landscapes captured on protect from the elements, whatever they throw at you; wild, wet, baking or biting! Páramo camera. Clearly, students were inspired to get kit offers a fast reaction to climate and activity changes and gives great comfort too. The ‘out there’ to see what they could discover ethically produced wind and waterproofs can also be easily repaired and will outlast and it looks as though they had fun! conventional outdoor gear. We are delighted to be a partner in this competition and offer our Duncan Hawley products as prizes to students who have shown they have the ‘get up and go’ to find physical Chair, Physical Geography Special fascination and insight in the world outdoors. Interest Group

ice reacted with magma. 10,000 years ago, rock. Annually, the graben now widens by The winning entries when temperatures increased, the glacier about 3mm, and will continue to change. gradually melted, exposing Armannsfell 11–14 category Mountain in the background. Soon after, a Judging panel comments 1st prize major eruption from a crater, 3 miles east, Although this is not an immediately striking Aron Arnason, Colyton Grammar School, layered this newly exposed ground with photograph, it is well composed and balanced Colyford, Devon igneous rock, as in the foreground. to show the variety of components that make Title: Past to present As time went on, tension between the plates up the landscape in the foreground and Location: Pingvellir National Park, Iceland increased and periodically was released in background. So, the more you look the more it earthquakes, which split the rock surface, as becomes interesting; it has depth that is drawn can be seen with Almannagja (the dramatic out through the story which, in turn, draws you fault seen on the left), as well as the fissure in into looking at the landscape, outlining the the foreground. Measurements suggest that sequence of processes that have created it. This the graben, created by this expansion zone, has thoughtful entry very clearly fulfils the subsided by 40 metres, and rifted by 70 metres competition theme and brief in telling the story across the 10,000 years of its existence. of this Iceland landscape from past to present. Now in the present day, Iceland is a unique landmass, due to its position on the Mid- The theme for the Atlantic Ridge, because the average altitude of 2018 physical 18,000 years ago, an extensive glacier more the ridge is -6500 to -10,000 feet, whereas d geography competition than 1000 metres thick covered the region of here, the effects of this expansion zone are e will be on ‘real world Iceland where the North American and seen above the surface of the sea. Unlike the v physical geography’ – Eurasian plates met. Volcanic eruptions below common sparsely-vegetated tundra in Iceland, l exact details to be

the glacier, due to weaknesses opening up in the small coniferous forest (on the right) could o

t confirmed in the the driving expansion zone, gradually formed grow, because of rich nutrients in the ground v

e summer issue of GA palagonite ridges and mountains, where the due to the relatively young age of the igneous n Magazine. i G page 20 The Geographical Association magazine spring 2018 no. 38 on: landscape story

2nd prize 3rd prize exposed by its erosion. The succinct story sets Madelaine Bainbridge, Haberdashers’ Neil Triparthi, St Olave’s Grammar captures how these rocks reflect changing Monmouth School for Girls, Monmouth, School, Orpington, London environments and processes through time Wales Title: Hexagonal Rock Columns at Svartifoss giving insights and developing the viewer’s Title: Looking towards the Rough Bounds of Location: Skaftafell, Vatnajokull National Park, imagination to interpret what otherwise might Knoydart; A Glacial Landscape Iceland just appear to be big cliffs, so provoking us all Location: Peak of Sgurr a’Mhaoraich (1027m), to read more into the significance of layers Loch Quioch wherever they appear in a landscape.

2nd prize Jamie Phillips, Sheldon School, Chippenham, Wiltshire Title: Yosemite Falls Location: Yosemite National Park, California, USA

14–18 category picture. The distinctive, brick-red colouring of this layer is due to run-off from iron-rich upper 1st prize layers. James Weir, Lancaster Royal Grammar The sea receded and the resulting dunes of School, Lancaster, Lancashire quartzite sand led to the layer of coarse- Title: It’s all in the layers grained vertical Coconino Sandstone. Then it yet Location: Monument Creek, Grand Canyon, again rose to form and its sediments created Arizona, USA the Kaibab Limestone, the highest layer. The sheer cliff walls of the Grand Canyon reveal These rock layers were uplifted from the over 500 million years of geological history. The ocean bed to their present place, 7000ft above clearly defined layers of sedimentary rocks chart sea level, due to the Laramide orogeny event, the rising and falling of a prehistoric ocean that 75 million years ago. The Canyon itself was once covered this area. formed during the last two million years with The lowest layer of exposed rock visible fluvial processes and freeze-thaw weathering here is the ochre Tapeats Sandstone. This was carving a valley a mile deep, subsequently formed from sediments that were eroded from revealing the strata which, today, tell us so the cliffs of an erosional coastline through the much. 3rd prize processes of hydraulic action and abrasion and It’s all in the layers. Seb Granville, King’s College, Taunton, then deposited on the sea floor. Somerset As the climate heated up, the ocean rose to Judging panel comments Title: The Steep and Stunning Cliffs of spill out over the cliffs of the coastline forming Photographing a landscape from a low point is Cheddar Gorge a warm shallow sea rich in life. Hard-shelled always a challenge, but this image admirably Location: Cheddar Gorge sea creatures died and their bodies sank to the catches the vertical scale of the Grand Canyon sea floor eventually compressing to form the and four major units of rock that have been Redwall Limestone, the second layer in the

page 21 The Geographical Association magazine spring 2018 no. 38 Geography in action Geography fieldwork in Ghana

Sophie Wilson, Geography Lecturer and Tutor, St Mary’s University, Twickenham describes a pilot project run with African Adventures in Ghana that included introducing geography fieldwork to a secondary school and joint inset sessions.

