Geographical Association

A Different View: a manifesto from the Geographical Association

www.geography.org.uk/download/GA_ADVBookletFULL.pdf

A Different View is a manifesto from the Geographical Association. It shows what geography brings to the curriculum table. It demonstrates how geography contributes to these National Curriculum values: self; relationships; society; environment.

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A different view – Geography: Moving stories

www.geography.org.uk/shop/shop_detail.asp?ID=623

Six of the stunning geographical photographs from A different view, the GA’s manifesto for school geography, are now available as A1 posters

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‘Going Home’ in Postconflict Sierra Leone: Diamonds, agriculture and re-building rural livelihoods in the Eastern Province

www.geography.org.uk/journals/journals.asp?articleID=74

Sierra Leone has recently emerged from a long period of political instability and civil war, which has relegated the country to the bottom of the world human development league table. A process of reconstruction and rehabilitation is now underway, to restore livelihoods, repair damaged infrastructure and rebuild the economy. The sustainable development of valuable mineral resources and the restoration of rural production systems and food security are important priorities. This article examines the post-war reconstruction process and presents evidence from communities in the Eastern Province which were badly affected during the conflict. Although some progress is being made, the pace of change is slow, and the threat of a return to instability is a common concern among all citizens and organisations, from national government to individuals and communities at the grassroots level.

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‘Maps of memories’ – transition project

www.geography.org.uk/download/GA_Conf08Biebrach1.doc

An example of how a secondary level geography project can make links with other subject areas, in this case with ICT, Maths and Personal Wellbeing.

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A Different View: 2. Thinking Geographically

www.geography.org.uk/download/GA_ADV-2_thinkinggeographically.pdf

Section 2 of A Different View: a manifesto from the Geographical Association.

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A Different View: 3. Living Geography

www.geography.org.uk/download/GA_ADV-3_livinggeography.pdf

Section 3 of A Different View: a manifesto from the Geographical Association.

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A-Z Advancing Geography: Key Skills

www.geography.org.uk/shop/shop_detail.asp?ID=131

This book provides an A-Z guide to the key skills in geography, including why they are useful and the best ways to learn and practise them.

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A-Z of China

www.geography.org.uk/download/GA_PSA-ZofChina.ppt

An alphabet journey through China in words and pictures. This PowerPoint Presentation accompanies the Summer 2008 issue of Primary Geographer.

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Action Geography 8: We are what we aren't

www.geography.org.uk/journals/journals.asp?articleID=607

Classroom approaches to examining our national characteristics, with a focus on landscape

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Activities for use with Stig of the Dump

www.geography.org.uk/download/GA_PRHbkExt811Grid.pdf

These activities expand upon the possibilities mentioned in Chapter 8 of the Primary Geography Handbook. A grid of possible activities by chapter.

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Appearances Can Deceive

www.geography.org.uk/download/GA_ADVAppearancesCanDeceive.pdf

Further information about the 'Appearances Can Deceive' photo family in A Different View: a manifesto from the Geographical Association.

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Appearances Can Deceive Photo Family

www.geography.org.uk/download/GA_ADVAppearancesCanDeceiveImages.zip

Set of thirteen photos for the 'Appearances Can Deceive' theme in A Different View: a manifesto from the Geographical Association.

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Argyle Primary School garden photo set

www.geography.org.uk/download/PG_Autumn_09_Wynne_photo_set.zip

Five photos of the transformed garden at Argyle Primary School.

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Barnaby Bear to the Rescue

www.geography.org.uk/shop/shop_detail.asp?ID=317

Barnaby goes climbing in the Welsh mountains with his Dad – and saves the day!

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Barnaby Bear’s Local Area Album

www.geography.org.uk/shop/shop_detail.asp?ID=734

Barnaby Bear’s Local Area Album introduces the class to this popular character’s home area, looking at issues including housing, school, transport, shopping, leisure, religion and recycling. Mirroring the pages in Barnaby’s album are 14 downloadable templates for the pupils to use to create their own local area albums. Supporting teachers’ notes and further activity ideas are also included. Using first-hand experiences, pupils will investigate their home locality and reinforce their learning in geography and citizenship. Young pupils love Barnaby Bear. He brings places to life and, through him, early learning about the world becomes accessible and exciting.

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Barnaby's Edinburgh Diary

www.geography.org.uk/shop/shop_detail.asp?ID=319

Barnaby writes a diary about his school trip to Edinburgh, where they visited Arthur’s Seat, a tartan factory, Princes Street, Edinburgh Castle and the Royal Mile.

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Barnaby's Local Area Album

www.geography.org.uk/shop/shop_detail.asp?ID=386

This book takes the class around Barnaby's local area, looking at issues including the home, traffic, shopping, religion and recycling.

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Beijing: a Contrasting Locality in China

www.geography.org.uk/download/GA_Beijing08Kelly58.pdf

This unit aims to develop 5 to 7 year old pupils' understanding of Beijing as a place that contrasts with where they live, in particular to develop their knowledge and understanding and sense of place in relation to the city. This unit of work was created as part of the joint GA / AGTA project focusing on the Beijing Games 2008.

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Britain and Britishness poster

www.geography.org.uk/download/PG_Summer_09_Poster.pdf

A1 poster

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Britain and Britishness poster

www.geography.org.uk/download/catling & taylor web extra.doc

A1 poster

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British or European Information Sheet 6

www.geography.org.uk/download/GA_BritEuroInfo6.pdf

Sample page from the KS3 Geography Teachers' Toolkit - British or European? Who do you think you are?

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British or European Pages 16-17

www.geography.org.uk/download/GA_BritEuro1617.pdf

Sample pages from the KS3 Geography Teachers' Toolkit - British or European? Who do you think you are?

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British or European Pages 24-25

www.geography.org.uk/download/GA_BritEuro2425.pdf

Sample pages from the KS3 Geography Teachers' Toolkit - British or European? Who do you think you are?

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Challenging Assumptions - Geography: What's the big idea?

www.geography.org.uk/journals/journals.asp?articleID=929

In this article Alastair Bonnett considers the nature and identity of geography.

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Challenging Assumptions: Regions Con-Dem'd?

www.geography.org.uk/journals/journals.asp?articleID=811

This article considers the decline of 'regions' under the Conservative-Liberal Democrat coalition.

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Challenging Assumptions: Zero carbon futures

www.geography.org.uk/journals/journals.asp?articleID=661

That there is an urgent need for action to address the potentially disastrous consequences of climate change is reflected in the lastest UK Climate Change Bill. This article shows that understanding how to respond personally to the threat of climate change is critical to thinking through the possibilities of zero carbon Britain.

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Changing Britain?

www.geography.org.uk/journals/journals.asp?articleID=602

Techniques for drawing on the rich variety of heritages of school pupils and the wider community

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Changing Geography: Citizen, state and nation

www.geography.org.uk/shop/shop_detail.asp?ID=389

This book encourages students to explore the idea of the state and the concept of national identity and globalisation.

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Changing Geography: Disability, space and society

www.geography.org.uk/shop/shop_detail.asp?ID=134

Disability, space and society focuses on the links between geography and disability, shows how geography itself can 'disable' people, and encourages students to tackle issues of discrimination and human welfare in a geographical context.

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Children, locality and the future

www.geography.org.uk/journals/journals.asp?articleID=796

Susan describes children's ideas about ther locality and argues that their capacity for participation in local decision making can be developed through geography

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Children’s developing images and representations of the school link environment

www.geography.org.uk/download/GA_EYPPRRActionResearch3Disney.pdf

Research paper. Evidence of the relationship between particular geographical activities such as mapping and representing places and the process of developing and changing attitudes through geography and global citizenship.

