Geographical Association

One key concept for geography is the idea of Futures.

One of the aims of this plenary is for you to consider how you can add in an element of 'futures' thinking to the resources that you have developed. If you are working torwards TLA verification, this plenary is also intended to assist with the completion of section 3 of the TLA writing frame,
and provides a reflective opporunity for teachers
who have completed the  other courses in this family.

It should be noted that the dimensions of 'sharing your learning and influencing practice' and 'evaluating your learning and its impact' are very important parts of your learning journey. Indeed, part three of your learning journal must show you have done this (see writing frames below). Note that this part does not nescessarily have to take a written form and you could use other media such as audio or video clips to evaluate your learning.

View TLA Stage One Writing Frame
View TLA Stage Two Writing Frame

It could be said that one of the major contributions that geography makes to a students understanding of the world is the appreciation that things are not necessarily going to stay the same as they always have, along with some idea of what and how things might change in the future.

Here is one definition of the concept, taken from the FUGIS definitions that were used in OCR's Pilot Geography GCSE.

One key element with regards to our topic of food is the 'hidden' energy cost of food production. This is unlikely to continue at the same rate given the increasingly globalised sourcing and 'industrial' scale production of food.

Watch the video below.

How could you use this video as a resource with students?

Produce a task sheet that will be used by students to accompany the video clip.

Which other 'hidden costs' are there when you fill your shopping basket? How could these hidden costs be mapped with students and how do these costs compare with the cost of the food itself?

One area to explore further, for example, might be the hidden use of water to produce food products.

What could be done to reduce these costs?

As the world's population continues to grow, further demands will be placed on the existing food supplies, and the connections between the UK and other countries will be placed under increasing stress. What might be the solutions to ensuring that the world's population continues to be fed appropriately?

Think about the progress that has been made so far as you have worked through these courses.

• How has your understanding of the issues of food changed?
• What do you know now that you didn't at the start?
• Which particular web resources are you familiar with now that you weren't aware of when you started on your learning journey?
• Which new pedagogical techniques have you experimented with during the course of your learning journey?

Now, a research task

Using appropriate sources, research several of the options for safeguarding future food supplies, and explore how you might use them with students. There are some complex ideas here. A report produced in October 2009 by the Royal Society called for a £2 billion investment in the UK's use of technology to ensure future food supplies.

Read about the report here.

This would be a useful resource to 'unpick' and consider the consequences with students.

Once you have identified as many options as you can. Then place them on a continuum whose ends might include the following opposites:

Possible – Unlikely
Practical – Impractical
Affordable – Very costly

One of the most important aspects of taking part in the TLA is the sharing of your learning and the opportunity to influence practice. This could be amongst a group of colleagues within your own school, but you may also wish to share your work with the wider geography education community.

For example you might want to share what you have learnt through the Geographical Association Network (or Ning). You can sign up for your free account at http://geographical.ning.com or contact Alan Parkinson for further information. A number of other Nings have been set up by enthusiastic members which complement the official GA Networks, including Nings for particular regions and exam specifications. Listings and links can be found at the foot of the homepage on the Geographical Association Ning.

Alternatively, have you thought about writing an article for Teaching Geography? This journal is for secondary geography teachers, aiming to keep them informed about recent developments, resources and CPD opportunities. We are always happy to receive articles written by teachers who have been involved in curriculum making using our resources. Find out how on our Writing for the GA page.

The TLA also offers opportunities to include references to your work in local or national publicity or media coverage, and on their website. The General Teaching Council for England (GTC) also has a number of professional networks which you can explore on their website.

Slideshare, Slideboom and Scribd are other places you might choose to share your work (as long as others know its there!).

Hopefully you are now in a position to complete the final sections of your learning journal and present it to the TLA, and we wish you good luck with this. However, as a teacher you know that learning never really comes to an end, so in Links and Resources we are going to provide you with some ideas for places you can go to continue your learning journey further...