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- Idea 1 Every number paints a picture: unraveling socioeconomic variations within an urban area
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- Idea 2 The rise or fall of the mighty and mystical polar bear
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- Idea 3 What on Earth Should Happen to Picher Oklahoma
- Idea 4 So who was Herr Brandt and did he get his line right
- Idea 5 Understanding the causes and effects of flooding The Boscastle moment
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Posts
- ‘Geography really matters’ – behind this year’s Conference theme
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- 2018 A level results
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- Ballot for GA Trustee Election: voting now closed
- Black Lives Matter
- Brand new GEO resources for 2021
- Celebrating 10,000 members of the Geographical Association
- Celebrating 125 years of the GA
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- Climate change resources from the GA
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- First recipient of the GA Enhanced Professional Award
- GA and ESTA collaborate to promote understanding of physical geography
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- GA Annual Conference and Exhibition 2020: Coronavirus update
- GA Annual Conference and Exhibition 2021: Moving online
- GA Annual Conference keynote speakers confirmed
- GA annual report for 2020-21
- GA Award for Excellence in Leading Geography – vote now!
- GA awards 2018
- GA celebrates 125 years of furthering geographical knowledge
- GA Chief Executive Alan Kinder to stand down
- GA completes latest round of international consultancy
- GA Conference 2019 – A celebration of geography
- GA launches new website
- GA President, 2024–25 – nominations invited
- GA President, 2025–26 nominations (closed)
- GA publishes A level results analysis 2022
- GA publishes A level results analysis 2023
- GA publishes annual impact report
- GA publishes GCSE results analysis 2022
- GA publishes response to Ofsted framework
- GA receives DfE funding for teacher CPD
- GA research on the needs and views of teachers of geography
- GA response to Ofsted subject report 2023
- GA response to the Ofsted research report on geography (June 2021)
- GA seeks new Governing Body members
- GA support for geography within the Ofsted Education Inspection Framework 2019
- GA to create curriculum resources for Oak National Academy
- GA Trustee changes
- GA-RGS-IBG joint letter on A level word counts
- GA’s In the Know shortlisted for Teach Primary Awards
- GCSE Results 2020
- GCSE results analysis 2023
- GCSE results day 2021
- Geographical Association Trustees
- Geography and global learning research report published
- Geography contributes to SDG4
- Geography Education Online (GEO)
- Geography Education Online (GEO) launch
- Geography initial teacher education and teacher supply in England
- Global geography community calls on world leaders to protect nature and climate
- Governing Body September 2023 update
- Governing Body vacancies
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- How the GA is helping continue geography education from home
- Hybrid Annual Conference and Exhibition 2022
- Ice flows – new free game and resources
- Margaret Roberts receives MBE
- New partnership between the Environment Agency and Geographical Association
- Ofqual releases detail of changes to the assessment of GCSEs, AS and A levels in 2021
- Ofsted launches inspection framework consultation
- Opportunity to become Chair of Trustees of the Geographical Association
- Quality Mark 2020 Awards announced
- Quality Mark 2022 awardees announced
- Quality Marks go online with PebblePad
- Return of fieldwork requirements
- SecEd article about the GA’s Critical Thinking for Achievement programme
- Sheila Jones Legacy Fund
- Teaching Immigration in European Schools
- TeamUK places third in the world at the 16th International Geography Olympiad
- The GA launches ‘Geography from home’ section
- The GA launches its very own podcast!
- The GA launches the GA Professional Passport and Awards
- The GA make all teaching resources open access
- The GA’s strategic plan – have your say
- The GA’s strategic plan 2020-25
- The GA’s commitment to providing high quality CPD for teachers
- The Geographers’ Gaze project
- UK geography students win medals at international competition
- Updated summary of the GA’s EIF support
- WorldWise Week resources – Compassionate Geographies
- Your GA – your say
Support & Guidance
Online Teaching Resources
- A level coastal fieldwork
- All about drought resources
- All about drought: A case study of UK drought 2010-2012 – investigating the responses
- All about drought: Changing our thinking about drought
- All about drought: Is drought a global phenomenon?