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Citizen, State and Nation

www.geography.org.uk/download/GA_Conf06Storey.ppt

Powerpoint Presentation that accompanied a GA Conference session. It considers the changing nature of citizenship in a global world by exploring relationships between individuals and the wider society at local, national and global scales, touching on issues of identity, belonging, empathy and responsibility.

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Community Cohesion - Global Dimension Learning Activities

www.geography.org.uk/download/GA_RECC6.pdf

The main aim of this global dimension resource is to show how the Geography Key Stage 3 Programme of Study can be transformed to support the work of a school in promoting community cohesion. In the sense that this resource is a strong advocate of 'education for conversation', it has a potential role for teachers wishing to develop classroom practice and broader work across the whole school, which supports both community cohesion and the prevention of violent extremism.

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Community Cohesion - GTIP Think Piece: Children's Worlds

www.geography.org.uk/download/GA_RECC1.pdf

This resource is designed to help teachers understand their students' experiences of the world in order to develop students' understanding of how other children live. There are detailed learning activities for teachers delivered in the context of trainee teachers but relevant and useful to anyone wanting to do further thinking on this topic. Several practical activities are suggested that introduce concepts such as Children's Rights and can be easily adapted for classroom use.

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Community Cohesion - GTIP Think Piece: Teaching about Diversity

www.geography.org.uk/download/GA_RECC4.pdf

This Think Piece explores the issues surrounding the teaching of diversity in geography, noting that this is one of the most difficult areas for new geography teachers to engage with. Although designed for teacher professional development, this resource contains a variety of activities and suggested further reading for those teachers wanting to develop a deeper understanding of this topic, and there is a great deal of scope for adapting the suggested activities into classroom use.

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Community Cohesion - GTIP Think Piece: Values & Controversial Issues

www.geography.org.uk/download/GA_RECC8.pdf

We are frequently confronted with controversy in various forms and Geography as a subject can help teachers and pupils navigate such complex and sometimes unsettling issues and dilemmas. This resource explores the characteristics of more careful teaching, as opposed to 'morally careless' teaching in relation to the teaching and learning of Geography and dealing with controversial issues, and explores a range of ideas and activities that can help developing teachers think through their practice.

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Community Cohesion - How Am I Different

www.geography.org.uk/download/GA_RECC5.pdf

This Teachers TV video is a documentary series giving a voice to children living in challenging circumstances. It will provide a solid foundation for schools to help young people to learn to understand others, value diversity whilst also promoting shared values, promote awareness of human rights and to apply and defend them. This resource is also an excellent platform to kick-start a variety of discussions and group activities, and follow-up work could be planned to meet the needs of individuals.

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Community Cohesion - Jubilee Debt Campaign

www.geography.org.uk/download/GA_RECC7.pdf

This website and a range of materials within it can be used as stimulus for teachers to raise awareness of and kick-start conversations about debt / poverty / socio-economic inequality, and how some of the global dimensions contained in this resource can be put in a local context. Students are encouraged to think about how they can make changes in their local / national / global community to improve conditions for all members of these communities, and explore ways they can make their voice heard through 'active responsible citizenship'.

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Community Cohesion - Making diversity real in teaching

www.geography.org.uk/download/GA_RECC3.pdf

The focus of this article is on using the pupils themselves as a key resource, drawing on them and their families, ideas and experiences and sharing those in the classroom. Through this sharing process, the children come to understand and value the contributions of other children who have a contrasting background whether by virtue of their ethnicity, their culture, their religion or their socio-economic background.

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Community Cohesion - Refugee Boy: Geography, inclusion and inequality

www.geography.org.uk/download/GA_RECC2.pdf

This journal article focuses on a school-based project based around the book Refugee Boy by Benjamin Zephaniah (2001). The resource links a number of subjects and provides planning tips and ideas for learning activities but most important of all it emphasises the need to evaluate strategies and to find ways of dealing with difficult issues such as community cohesion, to suit the particular school and community that each teacher works within.

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Concrete, Skills and Concepts

www.geography.org.uk/download/GA_Conf07Willson.ppt

Accompanied a GA conference session. It introduces the Places People Want project, a local curriculum-making project that has explored our ideas and decisions about homes, work and services for the future.

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Connecting people and places

www.geography.org.uk/download/Fletcher_Web.pdf

Looking at distant places through story, discussion, potato painting, PE

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Critical thinking in the context of global learning

www.geography.org.uk/journals/journals.asp?articleID=686

Hetan Shah, Chief Executive of the DEA, uses the term 'global learning' to describe education that puts learning into a global context.

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Cross-Curricular Initiatives

www.geography.org.uk/download/GA_Conf07Whittle.ppt

Accompanied a GA conferece session. This short presentation details ways in which geography can become a regular feature of cross-curricular work. It uses examples tested with year 3 / 4 children however the ideas could be adapted to suit pupils of all primary ages.

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Cultivating a car park

www.geography.org.uk/journals/journals.asp?articleID=646

How an inner city primary school turned a disused car park into a garden.

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Culture, Symbolism and Environment

www.geography.org.uk/download/GA_Beijing08Papasavvas812.pdf

This enquiry-based unit of work aims to engage students in an in-depth study of the Olympic Games from a predominantly geographical perspective. The essential question for this unit of work is 'How has the Beijing 2008 Olympics been influenced by China's place in time and space?'. This unit of work was created as part of a joint GA / AGTA project on the Beijing Games 2008.

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Designing identity: exploring citizenship through geography

www.geography.org.uk/journals/journals.asp?articleID=770

A series of short articles considering geography and identity.

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Designing Identity: Teaching Citizenship through Geography

www.geography.org.uk/download/GA_Conf08Pykett.ppt

This PowerPoint accompanied a GA conference session. It explores the contribution of geography to citizenship issues and was centred on an activity exploring the themes of identity and diversity.

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Developing the International Dimension at KS3

www.geography.org.uk/journals/journals.asp?articleID=502

reports on how the KS3 National Curriculum provides the opportunity for teachers to ensure that their students are learning geography that is relevant, up-to-date and engaging through the freeing up of the curriculum.

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Diversity, citizenship and cohesion

www.geography.org.uk/journals/journals.asp?articleID=814

Issues of diversity, identity and cohesion were very high on the previous government’s political agenda but these priorities have changed with the coalition government. However, it is still vitally important for young people to learn about these issues and become educated about differing attitudes to globalisation, migration and urbanisation. This article argues that the issues surrounding community cohesion, religion, race and socio-economic status are central to geography teaching.

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Do we care? An enquiry approach to discovering the local area

www.geography.org.uk/journals/journals.asp?articleID=754

This article, which shows Young People's Geographies in action, describes how a Y5/6 class took the reins and successfully developed their own enquiry question about their village.

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Early Years Handbook

www.geography.org.uk/shop/shop_detail.asp?ID=449

This new handbook has been designed to help all early years practitioners provide fun and stimulating learning experiences for children, confident that they are embedded in the Foundation Stage Curriculum and will help children progress smoothly from the Foundation Stage to Reception and Year 1.

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Editorial

www.geography.org.uk/journals/journals.asp?articleID=586

Editorial

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Editorial

www.geography.org.uk/journals/journals.asp?articleID=790

Guest Editor, Tessa Willy, introduces the theme and contents of this issue.

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Editorial

www.geography.org.uk/journals/journals.asp?articleID=896

Introduction to the theme and contents of this issue.