ust before Easter 2017, five St Mary’s trainees travelled to Ghana, as part of their JPGCE course, to spend a week teaching geography at the Aklorbordzi Junior High School in Woe to 200 students aged between 15 and 20 years old. Working in partnership with local Welcome ceremony at Aklorbordzi Junior High School. teachers, the aim was to ensure that the Introducing fieldwork accompanying the trainees to the beach the day placement was as sustainable as possible, by before the first visit, to finalise plans. They also Having never done any fieldwork before, the making sure that lessons were taught jointly to assisted with the actual fieldwork itself, Social Sciences teacher was keen to involve the enable everyone to learn from each other. supporting the groups and clarifying points that whole school, which meant that over three days After a lovely welcoming ceremony the St the school students found more difficult to more than 200 students were taken on the trip. Mary’s trainees spent the first day in school understand. On the way back, one of the Local teachers helped to do the risk observing lessons before starting some team trainees recorded a video clip of all the students assessment and plan the work to be done, by teaching with the Ghanaian teachers. Working singing along together, clearly demonstrating closely with the Social Sciences teacher Chris, how much they were enjoying it. Back at school, the teaching schedule for the week was students worked in their groups to complete arranged by comparing the curriculums of both summary posters of the data collected, which countries. After a short discussion, it was decided included a cross-section of the beach profile that the focus was going to be on coastal drawn to scale, including pie charts and sketches processes and landforms, and would include a showing the vegetation cover and other comparison between the geography of the UK measurements taken. and Ghana, as well as a short field trip to the nearby beach. That way the lessons could be jointly taught. Developing a partnership Working with just a blackboard and some As part of the visit, trainees also helped to run a chalk, trainees quickly became creative in the joint staff inset session in which both the way they explained and discussed what the UK Ghanaian teachers and PGCE geography trainees is like, and how it differs from Ghana. They wrote down a question they had about teaching found it amazing to see what it was like to teach and learning in each other’s countries. These without any technological support and how were then summarised and answered in turn. much the local teachers had to rely on their own knowledge to explain things. School students were in large classes which were often combined into even bigger ones, but it was incredible to see how keen students were to learn, and how well they coped with being taught in English, their second language. During the placement, the PGCE trainees also gave the Ghanaian students the letters that their geography classes from some of the St Mary’s partnership schools in the UK had written for them. There was a real buzz in the classroom as they read and discussed them with great interest, before writing their replies which the trainees brought back to their geography classes in London. The Headmaster was particularly keen to see these lessons as teachers in Ghana do not normally involve students in such practical activities.

Collecting data during the fieldwork sessions. page 22 The Geographical Association magazine spring 2018 no. 38

By doing this, it allowed both teachers and trainees to learn from each other, further reinforcing the ‘partnership’ aspect of this school placement. Surprisingly, the Ghanaian teachers, who normally refused to stay at school after the last lesson, all wanted to extend the session, to ensure that all the questions were answered. It worked really well. They also loved the St Mary’s pens we were able to give to every student and member of staff in the school. Several of the staff showed a real interest in the possibility of studying for a Masters in Education at St Mary’s. Another potential impact I had not previously anticipated was the insight that this visit gave the St Mary’s PGCE trainees, in helping them to better understand some of their own students in London who are from African families. I would like to thank African Adventures for all their support in helping with this pilot project, and the team at The Young Shall Grow International who looked after us so well. They presented us with a lovely handmade banner and a wooden elephant, which are going to be put on display in the education block at St Mary’s. We look forward to working again with the teachers and students at Aklorbordzi Junior High School and hope that we can continue this partnership in the future. Subject update

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n GA Magazine issue no. 37 autumn 2017, pp 22-23 ‘Starter’ activities were published Ifor use by the geography coordinator in school-based CPD. These were intended to be quite quick activities that could be used to engage colleagues at the beginning of a CPD meeting, especially those that take place at the end of a busy school day.

These ‘Mains’ are longer activities that sometimes expressed fears to the contrary. They might be the main content in a school-based are not the whole solution to CPD. That requires CPD session. Although written as CPD activities, more in-depth work by the geography they can also be seen as possible activities to coordinator. develop for use with your children. They are More detailed support for subject intended to reveal to all colleagues that they do coordinators exists on the GA’s website. We have the aptitude and ability to engage in the would welcome any feedback to primary geography curriculum despite teachers’ [email protected] . page 23 The Geographical Association magazine spring 2018 no. 38

Title What do you need to prepare? (Resources) How does it work? (Process) W N K

1 Sound mapping Pens, large sheet of paper (A1), map of the school grounds Put the large sheet of paper on the staffroom floor (or if possible find a and/or local area and compass. (NB: many smart phones suitable place outside in the playground) with the compass (or phone have a compass) compass) placed at the centre and the paper orientated so that its top See Maps and mapping on the GA’s website for a range of edge aligns to the north. activities, links and information on maps. Sit very quietly and listen for sounds – they could be in the school, its grounds, the local area or further away. Draw arrows on the paper which are pointing in the direction that each sound is coming from and also record what you think the sounds are. Use the map of the school and local area or the phone’s digital map to estimate how far away the sound is. Map all the sounds. If it is an aircraft maybe mark the overhead route. Are some sounds enjoyable and others annoying or intrusive?

2 Colours all around us Pens, paper, camera/smart phone/tablet computer Undertake a ‘colour’ walk in the school grounds/ local area. On returning See Maps and mapping on the GA’s website for a range of produce a simple sketch map of the route showing the range of colours activities and information on maps. seen (or use digital cameras and projectors to share the colours.)

3 Photo treasure hunt Before the meeting the geography coordinator needs to take Give staff time to explore the school and work out where the photos were 10 – 20 numbered photos of the school’s playground, taken. When found, they plot their answers on the map/ plan. classrooms, staffroom, shared areas, etc. NB: Take photos that are less straightforward, maybe taken from an unusual angle, so that it is a challenge to work out where they were taken. A map or plan of the area where the photos were taken. See Maps and mapping on the GA’s website for a range of activities and information on maps.

4 Play ground explore A plan of the school and its grounds, tablet computer or Pairs of teachers walk together around the school grounds identifying smart phone and an app, such as ‘Explain Everything’ to their most/least favourite places. While doing so discuss what they know record your thoughts, voice, photos. about the children’s own responses to these places. Back inside, share your ideas amongst all your colleagues. Identify the top five positive and five negative places.

5 Looking down – the view from No resources required – but you could ask colleagues to Think of a time you climbed a hill or went to the top of a high building. a hill or a tall building bring along pictures or maps of high places and buildings Where or what was it? What could you see/ recall? Was it cloudy? How they have visited. You could also access a satellite image of did you feel about looking down? Share those thoughts with a colleague. your school on a smart phone. The school may own an aerial Share these responses with the whole staff. What are the common photograph. elements in your colleagues’ descriptions? For some suggestions on activities using scale visit the Is there somewhere in the school buildings or grounds or immediate Primary Teaching Resources section of the GA website. local area where you can view a wider area?

