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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The 'kick-off' session for the SKS which will involve some ice-breaker activities, planning a pathway through the Conference programme and a scavenger hunt
Head of Professional Development, Geographical Association
I have worked at the Geographical Association for 9 years and am currently the Head of Professional Development. Prior to this, I was Head of Geography at a girls' grammar school for 16 years where I was awarded the Ordnance Survey Award for contributions to Geography in Secondary... Read More →
Drawing inspiration from Local by Alastair Humphreys, and with an emphasis on divisions of space and place, this field visit will show a range of techniques teachers can use to explore any single grid square close to their school. There will be two concurrent strands to the field visit, with separate activities highlighted for primary and secondary students.
The role of fun and games are often overlooked in field trips, but they're powerful tools in connecting students to their environment and exploring the process of scientific enquiry. This session looks to spend time in an urban centre and examine how such activities can enthuse students and enhance their understanding of fieldwork, in preparation for more formal assessment of these skills.
Ollie studied undergraduate Geography at University College, London, and at postgraduate level at the University of Oxford, where he gained an MSc in Environmental Geomorphology. He entered the teaching profession through TeachFirst and taught at Loxford School in East London before... Read More →
Tuesday April 15, 2025 3:00pm - 4:00pm PDT
Oxford CentreOxford Station, Park End St, Oxford OX1 1HS
Geography students can sometimes struggle to derive the intended level of understanding from new content. Often, this can be due to their own misconceptions about the world. This session seeks to identify some of these misconceptions and provide strategies to address them. Attendees will also be invited to share and discuss their own examples and strategies, allowing educators to help students make stronger knowledge-based connections in their geography lessons.
In recent years, geography has grappled with decolonising and diversifying its curriculum. In this session, Krystian – one of the leading antiracist and decolonising thinkers in RE – presents expert insight in to how religious education has explored similar challenges in a different landscape, and what we might be able to learn from each other.
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 →
As Teaching Geography celebrates its 50th year of publication, this session picks out some highlights from the archive and shares how to get the most out of your journal subscription. Then we want to hear from you: where do we go next? What topics should we be publishing articles on? Aspiring writers welcome; bring your ideas!
It's easier than ever before to obtain free satellite data for use in your classroom, promoting discussion among younger pupils and analysis from older students. This workshop will introduce a range of sources and support you in using them to explore the possibilities they provide.
Due to its interdisciplinary nature, geography provides a space where students can explore topics, issues and ideas, as well as develop as young people; this is inherently pastoral. Therefore, this session highlights some of the areas within geography where this overlap is really noticeable, and how geographers can work with their pastoral team to enhance provision.
Following recent concerns about a lack of GIS in the curriculum (e.g. Ofsted 2023), this session will offer suggestions on connecting GIS and other geospatial learning to its rightful place in the curriculum based on many years of ongoing classroom practice. The session will consider curriculum sequencing, progression and endpoints for school-based GIS.
I have over thirty years’ experience as geography teacher, head of department and pastoral lead in three maintained schools and one independent school. I led my current department to become a Geographical Association Centre of Excellence.I am an author of a range of geographical... Read More →
This session will explore how effective modelling can help to enhance students' geographical knowledge. It will be broken up into: what is modelling and the types; how we can use tech to model concepts; use of a visualiser; one form of modelling – 'I do, we do, you do'; how modelling may differ from a lower ability to a higher ability class; student-centred modelling; and instructional inputs.
Nature has always been crucial for thriving cities, but our relationship with it has changed as we've urbanised. We need to re-connect to nature for sustainable futures. Living cities, a module of UCL-IOE's free Teaching for sustainable futures CPD programme, explores how geography and history teaching can help do this.
Discover how trees can enrich your curriculum, fostering hands-on learning, fieldwork, GIS and environmental stewardship. Gain practical ideas for projects and activities that connect students with nature and challenge them to think about how the trees in your school site/local area connect to larger concepts such as sustainability and climate change.
Karen Corfield explores why Scandinavian countries consistently rank high in the happiness index, as well as having all five countries in the top 10 according to the HDI. This lecture will examine the demographics of these countries, including political, economical and cultural geographies, and how the special connections between the physical and human world impact overall well-being.