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Education for Sustainable Development and Citizenship through Outdoor Education: Gardening as a focus

www.geography.org.uk/download/GA_EYPPRRActionResearch5Bloomfield2.pdf

The process and chronology of integrating sustainability, citizenship into three schools and the community. The research methods and findings of an ongoing project.

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Elves, or football fans?

www.geography.org.uk/download/GA_ADVElvesOrFootballFans.pdf

An activity linked to A Different View: a manifesto from the Geographical Association.

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Finding ways to do research on, with and for children and young people

www.geography.org.uk/journals/journals.asp?articleID=1013

In this article I focus on the emergence of children's geographies as a sub-area of the discipline and its methodological contribution to engaging children and young people in research. I provide an overview of the origins of such methodological innovation and discuss the use of participatory research and visual methods in particular as valuable tools to capture children's and young people's voices. Drawing on a range of current research examples allows a critical discussion of issues such as the representation of children's and young people's voices through research, and their participation in (and beyond) the research process. These issues will not only introduce the reader to theoretical underpinnings and methodological approaches as emerging in the area of children's geographies but also indicate the possible contribution developments in children's geographies can make to wider educational debates, different fields within geography and to anyone aiming to do research with, on or for children and young people.

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Flying The Flag

www.geography.org.uk/download/GA_ADVFlyingTheFlag.pdf

An activity linked to A Different View: a manifesto from the Geographical Association.

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Forest School Diary: Part 1

www.geography.org.uk/journals/journals.asp?articleID=648

In the first of a series of diary articles, Helen Martin describes her training as a Forest School Leader.

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Geography Autumn 2008

www.geography.org.uk/journals/journals.asp?issueID=42

The Autumn 2008 issue of Geography, the academic journal of the Geographical Association.

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Geography Plus: The UK: Investigating who we are

www.geography.org.uk/shop/shop_detail.asp?ID=684

The UK allows pupils in years 4–6 to explore what it is like to live in the UK in the first part of the 21st century. Pupils start by developing their locational knowledge of the UK with maps, atlases and photographs before proceeding to consider issues of identity and the UK’s changing population. As well as developing key skills, the teaching ideas raise class discussion points and include suggestions for fieldwork. These lessons provide varied starting points which will help to equip pupils with a better understanding of the contemporary world, and their role as citizens.

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Geography Plus: The UK: Investigating who we are (CD)

www.geography.org.uk/shop/shop_detail.asp?ID=688

This CD contains all the supporting resources for the lessons in The UK, including activity sheets, PowerPoints, a photoset, a comprehensive list of weblinks, storybooks and references, knowledge boxes (providing up-to-date background information for teachers), a glossary and a medium-term plan in a Word format allowing it to be easily edited.

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Geography Spring 2008

www.geography.org.uk/journals/journals.asp?issueID=34

The Spring 2008 issue of Geography, international journal of the Geographical Association.

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Geography Spring 2009

www.geography.org.uk/journals/journals.asp?issueID=44

The Spring 2009 issue of Geography, the academic journal of the Geographical Association.

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Geography Through Stories: Dinosaurs and all that rubbish

www.geography.org.uk/download/GA_EYPDinosaurs.doc

Review of Dinosaurs and all that rubbish by Michael Foreman. How can you use this book to teach geography?

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Geography Through Stories: Refugee Boy

www.geography.org.uk/download/GA_EYPRefugeeBoy.doc

Review of Refugee Boy by Benjamin Zephania. How might we use this book to teach geography?

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Geography Through Stories: Wonderful Earth!

www.geography.org.uk/download/GA_PR1WonderfulEarthReview.doc

Review of Wonderful Earth! by Nick Butterworth and Mick Inkpen. How can you use this book to teach geography?

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Global Citizenship Education - Sample

www.geography.org.uk/download/GA_TIPGlobalCitizenshipSample.pdf

These are sample pages from the Theory into Practice book, Global Citizenship Education. This book demonstrates that geography and global citizenship education have complementary aims, and looks in detail at the classroom strategies used by teachers who have successfully taught global citizenship through geography: most significantly, enquiry-based, participatory approaches. You can buy the complete book at the GA shop.

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Global Learning for Sustainable Development

www.geography.org.uk/download/GA_Conf08Martin.ppt

This PowerPoint accompanied a GA conference session. It introduced key issues concerning global learning and sustainable development based on research conducted into the impact of a Tide~ (Teachers in Development Education) teacher study visit to The Gambia.

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Guest Editorial: Children's and young people's geographies

www.geography.org.uk/journals/journals.asp?articleID=1007

The Guest Editors discuss the contents of this special issue of Geography which focuses on children's and young people's geographies.

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Hats off (and on!) for Citizenship

www.geography.org.uk/journals/journals.asp?articleID=595

The rights and responsibilities of citizens and developing a sense of community

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Hoping for the best

www.geography.org.uk/journals/journals.asp?articleID=800

Do pupils in different parts of the world have the same hopes and fears for the future? Stephen reports on research that compares findings from three very different contexts - urban India, rural India and a coastal town in south-east England

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How to create a successful school link

www.geography.org.uk/journals/journals.asp?articleID=891

This article describes how two teachers developed a link between two contrasting Lancashire schools.

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Illustrating pupils’ views on ESD in geography

www.geography.org.uk/download/GA_PRGTIPHopwoodESDPupilsViews.doc

Linked to a Think Piece on pupils' perspectives of ESD. This document illustrates the ways in which some pupils think about ESD in relation to geography lessons. It draws on findings from a classroom-based study of Year 9 pupils' conceptions and experiences of school geography.

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Imaginging distant places: changing representations of Egypt

www.geography.org.uk/journals/journals.asp?articleID=816

This article discusses a research project exploring students’ imaginations of distant places. Students’ perceptions of distant places are frequently colourful, but often reflect popular stereotypes rather than concrete realities of far-off contexts. By examining year 9 students’ representations of Egypt through the lenses of Orientalism and ‘othering’, this research project uncovered the ways in which dominant but often hidden discourses impinge upon perceptions of the ‘other’.

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Imperial War Museum Fellowship in Holocaust Education: potential contribution of Geographers

www.geography.org.uk/download/GA_GTE09MossHolocaust.ppt

Part of Debbie Moss's session at the GTE Conference 2009 entitled 'Imperial War Museum Fellowship in Holocaust Education: potential contribution of Geographers'.

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Implementing Education for Active Citizenship and Sustainability

www.geography.org.uk/journals/journals.asp?articleID=39

Educators from universities in Portugal, UK, Spain (Balearic Islands) and Finland have set up an EU project ‘Training European Teachers for Sustainable Development and Intercultural Sensitivity’. Its main objective is to foster professional development of European teachers in implementing and integrating the core themes in school practices to meet student needs. This article is based on questionnaire and interview data collected from teachers participating in an in-service training course in Palm. This article highlights the main findings and suggests possible further efforts.

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India and the Global Community Scheme of Work

www.geography.org.uk/download/GA_Conf11WoodhouseSOW.doc

This is an example of a scheme of work which was written as a result of the author taking part in a study visit to Sangam, Silvepura. It was written by Rachel Reynalds, at Elmhurst Junior School, Somerset in 2008.

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Into Africa Information Sheet 8

www.geography.org.uk/download/GA_AfricaInfo8.pdf

Sample page from the KS3 Geography Teachers' Toolkit - Into Africa: How are our lives connected with Africa?

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Into Africa Pages 8-9

www.geography.org.uk/download/GA_Africa89.pdf

Sample pages from the KS3 Geography Teachers' Toolkit - Into Africa: How are our lives connected with Africa?