6 Beating the bounds* No specific resources – paper, pens and pencils Walk around the boundary of your school grounds or the local area. At The GA’s Everyday Guides to Primary Geography series certain places (choose 6-10) stop and perform. This could be a song, a provides information and guidance on a range of activities. poem, a dance, something impromptu or even silly, but certainly These are available from the online Shop. memorable. On return indoors ask your colleagues to draw a quick sketch map of where they have been. (* ‘Beating the bounds’ is an ancient custom in England and Wales of people walking along a parish boundary. It is still undertaken in some parishes today)

7 Amazing food journeys Ask your colleagues to collect a range of packaging from With your colleagues identify where the places are on a world map or a some of the food that they’ve eaten that week. Make special globe. Imagine the journey that product has been on, finishing with the note of where in the world the food is from. You also need a delivery lorry to the shop and its journey to your home. Research on the world map or globe. internet about some places about which we know very little. In particular why are they the source of some of our food?

8 Are maps are liars? A range of maps – Ordnance Survey (OS) maps, maps of local Discuss with your colleagues the symbols used on OS maps: e.g. why are visitor attractions, maps of theme parks, etc. Tablet/ PC – use the motorways blue? Why are the symbols for churches those shapes, a mapping website, such as ‘Google maps’ to identify the when they are not that shape in real life? How are hills and valleys same area, then look at the satellite image and finally the shown? street view to compare to the symbolic map. If your colleagues had made the map what alternative ideas would See Maps and mapping on the GA’s website for a range of they have for symbols? Could they create new ones that do not exist activities and information on maps. already?

page 24 The Geographical Association magazine spring 2018 no. 38

W H Why is this geography? (Explanation) NC requirements Key points

Geography is concerned with the study of places and the KS1 : use simple fieldwork and observational skills to This activity causes us to pay close attention to a specific quality of environment. Our response to place and environment study the geography of the school and its grounds our environment. Sound is very important to our lives and this survey affects the way we lead our lives and the actions we take. KS2 : use fieldwork to observe, measure record and could reveal areas for development to make the environment more The impact of natural and ‘made sounds’ on us are a key present the human and physical features in the enjoyable and uplifting. component of that response. Geography is also concerned local area using a range of methods, including It also causes us to develop map-making with a specific purpose with location – in short, where places are in relation to sketch maps, plans and graphs, and digital in mind as well as developing discussion about our environment. each other. technologies

Geography is concerned with the study of places and KS1 : use simple fieldwork and observational skills to This activity causes us to pay close attention to the quality of our environments. That study not only requires the use of study the geography of the school and its grounds environment. Colour is important to our spirits and this survey could subject specific geographical terminology such as north KS2: use fieldwork to observe, measure record and reveal areas for development to make the environment more and south, hills and valleys, buildings and land use, but present the human and physical features in the enjoyable and uplifting. Sketch maps make us pay close attention to also more generic vocabulary. This activity will help link local area using a range of methods, including details. Photos act as a quick means of recording information for literacy with geography in terms of using words to sketch maps, plans and graphs, and digital future use. describe place and our response to it. technologies

Photos are an effective way of recording information KS1 : use aerial photographs and plan perspectives to This is very good way of exploring a place using a map/ plan. It about place and environment. Images can be used to help recognise landmarks and basic human and physical draws attention to features in the school its ground and classrooms us to pay close attention to our environment, and can be features; devise a simple map; and use and or the local area. It helps to develop geographical skills and linked to mapping. Images and maps are used by many construct basic symbols in a key. vocabulary. organisations to guide us e.g. theme parks, town guides, nature trails, etc. Maybe the outcome could be the basis of a guide to the school. Images can also be used to show how places change over a day, season or year.

Geography is more than just about describing a place or The national curriculum for geography aims to This task engages colleagues in discussions about the school environment. Our responses may be very individual or may ensure that all pupils are competent in the environment and how children respond to it. The outcome might be a have a great degree of overlap. Negotiating how we use geographical skills needed to collect, analyse and reassessment and long-term improvement of the school site. The way and develop our world especially at the school level can communicate with a range of data gathered we respond to places as humans is highly significant to our be used to explore how, at a much bigger scale, planners through experiences of fieldwork that deepen their behaviour, our safety and well-being. and architects make decisions that impact on us all. understanding of geographical processes.

Modern maps are based on high quality satellite images KS1 :•use aerial photographs and plan perspectives to The view from a high point gives a different perspective and brings taken vertically above the earth’s surface. Most photos we recognise landmarks and basic human and physical scale into play in two aspects. First, the way that things that are close use are taken at an angle of less than 90° to the ground. features; to you such as people and cars are large and those same things are They are oblique images. The difference between the two • use simple fieldwork and observational skills to small when further away. Second, that a map of the same place affects the way we are challenged when reading a map study the geography of their school and its grounds. shows everything to be the same scale with no change with distance. i.e. moving from an oblique to a vertical view. KS2 :•use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Geography is concerned with our responses to places and KS1 :•use simple fieldwork and observational skills to Recalling a place in the form of a map (or words) is easier when it environments. This task indicates how memory and our study the geography of their school and its grounds can be linked to our memories. Also the process helps us to engage response to place is based on more than just visiting it. • use basic geographical vocabulary to refer to key with places. There is much evidence to show that we do have favourite human and physical features places sometimes places that linger long in the memory. KS2 :•describe and understand key aspects of human This is as true for children as it is for ourselves. Some of and physical geography our strongest memories come from our childhood. • use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

Geography is not just about our local area and the place KS1 :•identify seasonal and daily weather patterns in the This activity not only helps to develop a geographical vocabulary, but where the school is located. It is about how we engage United Kingdom and the location of hot and cold also increases our awareness of where our food comes from, how it with the whole world. Exploring where our food comes areas of the world in relation to the Equator and the gets to us and what are these other places like. It helps develop from is a way of finding out more about the wider world North and South Poles global awareness. and its different environments, vegetation and climate. • use world maps, atlases and globes to identify the Over 50% of the food consumed in the UK comes from United Kingdom and its countries, as well as the other countries both near and far (e.g. Ireland, Peru). countries, continents and oceans studied at this key stage KS2 :•use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied • describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, and human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including food