This session will look at strategies exploring 'powerful resources', i.e. artefacts, images and resources that are resonant and meaningful, working across curriculum areas to not only create dialogue across departments but demonstrate to students that climate change and sustainability affects all academic areas and requires a holistic understanding of the issue, its challenges and its solutions. Participants will be given resources to distribute in their schools across departments.
This session will explore how children can use their own migration stories to develop an understanding of their connections to the school community. Reflections on an enquiry project of 'life as a migrant' will be shared with other teachers to encourage more student voices in the wider community.
This session will share research findings comparing 13 countries' secondary geography textbooks; we've analysed climate change content in these textbooks and mapped out connections between diverse locations and approaches. Classroom teachers will gain insight into developing quality teaching materials to support students in becoming climate-change-informed citizens.
Learn how articles posted on the Teaching Physical Geography blog have helped to shape and improve the teaching of physical geography topics, and how this impacts students' learning. Plus, find out how you can get involved and contribute to the canon of experience.
This is an opportunity to look at strategies we've used to support SEND and additional needs students, particularly Kent County Council's Mainstream Core Standards model, allowing all students to make progress. We start with the introduction of booklets to support knowledge learning and go onto further strategies we've developed, with an opportunity to discuss how potential pitfalls can be addressed.
The Environment Agency has collaborated with the GA and HLP to develop a series of lessons and resources introducing careers into the classroom: Hello EA Careers. We introduce roles related to flood and coastal risk management that will inspire young people to consider careers in the water and environment sector. This content will be free for teachers and available through the GA website; what will you discover about future roles for geographers?
In the words of Dr Seuss, 'reading can take you places you have never been before'. It enables students to connect with geographies and cultures that aren't their own while fostering cross-curricular links. This workshop provides practical ideas to engage students with resources that they may not otherwise use in order to broaden their geographical horizons and encourage aspiration.
Progression should be deepening and developing geographical understanding, not just acquiring more facts. How do we decide what 'making progress' is and what it looks like across the different stages of education? This is a practical workshop learning from schools across Wales to develop approaches for connecting primary and secondary geography education.
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.
We look again at the water cycle, including: how to draw a cloud; how to make a cloud; popular misconceptions we've discovered from our climate literacy survey; the water cycle and climate change; cloud seeding and conspiracy theories; contrails (and chemtrails) and climate change; and changes to the oceans and cryosphere.
Sylvia Knight is Head of Education at the Royal Meteorological Society and a visiting Professor in the schools of Education and of Mathematical, Physical and Computational Sciences at the University of Reading. With a background in climate science, her role involves supporting the... Read More →
Sandra will present her research and deliberate practice actions, which were developed as part of a wider body of work with the Building on Barbie global research team. Conversation mapping is used to capture the impact of deliberate practice. There'll be the opportunity to connect through group discussion regarding barriers to KS4 geography study.
Please join us as we share seven GIS ideas for geography teachers. This practical session will showcase easy-to-use classroom activities to help students understand global connections, sustainability and the relationship between physical and human geography. Learn how to integrate GIS into your teaching to make lessons more interactive and relevant.
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.
Head of Geography and Horticulture, Ysgol Clywedog
Hailing from Ysgol Clywedog in Wrexham, Nicholas Brown has been the Head of Geography and Horticulture for the last 6 years. During this time, he has boosted the uptake of Geography at KS4 from 16 pupils to a steady 120 (maximum allowed). Added to this he has developed an increasingly... Read More →
Climate change can often feel distant and abstract to our students; how can we make it more tangible and relevant? Using local places to build connectivity and empowerment? Building connections to far places while representing them in a just way? This lecture leans on evidence about climate change education and geography-curriculum-making to consider how we can use place to support our students' understanding of the climate emergency.
This workshop will explore how we can make international connections from our classrooms and through travel. We'll consider how barriers to carrying out international fieldwork can be overcome, and discuss issues related to sustainable travel. Practical activities will include using resources from GA Study Tours, discussing fieldwork scenarios and evaluating the sustainability of travel for learning.
This session explores the meaningful integration of educational technology to help students connect to their personal geographies. It highlights the use of gamified online learning experiences, technology-transformed fieldwork and using GIS in the classroom for spatial analysis. Discover how these tools can transform geographical education and help students foster deeper connections to the world around them.
Alarming news items about climate change can lead to eco-stress. One of the ways to reduce this is to let students envision different possible futures and discuss which future they prefer. In this workshop, we'll walk through two scenario thinking tasks and discuss the experiences of students and teachers with them.