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ITT Exchange to Poland

www.geography.org.uk/download/GA_PRGTEConf08Gadsby.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Helen presented an overview of the experiences gained through using the international dimension to promote active and reflective learning for both staff and students.

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Kaptalamwa pack and Kenya map special offer

www.geography.org.uk/shop/shop_detail.asp?ID=576

This pack and map offer will helps pupils to explore a distant locality in an economically developing country and to practice their map skills by planning a trip around the country.

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Kaptalamwa: A village in Kenya

www.geography.org.uk/shop/shop_detail.asp?ID=45

The Kaptalamwa photopack aims to encourage children to develop informed and balanced attitudes towards other people and places, and increases their knowledge and accurate, relevant and interesting material.

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KS3 Geography Teachers' Toolkit: Into Africa
How are our lives connected with Africa?

www.geography.org.uk/shop/shop_detail.asp?ID=563

Focuses on key social, economic and political connections between the UK and Africa to provide students with a deeper insight into Africa.

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Less is More?

www.geography.org.uk/journals/journals.asp?articleID=685

A Worcestershire curriculum development pilot project challenged the economic, social and political assumption that more+more. This article shows that children benefited from asking if 'Less is more?'

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Lifting the Lid upon the Primary Project Box

www.geography.org.uk/download/GA_EVGAHABowles.ppt

This presentation accompanied a session at the joint GA / HA Primary Conference in 2008. Considered the thinking behind the Primary Subject Associations collaboration on the Primary Project Box for KS1 and its place in the current changing primary curriculum.

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Little changes lead to big things

www.geography.org.uk/journals/journals.asp?articleID=799

Michelle follows on from her previous article with Ben to describe how the workshop led to work on sustainable futures with year 5 and 6 pupils

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Living with difference: proximity and encounter in urban life

www.geography.org.uk/journals/journals.asp?articleID=1050

Difference is a hallmark of cities. The size and density of urban populations means they are sites of proximity where all sorts of people are brought together. The issue of diversity and juxtaposition has been at the heart of geographical attempts to understand urban life. This article traces the way 'difference' has been understood by geographers from being synonymous with fear of otherness in the 1970s and 1980s, to being celebrated as the hallmark of cosmopolitanism in the 21st century. It then goes on to question whether proximity and urban encounters in the context of contemporary super mobility and super diversity represent a new form of urban citizenship. In doing so, the article challenges the assumptions of some cosmopolitan writing that contact with difference necessarily translates into respect for difference, and reflects on potential ways that such progressive social transformation might be achieved.

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Local to Global: Is there a British identity?

www.geography.org.uk/journals/journals.asp?articleID=589

Who are the British? Helping children understand what it means to be British citizens

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Make my future sustainable! Part 2: Naturally resourceful: could your school be a Transition School?

www.geography.org.uk/journals/journals.asp?articleID=644

David Hicks outlines why schools and communities need to address sustainability issues such as climate change and how we can start to think in terms of choosing preferable futures and taking positive actions.

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Making connections through school partnerships

www.geography.org.uk/journals/journals.asp?articleID=698

Ben Ballin describes two case studies where successful international partnerships have enhanced work on global learning and geographical understanding. There are also examples of teachers making use of perceptions of the UK held by children in other countries.

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Making Diversity Real in Teaching

www.geography.org.uk/download/GA_Conf08LingWong.ppt

This PowerPoint accompanied a GA conference session. Living positively and dynamically in a diverse world is a key to all our futures. The quality of the relationship of people to people affects what can be achieved within the relationship of people to the environment. In this lecture, Judy shared her vast experience of engaging innovatively with diverse communities.

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Making diversity real in teaching

www.geography.org.uk/download/GA_RECCPGSu08MakingDiversity.pdf

The focus of this Primary Geographer article is on using the pupils themselves as a key resource, drawing on them and their families, ideas and experiences and sharing those in the classroom. Through this sharing process, the children come to understand and value the contributions of other children who have a contrasting background whether by virtue of their ethnicity, their culture, their religion or their socio-economic background.

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Making diversity real in teaching

www.geography.org.uk/download/GA_RECCPGSu08MakingDiversity.pdf

The focus of this Primary Geographer article is on using the pupils themselves as a key resource, drawing on them and their families, ideas and experiences and sharing those in the classroom. Through this sharing process, the children come to understand and value the contributions of other children who have a contrasting background whether by virtue of their ethnicity, their culture, their religion or their socio-economic background. Provided free as part of the GA's Community Cohesion materials.

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Measuring the Environmental and Social Footprint of the Beijing Games

www.geography.org.uk/download/GA_Beijing08Digby21618.pdf

This unit of work is about sustainability, humanitarian issues and the Olympic and Paralympic Games. It was created for a join GA / AGTA project on the Beijing 2008 Games.

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More ideas for enhancing global geography

www.geography.org.uk/journals/journals.asp?articleID=699

Two ideas for enhancing global geography: Steve Pratchett describes how 'Ti Rakau' (Maori stick games) helped year 6 pupils understand different cultures and traditions, and Phil Rimmer and Nikki Fletcher describe using story and PE games to help children make connections between people and places.

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Moving Stories

www.geography.org.uk/download/GA_ADVMovingStories.pdf

Further information about the 'Moving Stories' photo family in A Different View: a manifesto from the Geographical Association.

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Moving Stories Activity 5

www.geography.org.uk/download/GA_MovingStoriesAct5.pdf

Samples page from the KS3 Geography Teachers' Toolkit - Moving Stories: Why is the population of the UK changing?

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Moving Stories Pages 24-25

www.geography.org.uk/download/GA_MovingStories2425.pdf

Samples pages from the KS3 Geography Teachers' Toolkit - Moving Stories: Why is the population of the UK changing?

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Moving Stories Photo Family

www.geography.org.uk/download/GA_ADVMovingStoriesImages.zip

Set of seven photos for the 'Moving Stories' theme in A Different View: a manifesto from the Geographical Association.

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Natural vision: inspirational school grounds

www.geography.org.uk/journals/journals.asp?articleID=647

How Moulsecoomb Primary School pupils and teachers worked with the local community to transform their school grounds.

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Paradise on Earth or a land of many problems? Challenging perceptions of Sri Lanka through enquiry

www.geography.org.uk/journals/journals.asp?articleID=712

This research encourages students to challenge their perceptions of economically developing places as ‘primitive’ through a study on Sri Lanka. In the initial lesson, students are asked to draw how they envision Sri Lanka; this reveals the students’ most popular view of Sri Lanka to be a stereotypical economically developing country. After the enquiry-led work, students evaluate holiday brochures’ portrayal of the country; this shows they have begun to appreciate the diverse nature of such a place.

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Percy the Park Keeper Unit of Work

www.geography.org.uk/download/GA_CPDGettingToGrips_PercyTheParkKeeper.pdf

In this unit children will explore the character of a local play park. They will investigate who owns and manages it, the impact that people have on the park, both positive and negative, and put forward their ideas as to how the environment could be both sustained and improved. This unit is linked to active citizenship, PSE and RRR. GA MEMBERS ONLY

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Picturing a sustainable future

www.geography.org.uk/journals/journals.asp?articleID=793

David believes that all schools should aim to become 'sustainable schools' given the major changes that lie ahead for the present generation of children now in school. One vital tool in this is the use of future scenarios to prompt discussion on the changes that need to come about to help create a more sustainable society

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Places People Want: References and Links

www.geography.org.uk/download/GA_Conf07Willson.doc

Places People Want was a local curriculum-making project that has explored our ideas and decisions about homes, work and services for the future. Here are useful references and links from the project.