Maps are a ‘shorthand’ way of recording our world. Maps KS1 : use world maps, atlases and globes to identify the Maps are historical as well as geographical documents. They show a vary not just because they show different places but United Kingdom and its countries, as well as the place as it was when the mapmaker surveyed the area. The because the map makers made decisions about how they countries, continents and oceans studied at this key mapmaker chose how to record features (the symbols to use) and wished to represent reality. Why the map was drawn in stage decided the scale of the map i.e. the relationship between distances the first place tells us more: political (e.g. to define a KS2: use maps, atlases, globes and digital/computer and places on the ground and on the map. country); planning (e.g. for a new housing development); mapping to locate countries and describe features Scale is shown on maps in three ways: as a straight marked line transport (e.g. a map of a railway network). studied usually showing the scale in kilometres/metres, a ratio such as 1:50000; or a statement such as 2 cms to 1 kilometre. Maps are a representation of reality and can’t give the full picture. Maps are not ‘liars’, but they do tell the mapmaker’s view of the ‘truth’. Maps drawn by children are an acceptable way of recording their world – even if they are not as accurate as an OS map.

page 25 The Geographical Association magazine spring 2018 no. 38 Subject updates

on-going climate change can lead to feelings of despair in some people it is no wonder we The long view: often choose to avoid such discussion. As a friend said, ‘It’s just not something people living with talk about much.’ But if adults do not think, discuss and plan ahead, then we do our climate change children a grave disservice. Climate change, in more David Hicks was formerly Professor in the School of Education at Bath Spa University unconventional ways and has a particular interest in issues of Educating for Hope in Troubled Times sustainability and climate change. His suggests a four-fold model of learning website is at www.teaching4abetter which embraces: Knowing, Feeling, world.co.uk. Here he outlines the Choosing and Acting or, in educational importance of teaching and learning about terms, the cognitive and affective climate change. domains, decision-making skills and developing a sense of agency. In small discussion groups the following ‘If you do not change your questions and responses should then be explored. direction, you may end up 1. KNOWING: What do we where you’re heading’ – know/think we know about climate change? What are the main causes of carbon story and a new Lao Tzu climate change? What are the various low-carbon story. It also sets out the value for consequences of climate change? learners of developing a sense of agency ‘There’s nothing you can do about it’, said my 2. FEELING: What do I/we feel about climate through working for positive change with 15-year old grandson, when I asked what he’d change? others. It is this ‘making a difference’ which learnt about climate change at school. So, what brings students alive. It gives practical examples should we be telling young people about What are the concerns we wish to share? of both adaptation to climate change (floods, changing climate? And more broadly what What are the hopes that we have? storms, droughts) and mitigation of climate should be the role of education in these 3. CHOOSING: What are the options that change (reducing our carbon footprint in troubled times? This must surely be to prepare appear to be facing us? What do I/we want school, home and community). From such young generations for a future that will be very to see happening? What should this school understanding and engagement can come different from today. Not to do so would be an decide to work towards? positive steps for change in school and educational crime. Of all of the contemporary 4. ACTING: What do I/we therefore need to community. issues relevant to geography, climate change do? What are others doing: at home, in has to be the most important for its lasting school, in the community, elsewhere? Who NB: A review of this book can be found in consequences. The terrible impact of Hurricane can support us in what we want to do? Teaching Geography (Summer 2017). Harvey in the United States and disastrous This is not a didactic model of learning but floods in south ia are part of the ‘new normal’, one in which students learn to share their Useful sources not caused by climate change but accentuated hopes and concerns, listen to others Ashden Awards for Sustainable Energy by it. Storms, rising sea-levels, forest fires, respectfully, and work cooperatively with (2017) at drought and flooding may be natural disasters others towards chosen goals (see: www.ashden.org/ashden_awards but they have been accentuated by a long www.teaching4abetter history of man-made carbon emissions. When Hicks, D. (2017) A Climate Change world.co.uk/docs/DiscussNotes.pdf for more distant events these may well be ignored, but Companion: For family, school and information). when they are local or in the UK we too find community , ourselves on the front line. Teaching4abetterworld, eBook & p/b, ISBN: Yet talking about climate change and its A Climate Change 978 1-5440-7021-6 serious implications seems little discussed by Companion Hicks, D. (2014) Educating for Hope in our politicians or in our communities on an This book was written, in part, as a response to Troubled Times: Climate change and the everyday basis. The ‘silence’ over this is not just my grandson’s initial comment. It is intended to transition to a post-carbon future, a personal matter as it is also socially support not only teachers, but also families and London: Institute of Education Press constructed. This is because climate change communities who want to get to grips with Randall, R. and Brown, A. (2015) In Time for raises all sorts of uncomfortable feelings, from these issues. It is not written as a contribution tomorrow? The carbon conversations shock, fear and paralysis, to disbelief, to academic debate but rather for the general handbook , the Surefoot Effect Community incomprehension and denial. Whether these reader who wants to know more but is not sure Interest Company feelings are conscious or unconscious, they where to begin or what to do. Climate change inform our everyday behaviour. People will affect every aspect of our lives. In particular, Teaching for a Better World (2017) at instinctively know when it’s OK or not to bring the book explores competing cultural stories www.teaching4abetterworld.co.uk up a specific topic in conversation. Given that underlying our views of energy – the old high- page 26 Geography gives you options

hese attractive A5 leaflets explain what geography has to offer students: just the Tthing for options time or GCSE/A level open evenings! They have been updated for the GCSE and A level qualifications that began in 2016. The leaflets: • contain a comprehensive range of different career ideas • discuss ‘What is geography about?’ and ‘What can geographers do?’ • provide four short cameos of different jobs done by young people who have studied geography. Available in packs of 60, the leaflets are suitable for a wide range of uses across all exam specifications. There is an accompanying PDF of ten ideas for promoting GCSE from the Price (per pack of 60) for GA members GA shop. £9.99 (non-members £13.99)

