Welcome to the GA’s online programme for the Annual Conference and Exhibition 2025! Take some time to explore the programme and build a personalised schedule using the full list below, or find the best sessions for you using the filter options. Keep an eye on this programme for updates and to interact with other delegates, exhibitors and sponsors. For more information on the Conference, see the GA website.
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This session will provide a framework on what progress using GIS can look like, and approaches that can be used to develop GIS use across the curriculum by students and educators. It will refer to examples of how GIS has been developed in different settings, and how to work connectively with external organisations to achieve this.
Geography Teacher, King Edward VI Camp Hill School for Girls
As a Geography Teacher at King Edward VI Camp Hill School for Girls, I have over 20 years of experience. I am passionate about supporting geography teachers and educators from different backgrounds and levels of expertise, and collaborating with various organisations and institutions... Read More →
Join the Migration Museum's award-winning learning team to explore how the movement of people to and from the UK has shaped who we are as individuals, as communities and as nations. Discover how migration can act as a catalyst for communication, connectedness and belonging in human geography. Share knowledge, learn best practice and gain practical tools for the classroom.
University of Sheffield PGCE geography and history tutors and students collaborated on an alternative cross-curricular KS3 study of Sheffield's industrial growth and urbanisation, unearthing hidden connections to imperialism, enslavement and global trade. This session will share the learning from this project and explore how its principles could be applied to create decolonised learning schemes and teaching resources elsewhere.
I am a PGCE History Tutor at The University of Sheffield. A Fellow of the Chartered College of Teaching and a former head teacher, I am currently reading for a Doctorate in Education with a focus on the contested concept of historical empathy.
We never truly arrive at a place; we're always exploring. Yet we teach case studies as if they're absolute, often discussing places we've never visited. This lecture, inspired by T.S. Eliot, Yi-Fu Tuan and Zeno's paradoxes, challenges us to discuss the importance of teaching about places with humility, acknowledging that exploration and understanding should be ongoing by teacher and student alike.
Who'd have ever thought there's a connection between plate tectonics, the (deep) water cycle and 21st century critical minerals? This workshop explores how these topics are inextricably linked, and how they can be taught to bring a bang up-to-date version of seemingly abstract physical geography topics to students.
The role of the Physical Geography SIG (PGSIG) is to enhance and support the teaching and learning of physical geography in primary and secondary schools.Our aim is to be the ‘trusted voice’ in matters relating to the teaching of physical geography.How we do thisAdvocating the... Read More →
This session considers how climate education can be integrated at GCSE. It will draw on examples from the new OCR B GCSE Geography specification for first teaching September 2025.
Former geography teacher, HoD and Assistant Head. Author of textbooks and online resources. Founder and Director of (GA award-winning) Geography Southwest website. Keen traveller, runner, gardener and allotment-holder.
As teacher recruitment gets harder, we know that it's more likely we'll be supporting non-specialist teachers in understanding and teaching our material. In this session, Alistair and David share what they've learned about the stories of geography from writing, and how it helps to build a sense of the disciplinary concepts and approach for non-specialist teachers.
Former secondary Geography teacher with over a decade's classroom experience, specialising in physical Geography, I'm now involved in initial teacher education in Geography for Teach First, where I lead the teacher training programme and curriculum. I believe teaching is a team sport... Read More →
In order to learn to think geographically, students need to be involved in making connections between: their personal geographies and new knowledge; claims made by disciplinary knowledge and supporting evidence; geographical concepts, processes and models and their application to new case-studies; and policies, practices and their social, economic, environmental and ethical implications.
This workshop looks to connect Pan-Africanist Theory into classroom practice together as we explore where African countries and their communities fit within your scheme of learning. Are your students leaving your classroom with an echo of the immensity of the continent and the heterogeneity of it's peoples? How do we turn the tide on the reproduction of outdated narratives to give way to strategies that will help us to see the knowledges, lived experiences and working realities of African countries and it's communities in fuller colour. Join this workshop to explore what this could look like in your own context.
I’m a Geography Teacher based at Finchley Catholic High School. I am also a member of the Decolonising Geography Collective. Making Geographical knowledge decolonised makes for a more equitable geographical education.
Earthwatch recognises and values the importance of nature in cities. Green spaces provide pockets for biodiversity, help to connect communities and mitigate the negative effects of air pollution, excessive noise, heat and flooding. This workshop explores potential nature-based solutions – from Tiny Forest to FreshWater Watch and Green Earth Schools – and how we can remove barriers to accessing these spaces.
Learning, Communities and EDI Lead, Earthwatch Europe - Senior Communities & Learning Manager
25+ years working in the environment and education. Come and find me the stand at D29 to find out more about opportunities for teachers and schools with Earthwatch.I am a Senior Learning Manager and Facilitator within Earthwatch. With over 25 years’ experience of working in the... Read More →
Using a historical geographical perspective, this lecture explains how states, since the period of enslavement and colonization, have attempted to control African mobility and have responded to Africans who move independently of the state. Such continuities are evident in contemporary migration policies and practices. I end with an argument for the development of regional initiatives that serve to humanize Africans who move.