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Postcolonial spaces and identities

www.geography.org.uk/journals/journals.asp?articleID=947

In this, the second of two articles on postcolonialism, I continue to explore of what use a basic understanding of postcolonialism is for geography students. Specifically, I outline the processes of cultural mixing that resulted from the networked spatialities produced by colonialism and imperialism; what postcolonial theorists have referred to as hybridity. Though not without its problems, hybridity has become a key tool for understanding the formation of postcolonial spaces and identities. I use examples from both the UK and abroad to exemplify and critically engage postcolonial hybridity.

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Poster images

www.geography.org.uk/download/PG_Summer_09_Poster_images.pdf

Images from A1 poster

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Primary Geographer Autumn 2009

www.geography.org.uk/journals/journals.asp?issueID=51

The Autumn 2009 issue of Primary Geographer

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Primary Geographer Spring 2010

www.geography.org.uk/journals/journals.asp?issueID=54

The Spring 2010 Primary Geographer

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Primary Geographer Summer 2008

www.geography.org.uk/journals/journals.asp?issueID=38

The Summer 2008 issue of Primary Geographer

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Primary Geographer Summer 2009

www.geography.org.uk/journals/journals.asp?issueID=46

The Summer 2009 issue of Primary Geographer

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Primary Geography

www.geography.org.uk/journals/journals.asp?issueID=63

The Spring 2011 issue of Primary Geography

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Primary Geography Handbook – revised and updated!

www.geography.org.uk/shop/shop_detail.asp?ID=653

The Primary Geography Handbook has undergone a major revision. We’ve included references to the latest government directives, added details of new research, updated the sections on ICT, changed many of the photographs and listed the latest websites and resources. We believe this new edition will ensure that the Primary Geography Handbook continues to exemplify good practice and serve as a source of inspiration for practitioners young and old for years to come.

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Primary Geography Spring 2012

www.geography.org.uk/journals/journals.asp?issueID=71

The Spring issue of Primary Geography

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Primary Project Box - Unit 4: Our changing world

www.geography.org.uk/shop/shop_detail.asp?ID=631

In Our changing world you will find activities focused on change – in the human body, the place where we live and the wider world.

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Primary Project Box - Unit 5: Our future world

www.geography.org.uk/shop/shop_detail.asp?ID=632

In Our future world you will find activities that build on previous ideas about change and encourage the children to think about changes in the future.

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Primary Subjects Issue 1 - Geography

www.geography.org.uk/download/GA_EYPPrimarySubjects1.pdf

The geography pages from the second issue of Primary Subjects, the Council for Subject Associations' publication for primary schools.

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Primary Subjects Issue 3 - Geography

www.geography.org.uk/download/GA_EYPPrimarySubjects3.pdf

The geography pages from the third issue of Primary Subjects, the Council for Subject Associations' publication for primary schools.

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Primary Subjects Issue 4 - Geography

www.geography.org.uk/download/GA_EYPPrimarySubjects4.pdf

The geography pages from the fourth issue of Primary Subjects, the Council for Subject Associations' publication for primary schools.

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Producers & Consumers Photo Family

www.geography.org.uk/download/GA_ADVProducersConsumersImages.zip

Set of eleven photos for the 'Producers & Consumers' theme in A Different View: a manifesto from the Geographical Association.

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Producers and Consumers

www.geography.org.uk/download/GA_ADVProducersAndConsumers.pdf

Further information about the 'Producers and Consumers' photo family in A Different View: a manifesto from the Geographical Association.

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Recycling iPoster

www.geography.org.uk/shop/shop_detail.asp?ID=603

Through this resource, your pupils will discover the importance of the three Rs – Reduce, Reuse, Recycle – with this new cross-curricular CD.

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Refugee Boy: Geography, inclusion and inequality

www.geography.org.uk/download/GA_RECCPGSp08RefugeeBoy.pdf

This Primary Geographer article focuses on a school-based project based around the book Refugee Boy by Benjamin Zephaniah (2001). The resource links a number of subjects and provides planning tips and ideas for learning activities but most important of all it emphasises the need to evaluate strategies and to find ways of dealing with difficult issues such as community cohesion, to suit the particular school and community that each teacher works within. Provided free as part of the GA's Community Cohesion materials.

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Regional Inequalities and their Effects on Cambridgeshire

www.geography.org.uk/download/GA_WWILCombertonSOW.doc

A scheme of work developed for the Where Will I Live project? The aim of this scheme was for students to develop an understanding of regional inequalities within the UK and the effects of these inequalities on Cambridgeshire with a focus on sustainability.

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Review 1: Teaching The Holocaust in Geography

www.geography.org.uk/download/GA_GeogEdVol3I2A1R1.pdf

Review of a GeogEd article on how the subject of geography can contribute to Holocaust education.

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Review 2: Teaching The Holocaust in Geography

www.geography.org.uk/download/GA_GeogEdVol3I2A1R2.pdf

Review of a GeogEd article on how the subject of geography can contribute to Holocaust education.

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Reviews

www.geography.org.uk/journals/journals.asp?articleID=701

Resource reviews

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Running Free

www.geography.org.uk/download/GA_ADVRunningFree.pdf

Further information about the 'Running Free' photo family in A Different View: a manifesto from the Geographical Association.

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Running Free Photo Family

www.geography.org.uk/download/GA_ADVRunningFreeImages.zip

Set of eleven photos for the 'Running Free' theme in A Different View: a manifesto from the Geographical Association.

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S3 Geography Teachers' Toolkit: British or European?
Who do you think you are?

www.geography.org.uk/shop/shop_detail.asp?ID=564

Supports students in gaining an understanding of their own identity and making sense of some of their personal links to places at national and European scale.

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Safe As Houses

www.geography.org.uk/download/GA_ADVSafeAsHouses.pdf

An activity linked to A Different View: a manifesto from the Geographical Association.

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School Linking as a Controversial Issue

www.geography.org.uk/download/GA_PRGTIPGTE07Martin.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' Conference in 2007. Fran spoke about the possible negative effects of schools in the UK linking with places in the global South and about ways in which more positive mutual relationships could develop.

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Security blanket or straitjacket?

www.geography.org.uk/download/GA_ADVSecurityBlanketorStraitjacket.pdf

Activities linked to A Different View: a manifesto from the Geographical Association. In these activities students will be shown an image of CCTV in order to promote discussion about how effectiveness of CCTV in influencing our perceptions of safety within urban areas.

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Should I stay or should I go? An enquiry investigating Polish migration to the UK

www.geography.org.uk/journals/journals.asp?articleID=505

explains how he undertook a 4-6 lesson curriculum unit linking geography and citizenship

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Signposts

www.geography.org.uk/journals/journals.asp?articleID=702

Pointers to current exciting resources in the world of primary geography.

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Sit! Stand! Move on!

www.geography.org.uk/journals/journals.asp?articleID=876

Sioned shows some stimulating ways to help pupils learn about global issues, climate change and natuarl events using floor maps.

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Six Simple Steps to Starting Sustainability

www.geography.org.uk/download/GA_Conf07Willy.doc

This PowerPoint accompanied a GA conference session. It provides ideas for introducing sustainability and ideas for putting it into practice in the classroom, providing pupils with a basic comprehension of the key issues of environmental education and sustainability. For KS2.

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Small and Mighty: Children's ideas about global learning

www.geography.org.uk/journals/journals.asp?articleID=682

Jeff Serf uses the television advert for Persil's 'Small and mighty' detergent as a stimulus to prompt children to talk about the world they live in and how it could be improved. This resource is the full version of the children's comments.