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h eography is a challenging subject which P equips students with a high level of Gknowledge together with a strong transferable skills base including numeracy, literacy, team work and critical analysis. Studies conducted by organisations such as the Higher Education Statistics Agency, the Association of Graduate Recruiters and ESRI demonstrate that geographers are very employable and geography students have one of the highest rates of graduate employment, pursuing a wide range of career paths. Geography teachers are using careers icould.com features over a thousand videos A new teaching resource produced by website icould.com as a way of making the of people telling their personal career stories in icould together with Inspiring the Future draws leap from classroom learning to the world of their own words. From geologists to clear links between the classroom and the work and careers. This free resource can help entomologists, park rangers to zoo keepers, workplace. ‘Your Subject Their Future: A Guide inspire students to study geography and ecologists to hydrologists, estate wardens to to Using Volunteers and Videos to Enhance the discover some of the careers it can lead to. fish farmers – there is a huge range of short Curriculum’ focuses on the connection between films giving practical examples of geography- studying subjects, gaining skills and pursuing related careers. Told first-hand by people careers, in ways that young people can easily working in these jobs, each film shares real-life access and understand. Exploring the combined career pathways. You can search by subject and benefits of bringing professionals from different having viewed the film go on to explore labour backgrounds into the classroom and using real market information for each role, including career stories on film, it shows how to relate essential data on average salary, skills and geography to employment, improving student qualifications and predicted employment. motivation and classroom participation. Students may be clear about which career Find out more and get involved by: they aim to pursue, or unsure about how to downloading Your Subject Their Future turn their passion into a job – the films on visiting the teachers’ resources section icould.com, together with additional articles https://icould.com/teachersresources/ and downloadable content, encourage signing up for the icould teachers’ newsletter at classroom-based discussion and promote www.icould.com/contact opportunity and inspiration. getting in touch at [email protected]

page 27 The Geographical Association magazine spring 2018 no. 38 A level resources

Resources from accessible way with fresh examples that are Registration details the Financial Times highly relevant for geography on topics such as Registration for the service is free and quick, economic and social development, urban requiring completion of a simple online form by affairs, climate change, deforestation, global Andrew Jack , FT for Schools someone in authority at the school, which Editorial Lead, talks about a health, geopolitics and public policy. grants free access to FT.com from school new scheme to make Recent examples include Left behind: can premises. Students and teachers are then Financial Times resources free to access for anyone save the towns the economy forgot? on encouraged to create their own individual sixth form students. the problems and reasons for social deprivation accounts , so they can read the FT on mobile in Blackpool, Can Leo Houlding rewrite the devices at home or on the move. Teachers and ixth form teachers and students studying rules of Antarctic exploration? on contemporary students can also follow @FT4S on Twitter to expeditions. Chagas disease: The Brazilian geography across the UK can now receive share articles, comments and suggestions. You forest bites back on deforestation and the Sfree digital access to the Financial Times , can see recent articles on our schools page . through a new scheme sponsored by Lloyds spread of infection, and our constantly updated Bank that covers the costs of the subscription. UK economy at a glance . Contact us FT for Schools allows teachers and 16 –19 The Financial Times has one of the most year-old students to read online FT content. extensive international networks of reporters of We are seeking to recruit geographer teachers This includes many articles, graphics, charts, any media organisation around the world, and as members of an FT advisory group to help videos, podcasts, and other material to enhance its readership – which is predominantly outside make the project as useful as possible, and to classroom teaching and student debate and the UK – ensures its focus is truly global. A identify relevant articles and share suggestions promote wider reading to help in exams and in number of FT journalists are themselves on classroom tasks and questions which we interviews for universities and employers. geography graduates, including George Parker, will publish online and in a weekly newsletter While the Financial Times is known as political editor, and me, and consider the to schools. Feel free to contact us essential reading for professional investors and holistic approach of the subject fundamental in at [email protected]. global decision makers, it is written in an our content.

Fieldwork at A level: These books cover content and skills requirements of the 2016 A levels in Top Spec England and Wales. Each book in the Top Spec Geography series has a Your guide to the range of supplementary materials and resources available to download. independent investigation Edited by Simon Oakes Written in partnership with the Field Studies Council, this reference book for A level students will support them through their independent investigation. It is structured around the enquiry cycle and includes a range of the qualitative and quantitative skills that students will need to use in their investigation. It will help students to develop an understanding of fieldwork, IT and GIS skills Changing Places Glaciated landscapes and how to use them by Emma Rawlings Smith, Simon Oakes by Richard Waller and Peter Knight effectively in their and Alastair Owens • Geography, glaciation and the global system investigation. There is • How do we understand and represent place? • Glaciers further support • Place identity: how and why places vary • Glacial landforming processes provided by technique • Changing places in the UK • Glacial landforms, landscapes and and skills sheets which • Managing Britain’s changing places landsystems will be available • Investigating place • Human activity in glacial environments online. Coming soon Contents 1 Establishing a focus and setting up your enquiry Coasts Emerging superpowers, 2 Data collection and analysis by Debbie Milton and Gerd Masselink second edition 3 Using GIS in your investigation • Coastal systems by Gill Miller 4 Investigating human environments • Coastal processes • Superpowers in the making? 5 Investigating physical environments • Rocky coasts • Population powerhouses? 6 Evaluating your findings and presenting your • Depositional coasts work • The drive for economic growth • Sea-level change and coastal response • Global reach • Coastal management Price for GA members £15.99 • Environmental challenges (non-members £20.99) • Superpower aspirations Price for GA members £19.99 (non-members £25.99) Available spring 2018 You can also buy six copies for the price of five. page 28 The Geographical Association magazine spring 2018 no. 38

Edited by Elaine Anderson, Publications news Head of Publishing

The Handbook of • is a key resource for subject-specific professional development Secondary Geography • offers ideas and guidance for new and Edited by Mark Jones experienced teachers, teacher trainers and mentors. The new Handbook of Secondary Geography continues the rich legacy of advice, support and Available now! challenge that previous editions have provided for teachers and the wider geography community. It is an invaluable resource for Price for GA members: £39.99 anyone involved with geography education (non-members £49.99) and: • encourages continued scholarly engagement with the nature and purpose of geography For more information about • provides practical advice and professional any of the resources shown development for classroom practitioners on these pages, visit • reminds readers of the wealth of subject- specific literature readily available at our www.geography.org.uk/shop finger tips

New for GCSE Available now! Available summer 2018 Each GCSE Toolkit contains a complete unit of work of ten lesson plans with all the resources needed for each lesson plan, including information sheets, images and activity sheets. Form, Process and People: A study of UK river and coastal landscapes This toolkit supports the UK landscapes A study of resource Living in the UK: A study of components of the GCSE specifications. It management contemporary geography examines the processes and landforms by Gemma Pollard characteristic of rivers and coasts, and By Michelle Minton This new addition to the GCSE Geography considers human management of these Contents Teachers’ Toolkit provides lesson ideas to landscapes. It concludes with a lesson • How is population in the UK distributed? enable teachers to explore food, energy and exploring change over time and the potential • How has the UK’s population changed over water as separate issues, or to consider their influence of climate change on the UK’s rivers time? interdependence. It aims to help young and coasts. • How has the UK’s economy changed over geographers to start to make sense of the time? challenge of managing resources sustainably. • How global is the UK? • Why is development in the UK uneven? Assessing Progress in Your Key Stage 3 • What opportunities and challenges face Geography Curriculum urban areas of the UK? • How are urban and rural areas inter- Edited by David Gardner, Paul Weeden and Graham Butt connected? Assessing without levels and tracking student progress can be • What opportunities and challenges face rural challenging. The GA provides guidance and support in this book areas of the UK? which includes chapters with advice and guidance on assessing • Urban regeneration in UK without levels. It will inform you about: • How can UK cities be made more • planning for assessment over the key stage sustainable? • choosing assessments that are fit for purpose F•oousding, Wasseastsmeern tas tno dpr oEmnote rlegaryni:n g.

