Vol 38, No 3, Autumn 2013, pp. 94-97, by David Hicks
David Hicks challenges schools and geography teachers to build the foundations and develop a curriculum that prepares students for the future – arguing that geography should be the lead subject.
Vol 36 Vo1 Spring 2011 pp.9-11, by David Hicks
David Hicks asks geographers to consider how their teaching covers the nature of human well-being, the impact of climate change, the dilemma of peak oil and the transition that needs to occur as a result of these.
Volume 40, No 1, Spring 2015, pp. 17-19, by Claire Kyndt
Claire outlines a year 8 unit entitled ‘Walls’, designed to explore current geopolitical issues focusing on examples of borders around the world.
Vol 34 No 2 Summer 2009 pp.72-75, by Kate Mawer
Kate Mawer describes how her school established sustainable curriculum links with a school in Iganga, Uganda.
Vol 40, No 1, Spring 2015, pp. 26-28, by Claire Campion
Hannah describes a scheme of work which reveals the hidden story, from production to purchase of a £4 plain white T-shirt. It aims to help students explore multiple perspectives, and informs their views about their own role and impact as consumers in the global economy.
Vol 39, No 3, Autumn 2014, pp. 108-109, by Michelle Minton
Michelle reports on her research into a year 8 group’s perceptions of immigration to the UK, advocating the teaching of controversial issues in the classroom in order to help young people make sense of the world around them.
Vol 33 No 3 Autumn 2008 pp.110-113, by Catherine Owen
Catherine Owen describes how her department used a focus on the international dimension to develop the curriculum. The article includes a number of plans.
Vol 38 No1 Spring 2013 pp.22-23, by Megan Brook
Megan Brook used an enquiry-based scheme of work to challenge her A-level group’s perceptions of development, and engage with alternative notions of development.
Volume 41, Issue 3, Autumn 2016 pp. 122-123 by John Larner
John draws on the example of Easter Island and Malthusian theories of population to get his A level students thinking about their own perspectives on the major challenges facing the world in the 21st century.
Vol 36 No1 Spring 2011 pp.17-19, by Bob Lang
Bob Lang explores how to use this easy-to-use, fun and interactive tool for investigating world statistics and re-considering development.
Volume 41, Issue 3, Autumn 2016 pp. 98-102 by Klaus Dodds
Klaus outlines the topic of global governance, a new content area of the A level specifications, and discusses the complexities of managing and implementing supranational laws and conventions.
No 66, Summer 2008 pp.35-38, by Martin Cox
Martin Cox presents one definition of globalisation as a starting point for classroom discussion of this essential, expansive and complex issue.
Vol 36 No1 Summer 2011 pp.52-54, by Claire Kennedy
Claire Kennedy explores students’ perceptions of Egypt and raises some useful implications for teaching about distant places.
Vol 39, No 2, Summer 2014, pp. 56-59, by Dan Cowling
Dan shows how teaching about health care systems is a good way of introducing students to learning about inequality. He outlines some contrasting health care systems.
Vol 39, No 2, Summer 2014, pp. 74-76, by Claire Kennedy
Following on from her article in Teaching Geography in 2013, Claire gives an update on her school’s partnership with a school in Ghana and reflects on the factors that affect the partnership’s sustainability.
Vol 39, No 3, Autumn 2014, pp. 106-107, by David Lambert
David proposes a capabilities approach to developing students’ global learning and open-mindedness, linking it to Amartya Sen’s work on human development, and argues that young people without such knowledge and capacity are diminished in their capabilities as citizens.
Vol 37 No 3 Autumn 2012 pp.104-105, by Paul Hunt
Paul Hunt uses his experience of Ethiopian Schools to describe a series of six lessons on Ethiopia, based on The Geography Teachers’ Toolkit, including a range of online and interactive elements.
Vol 35 No 2 Summer 2010 pp.70-73, by Megan Tierney
Megan Tierney presents an enquiry that challenges students’ stereotypical views of Sri Lanka as a ‘LEDC’.
Vol 36 No1 Summer 2011 pp.61-63, by Suzie Farmer
Suzie Farmer describes a sequence of lessons on global food distribution and hunger.
Volume 41, Issue 3, Autumn 2016 pp. 124-125 by Jonathon Andrews
Jonathan outlines an all-day event for year 7 students, led by year 12 students, that explored the new Sustainable Development Goals that replace the Millennium Development Goals.
Vol 36 No3 Autumn 2011 pp.96-97, by John Hopkin
John Hopkin discusses how we select the places students study, and suggests the common LEDC/MEDC model of the world is obsolete.
Vol 38 No1 Spring 2013 pp.14-16, by Claire Kennedy
Claire Kennedy outlines some key theoretical aspects of school partnerships, then reports on her own experience of setting up a partnership programme.
Vol 34 No 3 Autumn 2009 pp.114-115, by Rebecca White
Rebecca White describes a practical way to teach about the difficulties and inequalities experienced by those living in shanty towns.
Vol 35 No 1 Spring 2010 pp.10-14, by Oliver Picton
Oliver Picton describes a small-scale research project focused on two enquiries, and the resulting changes to students’ perceptions of globalisation.
Vol 37 No3 Autumn 2012 pp.113-5, by Hannah Sassoon
Hannah Sassoon explores ways of making key concepts explicit and meaningful in key stage 3 geography. She uses a concept-led approach to plan a sequence of lessons on development, each introducing a key concept.
Vol 39, No 2, Summer 2014, pp. 50-55, by Hazel R. Barrett
Hazel explores the optimism of recent UNAIDS reports on the state of the global HIV/AIDS epidemic and looks at the impact of antiretroviral therapy on regions and countries.
Vol 38 No1 Spring 2013 pp.11-13, by Fran Martin
Fran Martin outlines a theme from her presidential lecture, arguing that there are several geographies, and exploring how we understand and value difference from the perspective of culture and identity.
Vol 36 No1 Summer 2011 pp.49-51, by Liz Taylor
Liz Taylor discusses the concept of diversity in geography, focusing on teaching about diversity within and between places.
Vol 41 No1 Spring 2016 pp.22-23, by Gayle Sloggett
Gayle shares an approach she has developed across key stages 3 and 4 to support critical thinking about complex geographical issues.
Vol 39, No 2, Summer 2014, by Hannah Spencer
For one lesson in a scheme of work on global fashion, Hannah created a sweatshop production game, in which students acted as factory workers in a production line.
Vol 39, No 3, Autumn 2014, pp. 94-98, by Denise Freeman and Alun Morgan
Denise and Alun draw on the work of contemporary academic geographers to propose a ‘three lamps’ model for teaching about places: including positivist, humanistic and people-environment perspectives, and showing how this model can influence a scheme of work. They suggest this approach helps teachers ensure a balanced perspective in their teaching about places, hence avoiding the ‘single story’.
Volume 41, Issue 2, Summer 2016 pp. 50-53 by Peter Lowe
Peter assesses the BRICs’ rise to become a powerful force in the world economy and suggests that they need to overcome individual economic challenges as well as remaining committed to long-term political co-operation.
Vol 37 No1 Spring 2012 pp.21-23, by Paula Cooper
Paula Cooper provides some teaching ideas for using Gapminder and Worldmapper resources to allow students to pursue questions about the places participating in the Olympics.
Vol 41 No1 Spring 2016 pp.24-25, by Rosie Gillman and Sally Gillman
Rosie and Sally use a mystery focused on the Ebola crisis to enhance students’ knowledge of Sierra Leone.