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So who was Herr Brandt and did he get his line right?

www.geography.org.uk/projects/ks4ict/idea4/

In this activity, students are required to make personal decisions on how best to divide the globe by levels of development for example between Less and More Economically Developed Countries. Fits in with new GSCE specifications.

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Spotlight On ... 'Waste: Uncovering the global food scandal'

www.geography.org.uk/journals/journals.asp?articleID=851

This article reviews the book 'Waste: Uncovering the global food scandal' by Tristam Stuart (2009).

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Spotlight On ... Participatory Action Research Approaches and Methods

www.geography.org.uk/journals/journals.asp?articleID=662

A review article on Participatory Action Research Approaches and Methods (Kindon, Pain and Kesby, 2007)

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Spotlight On... 'The Spirit Level'

www.geography.org.uk/journals/journals.asp?articleID=772

A review essay about the book 'The Spirit Level'

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Starting Sustainability

www.geography.org.uk/download/GA_Conf07Willy.ppt

This PowerPoint accompanied a GA conference session. It provides ideas for introducing sustainability and ideas for putting it into practice in the classroom, providing pupils with a basic comprehension of the key issues of environmental education and sustainability. For KS2.

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Storylink Kochi (whole pack)

www.geography.org.uk/shop/shop_detail.asp?ID=65

The Storylink packs are designed to promote the use of fiction in geography and provide resource and teaching ideas for geography at key stage 2. Each pack comprises a Teacher's guide, graded children's storybooks and a set of resource sheets and is packaged in an attractive polypropylene box.

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Storylink Llandudno (whole pack)

www.geography.org.uk/shop/shop_detail.asp?ID=73

The Storylink Llandudno pack is designed to promote the use of fiction in geography and provide resource and teaching ideas for geography at key stage 2. Each pack comprises a Teacher's guide, graded children's storybooks and a set of resource sheets and is packaged in an attractive polypropylene box.

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SuperSchemes Unit 01: Around our school: the seagulls' busy day

www.geography.org.uk/shop/shop_detail.asp?ID=471

Through the use of story and humour, this unit gives a context for year 1 children to undertake one of their first geographical enquiries.

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SuperSchemes Unit 02: Making our area safer: the twins on holiday

www.geography.org.uk/shop/shop_detail.asp?ID=472

This unit uses story to examine the sustainability of a community in the opportunities it offers to children.

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SuperSchemes Unit 05: The world comes to Barnaby Bear!

www.geography.org.uk/shop/shop_detail.asp?ID=474

In this unit Barnaby Bear gets to stay at home - the world comes to him! The aim is to develop children's understanding of the interconnectedness and interdependnece of the world.

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SuperSchemes Unit 06: Investigating the local area: Our street

www.geography.org.uk/shop/shop_detail.asp?ID=481

This unit uses enquiry skills from geography, history and art to look at ‘Any Street’ as a useful pre-requisite to looking at ‘Any Town’. The main purpose is to develop curiosity and an eye for detail, and so widen children’s knowledge and understanding of familiar and unfamiliar places.

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SuperSchemes Unit 08: Improving the environment: access for all

www.geography.org.uk/shop/shop_detail.asp?ID=475

This unit looks at one aspect of our environment and encourages children to consider how to make improvements.

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SuperSchemes Unit 10: A village in India

www.geography.org.uk/shop/shop_detail.asp?ID=484

This unit provides exciting and challenging geography by encouraging pupils to explore how and why village life in India is changing through links with the wider world.

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SuperSchemes Unit 11: Water

www.geography.org.uk/shop/shop_detail.asp?ID=510

This unit aims to enhance and develop children’s understanding about the supply of water around the world.

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SuperSchemes Unit 12: Looking at Europe

www.geography.org.uk/shop/shop_detail.asp?ID=517

This unit encourages children to develop their knowledge and understanding of the variety of places, environments and cultures which make up the place called Europe, to value this rich diversity and to develop a more global personal perspective as citizens of the European Union.

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SuperSchemes Unit 16: What’s in the News?

www.geography.org.uk/shop/shop_detail.asp?ID=515

This unit will help you keep geography topical; it is full of ideas for incorporating topical news stories and geographical events into your lessons.

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SuperSchemes Unit 17: Global Eye

www.geography.org.uk/shop/shop_detail.asp?ID=514

This unit provides children with their own ‘eye’ to see how they are connected to the world.

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SuperSchemes Unit 19: Where we go, what we do

www.geography.org.uk/shop/shop_detail.asp?ID=516

This unit focuses on graphicacy and oracy. In it children are given the opportunity to communicate information, feelings and ideas about their formal and informal play, leisure and recreation interests, places and spaces.

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SuperSchemes Unit 24: Passport to the world

www.geography.org.uk/shop/shop_detail.asp?ID=503

This unit is designed to promote the use of technology to develop meaningful links with schools around the world.

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SuperSchemes Unit 26: Investigating the local area: Our town

www.geography.org.uk/shop/shop_detail.asp?ID=482

This unit fulfils the requirements of local study in geography, history and citizenship.

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Taking To The Streets

www.geography.org.uk/download/GA_ADVTakingToTheStreets.pdf

An activity linked to A Different View: a manifesto from the Geographical Association.

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Taking To The Streets: Handout

www.geography.org.uk/download/GA_ADVTakingToTheStreetsHandout.pdf

A 'Wheel of Fortune' to accompany the Taking To The Streets activity which is linked to A Different View: a manifesto from the Geographical Association.

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Teaching about Diversity: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPJMorganDiversityActivities.doc

These PGCE activities accompany a Think Piece on Teaching about Diversity.

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Teaching Citizenship through Geography: Citizens in Society

www.geography.org.uk/download/GA_Conf09W6PPT.ppt

This presentation formed part of Workshop 6 at the 2009 GA Annual Conference: This session will explore the particular contributions of geography to active citizenship. Linked to the themes of democracy, justice, rights and responsibilities the session will introduce teachers to key concepts from current research in political geography. Participants will discuss classroom activities aimed at understanding the relationship between individual and social responsibility.

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Teaching The Holocaust in Geography

www.geography.org.uk/download/GA_GeogEdVol3I2A1.pdf

GeogEd article: How the subject of geography can contribute to Holocaust education.

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That Certain Feeling: Mike Davis, Truth and the City

www.geography.org.uk/journals/journals.asp?articleID=46

The author reviews the work of Mike Davis, concentrating mainly on his books on urban issues in general, and on Los Angeles in particular. It focuses on two of his best-sellers: City of Quartz and Ecology of Fear, which created controversy over some of his claims and his alleged misuse of sources. The article argues that much of the controversy is explained by Davis’s ambiguous balancing of academic research and reportage, which can act as a prism through which to evaluate interpretations of the postmodern city. Dead Cities, is also reviewed in the context of this larger body of work, representing as it does a coming together of his urban concerns with his wider environmental agenda.

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The Character of Place Through Food and Music

www.geography.org.uk/download/GA_Conf06Cansfield3.doc

Example of a scheme of work for A Level- adaptable for GCSE?

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The concept of race

www.geography.org.uk/journals/journals.asp?articleID=808

Over the last few decades there has been some confusion in geographical education and research about the category of race, a category that was once so central to all the social sciences. If race often appears in quotes, does that mean it is not real? If race is a social construction, why is there still racism in institutions, feelings and economic distribution? Can physical differences between human bodies be considered without boxing them into the old colonial categories? This article provides a critical account of some of the mechanisms whereby differentiation happens along racial lines. It does so by carefully avoiding the reduction of race to genetic lines, while also taking the biological dimension of race seriously. A framework for approaching race and racism is suggested that will hopefully help to clear the confusion.