This product is only available to buy online. Price for GA members £15.99 Price for GA members £6.99 (non-members £8.99) (non-members £20.99)

page 29 The Geographical Association magazine spring 2018 no. 38 Publications news Maps and atlases New for primary

NEW Each SuperSchemes title provides: • advice and guidance on how to approach • two fully-resourced lesson plans and BGS has the topic background information to help primary published a new • an explanation of the geography rooted in teachers develop geography units of work bedrock geology the suggested unit with confidence. map which is designed to Available now! Available spring 2018 provide an overview of the geology of the UK and Ireland and is suitable for use with KS3, GCSE and A level classes.

‘A ‘must have’ for any geography department, this map is a fantastic tool for engaging students to become enthusiastic about geology Investigating and their own country. A resource to Climate and definitely get excited about!’ Biomes will Rachel Kay, Head of Geography at Salendine enable pupils to Nook High School, Huddersfield reviewing this develop an understanding of how climate map in Teaching Geography, Autumn 2017. influences the development of biomes around the world and how plants and animals are Price for GA members: £4.95 adapted to their different biomes. (non-members £5.95) Investigating Water will enable pupils to understand the importance of water for life on the planet and learn about varying water Pumpkin DVDs supplies in the UK and around the world and Don’t forget to check out our full range of the importance of clean drinking water. Pumpkin DVDs, suitable for GCSE and A level students. Each is about 30 minutes long and Price for GA members £10.99 (non-members £16.99) comes with a fantastic bank of teacher resources and student activities. Themes and topics covered include tropical rainforest ecosystems, coastal and river Postcard packs processes and landforms, hazards, extreme The thought-provoking images on these weather events, and much more. postcards have potential to be used as a See the online Shop for pricing details. resource in your teaching. Each pack contains 96 postcards with eight different eye-catching designs. The reverse is blank for your own message. Teaching ideas and activities using the postcards are available to download from the website.

Price for GA members £9.16 + VAT (non-members £13.33 + VAT)

For more information about any of the resources shown on these pages, visit www.geography.org.uk/shop page 30 The Geographical Association magazine spring 2018 no. 38

The contents of the spring issues are listed below. See the journals page of the Journals spring 2018 website for abstracts and more information from the end of January.

• ‘Going beyond’, Hannah Spencer • ‘Linking carbon and water cycles with • Focus on playful geography – edited by • ‘How can the AS examiners’ reports help forests’, Alexander Antonarakis Jane Whittle improve your students’ examination • ‘From data to knowledge: teaching data • ‘The start gallery’, Chris Trevor performance at A level?’, Iain Palôt, Helen skills in geography’, Richard Harris • ‘Discovering play’, Dr Jane Murray Hore, Simon Oakes and Bob Digby • ‘Exploring ethnic minority students’ • ‘Learning through play’, Felicity Amswych • ‘How to… develop (independent stories through their representations’, • ‘There’s no play like gnome’, Sharon Witt investigation) questioning skills at home’, Rebecca Kitchen and Helen Clarke Steve Rackley • ‘Do the new GCSEs promote ‘sound • ‘Pokémon gone?’, Alan Parkinson • ‘Using local organisations and enquiry and investigative approaches’ to • ‘Weaving phones into trees’, Chris Martin geographical scholarship to support A learning geography?’, Margaret Roberts • ‘Playing to understand the world’, Linda level place studies’, Grace Healy ‘The • ‘Spotlight on… Soils: understanding the Pound Cayman Islands coral reefs: global issues, world beneath our feet’, Eefje Smit, Paul • ‘Clicking with role play’, Lar Keogh local solutions’, Helena Maxfield Strehlenert and Laura Grassi • ‘Playing with place’, Jessica Young • ‘The identity game’, Vicky Ellaway- • ‘Spotlight on… ‘Layers of London’ – a • ‘Bringing environments to life through Barnard rich geographical palimpsest’, Lauren play’, Giovanna Passananti • ‘GIS has changed! Exploring the potential Hammond and Seif El Rashidi • The Primary Geography Interview – of ArcGIS Online’, Harry West and Michael • ‘Spotlight on… Geographical Information Aedhan Brown Horswell Systems (GIS) for school geography’, • ‘The potential for play on fieldtrips’, Jane • ‘Riding the (flood) wave: the Flash Flood! Nicola Walshe Whittle desktop application’, Chris Skinner • ‘This Changing World: Surveying the pop- • ‘Making playful connections’, Juliet • ‘On shaky ground: the physical facts of up scene’, Peter Jones, Daphne Comfort Robertson recent earthquake events in Mexico’, and David Hillier • ‘Into the woods’, Terri Kottwitz Duncan Hawley • ‘Geographies of play, hazards and risks’, • ‘History in geography: the importance of Susan Pike change over time in geography’, Charles • ‘Playful transitioning’, Sara-Anne Nichols Rawding • PG in practice – ideas for using the • ‘From the archive: does anyone really Bundles contents of this issue in your classroom study countries?’, Fred Martin Visit eBooks and journal bundles in the GA’s online shop to find bundles of previously published articles for all phases and covering a range of themes and topics including: • Geographical progression and enquiry from early years to Y6 • Water and carbon cycles • Global governance • Changing places • Landscape systems • Fieldwork

