GA Conference and Exhibition 2025

An opportunity for teachers of the Cambridge International (CIE) geography A level to connect and informally share ideas. Across the UK and internationally we have a wealth of experience; the aim is to make lasting connections between us. Everyone's welcome, whether you've been teaching the syllabus for years, have made the move from a 'home' specification or you're an ECT in a CIE school. I have attached a QR code below if you'd like to join a mailing list or connect after the event (or if you can't make the meet up you can still sign up). 

This paper summarizes my small-scale, qualitative research in an international school in Sri Lanka that follows the English secondary school curriculum. Focusing on IGCSE Geography, I examined how international teachers and pupils interact and connect with each other and how they construct and connect with geography. My findings revealed complexity and contribute to current discussion of decolonizing the curriculum.

The session opens up discussion about the future of geography teaching in the face of the epochal challenges facing human societies – and indeed life on Earth. This requires fresh thinking about the purposes and potential of education, and the possible contributions of geography. We focus on teachers' 'knowledge work' in the context of the late Bruno Latour’s terrestrial eco-social politics.

A look at how teachers can make the most of the curriculum through interleaving topics and themes to support student knowledge retention and engagement.

In a matter a short few years, Nicholas Brown has transformed GCSE geography from a dying subject to the beating heart of his school. By creating a spoke and hub model with geography in the centre, students are excited at the subject's relevance in their day to day lives: creating businesses; travelling; beekeeping; and growing food.

The 2023 Ofsted subject report commented that schools should plan for progress in procedural knowledge including the use of maps and GIS.
This session considers what progression in procedural knowledge looks like and how to plan for it, when designing a coherent 11-16 geography curriculum. It will introduce new curriculum guidance for Progress in Geography KS3, and the Ordnance Survey.

Using what I've learned from my NPQ for Leading Teacher Development, I'll narrate how I've implemented key principles into my own department CPD time, as well as provide practical ways to structure subject-specific CPD in other geography departments.