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The Conceptions of Geography Teaching and Learning of Two Proactive Teachers

www.geography.org.uk/journals/journals.asp?articleID=37

This article reveals the conceptions of geography teaching and learning held by nine secondary geography teachers in Hong Kong during the change process involved in the educational reform. The responses of two teachers reported here represent positive, successful examples of those who engage proactively in the change process. Their stories appear to be contradictory to stereotypical beliefs about how novice and experienced teacher engage in curriculum reform. However, though they are regarded as pioneers, both were confronted with various difficulties and dilemmas that have significantly affected their classroom teaching practices.

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The eight global dimension concepts in the context of the geography curriculum

www.geography.org.uk/download/PRglobalconcepts.pdf

Brief descriptions of the eight global dimension concepts: diversity, social justice, values & perceptions, citizenship, human rights, interdependence, sustainable development, and conflict resolution.

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The geographies of veiling: Muslim women in Britain

www.geography.org.uk/journals/journals.asp?articleID=534

In this article I reflect on the debates initiated by Jack Straw’s article about Muslim women and the wearing of face veils (October 2006). I place this issue in a wider context, drawing on recent geographical work on Muslim identities. I begin by exploring the position of Muslims in contemporary debates about multiculturalism in Britain. I then discuss the dynamics of contemporary veiling practices and contested meanings of the veil. Finally, I draw on my own work, and recent work in fashion theory, to consider the complexities of dress choices for young British Muslim women and to challenge dominant discourses.

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The Impact of the Beijing Games

www.geography.org.uk/download/GA_Beijing08Lee1114.pdf

This unit covers the wide-ranging impact of the Beijing Games of 2008 and is taken from our new Planet Sport website developed in conjunction with the Australian Geography Teachers Association

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The Olympics and Sustainable Urban Regeneration

www.geography.org.uk/download/GA_PRSydney.ppt

The PowerPoint Presentation accompanies Bob Digby's article 'Teaching about the Olympics' published in Teaching Geography Summer 2007 and focuses on the Sydney 2000 Olympic and Paralympic Games. It is available free in the Journals area, and in our Planet Sport website.

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The Primary Geographer Interview

www.geography.org.uk/journals/journals.asp?articleID=563

An interview with Daniel Raven-Ellison, the man behind the Geography of Happiness project

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The same, but different

www.geography.org.uk/journals/journals.asp?articleID=798

This article is based on a workshop held in The Gambia in 2010, which explored change in the past and the future... and what this might mean for us as educators

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The Start Gallery

www.geography.org.uk/journals/journals.asp?articleID=588

Starter activities for Britain and Britishness poster

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The start gallery

www.geography.org.uk/journals/journals.asp?articleID=791

Ideas for exploring children's futures in the classroom

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Theory into Practice: Moral Dilemmas

www.geography.org.uk/shop/shop_detail.asp?ID=22

The book describes the stages of finding inspiration for and constructing narratives around particular moral dilemmas, and suggests how they can be used with students.

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Theory Into Practice: Place, 'Race' and Teaching Geography

www.geography.org.uk/shop/shop_detail.asp?ID=440

This book deals with racism in teaching and learning geography.

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This Book's Rubbish

www.geography.org.uk/download/GA_ADVThisBooksRubbish.pdf

An activity linked to A Different View: a manifesto from the Geographical Association.

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This Changing World: The London 2012 Olympics

www.geography.org.uk/journals/journals.asp?articleID=425

Many people remember the London bombings of 7 July 2005 and most will probably also remember the scenes of jubilation just 24 hours earlier when the International Olympic Committee (IOC) announced that London would host the 2012 Olympics. Whether it is the prestige of hosting a global event, love of sport and competition, enthusiasm for major spectacle, or a combination of these, there is no doubt that winning such a bid gives cause for great pride and celebration of national identity. This article takes a look at the costs and benefits of holding such an event.

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Tiggy You're Dead

www.geography.org.uk/download/GA_ADVTiggyYoureDead.pdf

An activity linked to A Different View: a manifesto from the Geographical Association.

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Tools of the Trade

www.geography.org.uk/journals/journals.asp?articleID=986

Anthony demonstrates how we can support pupils' development as future responsible global citizens by exploring the stories behind common consumer items and introducing pupils to issues of fairness, equity and social justice.

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Uneven Development Scheme of Work

www.geography.org.uk/download/GA_PRMGHUnevenSOW.pdf

Year 9 Scheme of Work on Uneven Development. Part of the Making Geography Happen project.

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Unit B: Tallying the Medals

www.geography.org.uk/download/GA_PSAthensUnitB.pdf

A unit of work from the Athens 2004 section of the Planet Sport website.

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Using empathy to encourage extended writing at key stages 3 and 4

www.geography.org.uk/journals/journals.asp?articleID=709

This article explains the benefits of developing students’ extended writing skills through the use of empathy. It outlines the importance of extended writing before demonstrating how effectively it can be encouraged through a sequence of different teaching strategies. Students made group posters, wrote an extended story, interviewed each other and took part in peer assessment to help them gain a greater understanding of the place they were studying and the role that charity plays in Africa’s development.

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Using ICT to Raise Achievement in Global Thinking and Understanding

www.geography.org.uk/download/GA_EYPPRRActionResearch4Halocha.pdf

Research paper. Looks at the process through which schools develop the application of ICT and the extent to which the use of ICT can develop pupils' and teachers' understanding of the wider world.

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Watch Out We're About Unit of Work

www.geography.org.uk/download/GA_CPDGettingToGrips_WatchOutWereAbout.pdf

In this unit children will investigate the character of streets in the immediate locality of the school. They will focus on changes that take place adjacent to the school at the start and the end of the school day. This environment can be very dangerous due to the amount of traffic and pedestrians. The children will seek to put forward workable strategies for alleviating these dangers - sustaining the quality and making it a safer environment. This unit is linked to active citizenship, PSE and RRR. GA MEMBERS ONLY

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Watching Me Watching You

www.geography.org.uk/download/GA_ADVWatchingMeWatchingYou.pdf

An activity linked to A Different View: a manifesto from the Geographical Association.

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Websites for Children's Literature

www.geography.org.uk/download/GA_PRHbkExtStoryWebsiteList.doc

Contains a list of useful reference websites for children's literature, especially those related to global issues and/or diversity.

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What does Britishness look like in our school?

www.geography.org.uk/journals/journals.asp?articleID=591

Two teachers at a multi-ethnic inner city school describe their World Week on the theme of 'Origins'

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What is geography's contribution to making citizens?

www.geography.org.uk/journals/journals.asp?articleID=424

This article is the result of some of the early work of the GA Citizenship Working Group (CWG) which was established in 2006 to support the development of the citizenship dimension of geography education.

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What is geography's contribution to making citizens? - Quick Reference Guide

www.geography.org.uk/download/GA_AUCWGJan07ViewpointGuide.pdf

This summary has been produced by the Geographical Association's Citizenship Working Group (CWG) in order to provide teachers with a quick reference guide to connections between citizenship and geography. Readers are recommended to read it alongside the original articles written by a range of academic geographers in 2006.

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What it means to be British

www.geography.org.uk/journals/journals.asp?articleID=599

The leaders of a TDA CPD programme to develop subjects leaders' geographical knowledge and skills from a global perspective examine teaching cultural identity

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Where the money is: the geographies of organised crime

www.geography.org.uk/journals/journals.asp?articleID=683

This article explores forms of organised crime that account for a significant proportion of global economic activity and yet have been largely overlooked by geographers. It notes the absence of studies of organised crime within geographical literature and considers the case of 'mobbed up' regions, i.e. those with extensive and longstanding problems of organised crime. It discusses a range of possible theoretical approaches to understanding the 'mobbing up' of regions and highlights the potential of network approaches.