Journal bundles are only available to buy online. Price for GA members £1.50 (incl VAT) (non-members £6.99 (incl VAT))

page 31 The Geographical Association magazine spring 2018 no. 38

Edited by Webwatch Alan Parkinson

dex.html which will work in some browsers. Welcome to a second crowd-sourced issue Mark Ollis identified ViewRanger as his go-to of Webwatch. The last time I asked for app, offering free small-scale mapping of the contributions a great range of websites and whole of the UK, that can record your activities tools were suggested, and it’s the same this in tracking, cross profiles and direction. This time round. Thanks to those who’ve been in offers an augmented reality feature, which touch with their suggestions. identifies landmarks and other points of interest on the horizon with labels. Secondary Top Tips http://www.viewranger.com Judy Gleen from Cheney School reminded me The Ordnance Survey has now added this of the Top Tips, which are put together by the feature to their mapping too: Secondary Phase Committee (SPC) at their https://itunes.apple.com/gb/app/os-maps/id meetings. You can see previous lists here: 978307846?mt=8 https://geography.org.uk/Top-Tips-for- This video shows the AR feature in geography operation: https://youtu.be/ZPvQaPXNLwg The Ocean plastics For the 125th anniversary of the GA, the feature costs £19.99 to add for a year’s The amount of plastic in the oceans is a SPC are putting together 125 top tips, and subscription to the premium version of the growing area of concern, and the BBC’s Blue tweeting them out, one a day, from late mapping, which also includes the excellent Planet II series has rekindled interest in the December until the GA Conference in April. You Aerial 3D images of maps featured in the last oceans for many. Greenpeace have developed can see the ones gathered so far over on their issue: https://www.ordnancesurvey.co.uk/ shop/ a simple calculator, which works out how many Twitter account: @GA_SPC. If you have a Top os-maps-subscription-12-months-recurring.html bottles your lifestyle might produce within a Tip, it’s not too late to get it to them. Please year: https://secure.greenpeace.org.uk/page/ use the hashtag #125geotips Weather data content/plastics-calculator-v1 On a related issue, you can calculate your GIS resources Several teachers mentioned using Ventusky ecological footprint here: http://www.ventusky.com to show weather https://www.footprintcalculator.org/#! Steve Richardson (@steviejrich) has been data, and Windy http://www.windy.com has This site was launched to accompany Earth busily adding resources to the ESRI Resource now added isobars to its mapping to enable Overshoot Day which is the day when we go area for ArcGIS Online. Make sure that you the teaching of high and low pressure systems into ecological debt as a planet. Last year that have requested the free account for your and atmospheric circulation. fell on 2 August. The continued threat of ocean school, and then go to https://schools.esriuk. Polarview http://www.polarview.aq/ has a plastics has attracted more interest in the last com/teaching-resources to see around 200 free series of images of Polar regions which are year than at any other time. resources to help you introduce and teach GIS from different satellites, and can be to different key stages. downloaded at different resolutions. Water Balance Newspapermap UK County Wordle Thanks to Bob Lang for the tipoff to a Water Balance app produced as part of ESRI’s Living I noticed Ollie Bray using Newspapermap Last year, I started a UK County Wordle Atlas: https://livingatlas.arcgis.com/water while presenting a few months ago. This gives project. I’ve got over 400 replies, but could do balance access to newspapers from around the world with plenty more to help build a representative The water balance panel shows the and translates them into English (and other word cloud for each UK county. This is the recharge and depletion of water in locations languages): http://www.newspapermap.com form: https://goo.gl/forms/lGRGLCdFcB1f42E23 around the world, and compares them to the And here’s a word cloud (below) for Kent normal trend. This is useful for those exploring The Water We Eat which, at the time of writing had the most water cycles, and the impact of climate Thanks to Matt Podbury for reminding me of responses of any county. changes. ‘The Water We Eat’. This scrolling site provides a breakdown of the sources of water that we use, and the amount that goes into producing the food we eat (particularly meat) http://thewaterweeat.com Mapping tools Thanks to Brendan Conway for several suggestions relating to mapping, including this Travel Time mapping tool: https://radiusmap.traveltimeplatform.com It shows how much of any given radius from a town you can reach within a certain amount of time using public transport. The British Geological Survey has also created a 3D geology mapping tool: http://mapapps.bgs.ac.uk/geologyofbritain3d/in page 32 T j T C T B f a s p a T o m a s c s t a w h f t o u h h t e h a o h h h G @ t a @ A T @ @ @ @ @ @ @ @ @ c c n l r e f e u s e a w r u

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Edited by Meanderings Paula Richardson B

are ‘Italy- Living with Volcanoes’ and ‘Morocco P

Modern art or a pollutant? S

– a land of contrasts’. These free A1 posters R A series of shocking pictures show the amount , have been designed to complement their w e of plastic rubbish collected from a stretch of r classroom videos, and link to the secondary d beach in a single day. Thousands of tiny items n A geography curriculum. Beautifully illustrated n were picked up in just over 100 yards and filled e they will help to inspire your students with B

35 large bags. Finds included Christmas cracker : o their studies both in and out of the classroom. t toys, parts of Remembrance poppies, golf tees, o Find out more at: https://www.discover-the- h model soldiers, buttons and mini car wheels P world.co.uk/study-trips/posters some of which had been in the ocean for over 15 years. This plastic pollution is now so bad that it was decided to turn it into a public Resource on wetlands and display at Liskeard to raise awareness of the river systems threat to the environment. If you are teaching about river systems or Volunteer Rob Arnold is part of a beach wetlands these fabulous aerial pictures are just care team at Tregantle Beach in Cornwall and what you need to enthuse your classes. The his finds recorded in these pictures will make a photography is stunning and as well as great lesson starter and provide much food for showing pictures of the Congo, the Nile and thought. Read more at: www.dailymail.co.uk/ the Mississippi they introduce new examples of news/article-4671806/Man-s-staggering-haul- wetlands such as the upper Great Plains of the rubbish-collected- US and Canada which are pock marked with beach.html#ixzz4osMUwANk thousands of glacially-carved depressions that about the rise and decline in numbers of some make this one of the planet’s great wetland Do you know your Chicago of our most well-known birds. While some complexes. Download it at: https://story.maps. from your Kuwait by night? changes in bird numbers can seem scary – arcgis.com/apps/MapSeries/index.html?appid= we’ve lost more than half our house sparrows aed61922c4b444ba843d19e676e80004 Astronauts on the International Space Station and some three-quarters of our starlings – it took a number of images of cities around the isn’t all doom and gloom. Over the last 35 world at night. These pictures are stunningly years blue tit numbers have risen by 20 per A masterpiece of design clear and show a high level of detail which cent and the woodpigeon population has What is six sided, thought to be unique but helps to identify their location. How well can increased by a whopping 800 per cent. Join in! can be divided into six main shapes, and has you do? A striking feature is just how much Read all about it at: https://ww2.rspb.org.uk/ been described as a masterpiece of design? electrical energy is being used to light up these get-involved/activities/birdwatch/everything- When the temperature is around zero degrees cities- much food for thought to be found at: you-need-to-know-about-big-garden- Celsius the conditions are right for the most https://www.theguardian.com/cities/2016/nov7 birdwatch/#cOBk4GmKLU8SBH07.99 complex designs to form. Got it? The snowflake /1/night-lights-quiz-identify-world-cities-space- of course! You might need to know more iss-nasa?CMP=share_btn_tw about this over the coming weeks so check it Free posters for your all out and much more at Green Tree Schools Award classroom www.metlink.org/primary/ key-stage- 2/snowflakes The ‘Finding a View Diamond Challenge’ is one Discover the World Education have added two of many resources that schools can use as part new posters to their existing collection: these