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.
This practical session combines the pedagogical power of Philosophy for Children (P4C) with the teaching of geography to explore questions and concepts around 'connected geographies'. We'll show how philosophical enquiry develops oracy and critical thinking, and how it can enhance and enrich the geographical lens that young people require to navigate the complexity of our time.
I am a qualified teacher but became a philosophical teacher-educator after encountering philosophical enquiry over 20 years ago, facilitating dialogue ever since in my classrooms, schools, community and at home with my family. I work for SAPERE, the national charity for philosophical... Read More →
In this workshop, we’ll share how we have structured assigned tasks for students across four years to deepen their understanding of key geographical concepts. A primary focus is on sustainability, a core concept in Singapore’s geography curriculum. The tasks are designed using immersive scenario-based learning, enabling students to bridge classroom knowledge with practical applications. Through a scaffolded approach, students deepen their understanding of sustainability and other key geographical concepts as they progress through their secondary education journey.
How do geography teachers select content, design and structure their curriculum to enable student progression? UCL's Fawcett Fellows will reveal the thinking behind their curriculum making.
We use strategies from the classroom to get students to write more concisely, use more key terminology and develop their answers to fully explain the formation or process discussed.
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 →
Simulations are powerful tools, fostering a deeper understanding of the interconnected nature of human and physical geography. Delve into the use of simulations as a means for students to explore the complexities of connected geographies, empowering students to understand and navigate the global landscape with empathy and agency.
Young people are increasingly connected to the wider world through the internet, and consume media in many forms. The session explores how we can empower young people to interpret the wealth of information they have access to, and to think critically and form their own opinions on geographical issues.
Want your students to be fantastic at fieldwork? We'll share simple activities and quality questions to help your students connect what they do in your existing fieldwork with why you've chosen to do it that way. Teach them the thinking behind your decisions in KS3 and GCSE fieldwork so that they're ready to make their own in the A level NEA.
I've been working with young people for over 20 years, starting as a 'Group Leader' for PGL at the age of 18, spending 7 years teaching Geography in secondary school classrooms and now working outdoors as a Fieldwork Tutor for the Cranedale Centre in Yorkshire.I hope the things I... 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.
Offering a physical and human perspective with a critical thinking approach, this lecture will outline the causes of a new era of tectonic activity and examine how new technologies have influenced and informed decision-making. We'll also show the connections of the tectonic hazard to people and explore the social, economic and political impacts both nationally and internationally.
Join this lively workshop of practical activities that celebrate place perspectives that are surprising, serendipitous, miniature and unusual. Inspired by local landscapes, accompanied by quizzical mice, we seek to foster curiosity through a series of geographical enquiries. This workshop encourages learners to slow down, observe, explore and notice detail, recognising change and finding fascination in places of repair and transformation.
This workshop will focus on highlighting key strategies geography teachers can deploy to support students, with the aim of reducing the educational disadvantage gap. It will share work from schools in Hampshire, exploring examples in supporting literacy and pupil engagement. Attendees will also have the opportunity to reflect on the impact of their own strategies.
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.
Geography trips often limit themselves to local fieldwork or Iceland residencies. This session proposes strategic trip planning that integrates multiple subjects; I'll also discuss approaches encouraging educators to expand their horizons. Virtual fieldwork will illustrate how technology can transform learning, bringing distant locales vividly to life and enriching students' global perspectives.
The GIS-T project aims to integrate GIS into school curricula to empower students in addressing climate change. By utilizing GIS technology, students will develop the critical spatial analysis and problem-solving skills necessary for understanding and responding to climate change. This project equips future generations to analyze geographic data, interpret scenarios and create sustainable, long-term solutions.
Over the past two years, in partnership with The Association of Jewish Refugees' UK Holocaust Map, we've been trialling visits with teachers across the UK to sites connected with the Holocaust. This workshop will explore the possibilities, benefits and resources available for teachers wanting to explore local UK-based stories within their classrooms and/or their localities.
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.
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 →
Enquiry approaches in geography lessons engage pupils, but aligning these approaches to curriculum requirements can be a challenge. In this session, we'll share enquiry approaches using examples from a range of schools and phases; participants will have the opportunity to share their own practices and will be provided with frameworks, examples and actions for embedding enquiry in their own schools.
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.
Where do 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 →