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Where Will I Live?

www.geography.org.uk/download/GA_Conf06SwiftWWIL2.ppt

In the 'Where Will I Live' project, twenty five teachers of geography and citizenship working in schools in South Cambridgeshire and East Lancashire explored how geographical thinking could support students to develop an understanding of design and other housing market issues in an increasingly interconnected world. This PowerPoint documents the project. See also the project website.

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Where Will I Live? Opinions About Urban Change

www.geography.org.uk/download/GA_WWILIvySOW.doc

A scheme of work developed in the Where Will I Live project. This scheme, for Key Stage 3, focuses on opinions about changes in the Padiham area of Burnley.

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Where Will I Live? Opinions About Urban Change: Poster Advice

www.geography.org.uk/download/GA_WWILIvyPosterAdvice.doc

A scheme of work developed in the Where Will I Live project. This scheme, for Key Stage 3, focuses on opinions about changes in the Padiham area of Burnley. This document contains advice for the creating the poster which is a part of this unit.

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Where Will I Live? Opinions About Urban Change: Student Work

www.geography.org.uk/download/GA_WWILIvyLeaflets.zip

Childrens work from a scheme of work developed in the Where Will I Live project. This scheme, for Key Stage 3, focuses on opinions about changes in the Padiham area of Burnley. In these leaflets, students explain how Padiham can be improved.

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Where Will I Live? Opinions About Urban Change: Teacher Evaluation

www.geography.org.uk/download/GA_WWILIvyBankEvaluation.doc

A scheme of work developed in the Where Will I Live project. This scheme, for Key Stage 3, focuses on opinions about changes in the Padiham area of Burnley. Here is the teacher's evaluations of this scheme of work.

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Where Will I Live? Project Evaluation

www.geography.org.uk/download/GA_WWILEvaluation.pdf

Where will I live? assembled 25 geography and citizenship teachers, as well as 500 pupils, from South Cambridgeshire and East Lancashire, to share ideas and new thinking on these vital issues. This is the independent project evaluation written by Roger Sutcliffe.

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Where Will I Live? What Makes an Area Good or Bad?

www.geography.org.uk/download/GA_WWILHaberghamSOW.doc

A scheme of work developed in the Where Will I Live project. Year 8 students looked at comparing houses in Burnley and Cambridge, and at suggesting solutions to their perceptions of Burnley's urban issues.

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Where Will I Live? Where Would You be Willing to Live?

www.geography.org.uk/download/GA_WWILQEGSOverview.doc

A scheme of work developed in the Where Will I Live project. In this scheme, for Year 10, geography and citizenship teachers worked closely together. In it, students think about where they would be willing to live within Blackburn-with-Darwen at different stages of their life.

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Where Would You be Willing to Live? Pupil Work 1

www.geography.org.uk/download/GA_WWILQEGSPupil1.doc

This example of work is from a scheme of work developed in the Where Will I Live project. In this part of the scheme students put together a small dossier on their area and delegate members of the group each to write a short report (200-400 words) on an aspect of the area’s housing / house prices.

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Where Would You be Willing to Live? Pupil Work 2

www.geography.org.uk/download/GA_WWILQEGSPupil2.doc

This example of work is from a scheme of work developed in the Where Will I Live project. In this part of the scheme students put together a small dossier on their area and delegate members of the group each to write a short report (200-400 words) on an aspect of the area’s housing / house prices.

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Where Would You be Willing to Live? Pupil Work 3

www.geography.org.uk/download/GA_WWILQEGSPupil3.doc

This example of work is from a scheme of work developed in the Where Will I Live project. In this part of the scheme students put together a small dossier on their area and delegate members of the group each to write a short report (200-400 words) on an aspect of the area’s housing / house prices.

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Whiteboard Active: Climate change and key topics in the news

www.geography.org.uk/shop/shop_detail.asp?ID=612

This pack provides the highest quality BBC content complemented by lively activities to explore climate change and the steps being taken to address the problem.

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Whiteboard Active: Who Are We? People, Place and Identity CD

www.geography.org.uk/shop/shop_detail.asp?ID=680

Explore how the movement of people to, from and around the UK has shaped our communities, customs and cultural identity – from early invaders to present day immigration. Examining aspects of history, geography and citizenship, this resource will also enable you to embed community cohesion into your curriculum in a meaningful way.

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Who Do We Think We Are? Citizenship, Diversity and Identity

www.geography.org.uk/download/GA_Conf09L14PPT.ppt

This presentation formed part of Lecture 14 at the 2009 GA Annual Conference: Who Do We Think We Are? is a new, cross-curricular education project designed to engage primary and secondary school teachers in the exploration of identity, diversity and citizenship with their students - in their schools, local communities and nationally. This session will discuss how the project’s key themes can be delivered through geography.

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Who Do We Think We Are? Geographical perspectives on identity, diversity and citizenship

www.geography.org.uk/journals/journals.asp?articleID=593

A new education project exploring identity, diversity and citizenship

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Why children's geographies?

www.geography.org.uk/journals/journals.asp?articleID=1009

Children's geographies have become established as an important sub-discipline of geography. Work in this field is diverse, but is united by a recognition that children experience the world in very different ways from adults. This has led to innovative methodologies being deployed in an effort to listen to children's voices and understand how children in different circumstances see, experience and perceive places. This article introduces work in children's geographies and argues that perspectives from the sub-discipline can be used to inform teaching and research in many areas of human geography, including the post-16 curriculum.

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Why teach children and young people about Community Cohesion and the Prevention of Violent Extremism?

www.geography.org.uk/download/GA_RECCBackground.pdf

Background information on why teaching community cohesion is important.

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World Issues Survey - Full Results

www.geography.org.uk/download/GA_ADVIpsosMoriResults.ppt

In February 2009 the Geographical Association commissioned Ipsos MORI to investigate which issues Key Stage 3 students think are important and whether they feel they are learning about them.

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Worry Dolls

www.geography.org.uk/journals/journals.asp?articleID=963

Wendy explains how a cross-curricular topic on Toys gave her classroom community of enquirers the opportunity to talk about and explore their concerns and those of other children around the world

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Young Geographers - Shelley - Planning Starter

www.geography.org.uk/download/GA_PRYGSStarter.doc

A resource from the Young Geographers Project, Shelley First School.

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Young Geographers - Shelley - What is it like to live in Shelley?

www.geography.org.uk/download/GA_PRYGS5.doc

Session Five. A resource from the Young Geographers Project, Shelley First School.

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Young Geographers Explore Their Local Area

www.geography.org.uk/download/GA_PRYGSLivingGeog.ppt

What is it like to live in Shelley? A PowerPoint Presentation explaining how this teacher taught a unit of work to her Year 1 class after engaging with the Young Geographers project.

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Young Geographers Matter

www.geography.org.uk/download/GA_EVPrimaryConfSimonCatling.ppt

Simon Catling's keynote address at the Primary National Conference, June 16 2009.

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Young people's geographies

www.geography.org.uk/journals/journals.asp?articleID=704

This article examines what is meant by young people’s geographies, looking at the emergence of children’s geographies as a research field within academia. There is an ever-growing interest in young people’s everyday lives, issues and experiences: how they experience places and construct their own sense of place, and how they perform multiple identities at different times and in different spaces. Using alternative approaches that draw on young people’s own experiences and concerns to teach school geography helps makes the subject more relevant and engaging.

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