n of the Woodland Trust’s Green Tree Schools o i t Award scheme. It provides a great opportunity a c

u to introduce children to woodland d E

d environments. It also enables pupils to share l r their woodland experiences and the materials o W they create on the Visit Woods website. e h t

The site is full of seasonally appropriate r e v curriculum-based resources that are useful for o c s everyone no matter if your school is in a busy i D

: urban street or a rural leafy location. Check it o t

o all out at: www.countrysideclassroom.org.uk/ h resources/1208 P Big schools’ Birdwatch 28- 30 January 2018 An hour’s watch in your school grounds or nearby park could help to record birds and wildlife, contributing to the world’s largest bird survey. This Watch started in 1979 and over the years has amassed vital statistical information page 34 The Geographical Association magazine spring 2018 no. 38

Meanderings lists free resources, events, competitions and awards of interest to geographers. Contact Paula Richardson ([email protected]) if you have an item for listing.

Climate change lessons for groups as really good lesson starter. only being visually appealing but contributing http://www.bbc.co.uk/news/av/uk-england- to the construction of a microclimate, secondary schools york-north-yorkshire-40672629/heavy-rain- producing humidity, absorbing CO2 and dust An excellent set of materials comprising video brings-long-gill-near-ingleton-back-to-life particles and producing oxygen. What’s not to clips, resource sheets, detailed country like? Some excellent pictures and a video clip information, PowerPoints and even a The London Tree Map to be found at: countdown clock are all provided to support https://www.stefanoboeriarchitetti.net/en/ Now that Spring is around the corner it is a teaching about climate change negotiations. portfolios/vertical-forest good time to think about trees particularly in The students work in teams using critical r e cities. A map has been created to present t thinking skills to analyse data, evaluate t u London tree data showing the locations and e evidence and interpret images to identify the r K species information for over 700,000 trees in effects of climate change on their own selected y h streets and parks. It is estimated that there t country. They learn about the importance of a C

are over eight million trees in London, so the : presenting carefully prepared and convincing o t map is only a partial illustration but it does o arguments in the delicate international h negotiating process. Find all you need to help to paint a picture of the impact of trees in P support these lessons at: the environment. http://www.metlink.org/climate/climate- Visualising tree data and providing access negotiations-for-schools to it in one place will help to raise the public Tendo’s Wish – a primary profile of the important contribution of trees to our urban environment, and also provide book Greenspace mapping operational benefits for tree managers. Sharing A simple act of kindness is passed through a project – new online maps and standardising data could provide essential Ugandan village with surprising results. Tendo The Ordnance Survey has released a information for the strategic management of starts the day by releasing chickens, getting comprehensive map of greenspaces throughout the urban forest. For example, it could help to water, wrapping his breakfast, etc. As he leaves Great Britain. The greenspace mapping project assess species diversity and threats from pests for school, he wishes for a pair of shoes. The provides a wealth of information on the and plant diseases across London, and also rest of the book is a series of good-humoured location and extent of greenspaces up and help identify areas for additional planting. See ‘pay it forward’ episodes that include down the country. These include local parks, the maps at the website below and think characters from African neighbourhoods. The play areas, sports pitches and allotments. about how you might map the trees in your book has end-page photos of chapati makers, Using the OS Open Greenspace you can own area. https://www.london.gov.uk/what- knife sharpeners, etc, grounding the story in embed and annotate the maps for free. As well we-do/environment/parks-green-spaces-and- real African scenes. as providing information about access points to biodiversity/trees-and-woodlands/london-tree- The author, Cathy Kreutter, is a school these sites, this rich dataset provides a map#acc-i-44112 librarian in Uganda and has written story books about life there including I know an old framework to support a wide variety of analysis k c Mzee who Swallowed a Fly . Profits go towards o of our greenspaces to ensure they continue to n n sending Ugandan children to school. Find e prosper. P

copies of both books on Amazon – superb for y https://www.gov.uk/government/news/new- a R online-maps-to-help-britons-experience-their- anyone wanting to find a way to connect : o t local-greenspaces and children with the ‘real’ Africa. o h https://www.ordnancesurvey.co.uk/business- P and-government/products/os-open- OS symbols greenspace.html Do you know the OS symbol for a solar farm? You can now down load the full updated range The effects of heavy rain of symbols for the Explorer series. Just in case This short video clip shows an amazing scene you can’t remember all the range of 90 when heavy rain allows the dry river bed of symbols (surely not!) there is a handy index to Long Gill, between Ingleton and Hawes, to refresh your memory. dramatically fill in a matter of moments. It https://www.ordnancesurvey.co.uk/docs provides excellent footage for a variety of age /teaching-resources/25k-map-symbol- flashcards.pdf Vertical forest landscapes Creating a Vertical Forest is a new way of And finally... bringing trees to the city. The first example of a We all know the debates which exist around Vertical Forest consisted of two residential airport expansion. They need to grow but no towers in the centre of Milan, which one really wants it to happen where they live! hosted 900 trees (each measuring 3, 6 or 9 So what about a circular runway? Impossible meters high) and over 20,000 plants from a you might say but researchers are on the case. wide range of shrubs and floral plants. On flat Have a look at this video clip and think around land, each Vertical Forest equals, in amount of the topic. Would this be a solution for the trees, an area of 20,000 square metres of Heathrow/Gatwick problem? forest. A Vertical Forest has many benefits not http://www.bbc.co.uk/programmes/p04wyxlq page 35