- All about drought: The 1976 drought – was it all good?
- All about drought: The future of drought in the UK
- All about drought: UK drought 2010-2012 – causes and impacts
- An introduction to flooding
- Appendix 1. Mauritius public meeting role play cards
- Appendix 2. Planning an enquiry-based unit of work
- Appendix 3. Activities and strategies referred to in Geography Through Enquiry
- Artful Maps
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- Barnaby Bear through the seasons
- Barnaby Bear through the seasons spring
- Barnaby Bear through the seasons summer
- Barnaby Bear through the seasons: autumn
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- Book reviews – Early Years and Primary
- Cardinal compass points
- Climate change in urban areas: Bangladesh case study
- Climate, soils, biomes and vegetation belts
- Climate, water insecurity and consumption
- Clone towns – a Teachit resource
- Coastal processes and landforms of North Norfolk
- Compassionate geographies – WorldWise Week 2021
- Dam planning and construction
- Developing knowledge about China and India
- Different ways of looking at the world: Worldmaps.alt
- Downloadable maps
- Engage, Enjoy, Explore being at home
- Everyday geographies
- Everyday geographies around the world
- EYFS Exploring water: ‘Puddles’
- EYFS Home role-play area: ‘Going out’
- EYFS Our school’s local area: ‘Small world’
- EYFS Sensory walk and collection
- Flood management on the River Severn
- Flood risk and flood management
- Flooding 1: Causes of river floods
- Flooding 2: Investigating the effects of river floods
- Flooding 3: Response to floods: Oxford Case Study
- Flooding 4: Managing the upper drainage basin
- Flooding 5: Sustainable Drainage Systems (SuDS)
- Flooding 6: Managing river floods – exploring the role of the Environment Agency
- Flooding 7: Coastal flooding at Chiswell
- Flooding 8: Managed realignment
- Flooding 9: The role of the Environment Agency in coastal management and the development of shoreline management plans
- Frozen Oceans
- Gapminder and Worldmapper
- Gentrification enquiry – a Teachit resource
- GeogPod – The GA’s Podcast
- Geography Education Online (GEO)
- Geological timescales
- Global food supply – a Teachit resource
- Globalisation: switched on or switched off – a Teachit resource
- Hurricane Irma 2017: case study
- Images of Kenya
- India study tour
- India: a changing place
- India: a changing place – geology
- India: a changing place – learning from India
- India: a changing place – population
- India: a changing place – restoring environments
- India: a changing place – South India photo investigation
- India: a changing place – urbanisation and change in Karnataka
- India: a changing place – water harvesting
- Interactive time
- Investigating changing places: Southwold
- Investigating climate change – sea level rise
- Investigating coasts
- Investigating earthquakes and tsunamis
- Investigating energy at key stage 1-2
- Investigating grid references and map symbols at key stage 1-2
- Investigating longitude, latitude and daylight at key stage 1-2
- Investigating mountains and volcanoes at key stage 1-2
- Investigating resources at key stage 1-2
- Investigating rivers and the water cycle at key stage 1-2
- Investigating settlement at key stage 1-2
- Investigating urban green spaces
- Investigating weather at key stage 1-2
- Italy earthquake 2016: case study
- Kampala: A case study of a city in LIC
- Kenya map activities
- Kuala Lumpur – Role model or victim of its own success?
- Kuala Lumpur 1: What makes this city so special?
- Kuala Lumpur 2: Bigger or smaller than you think?
- Kuala Lumpur 3: What can the SDGs tell us about opportunities in Kuala Lumpur?
- Kuala Lumpur 4: Is Kuala Lumpur the powerhouse of Malaysia?
- Kuala Lumpur 5: Are there squatter settlements in Kuala Lumpur?
- Kuala Lumpur 6: Why doesn’t everyone benefit equally from opportunities in Kuala Lumpur?
- Kuala Lumpur 7: Is Kuala Lumpur’s success poisoning it?
- Kuala Lumpur 8: Example of urban planning – from poverty to plenty?
- Maps at key stage 3
- Near and far
- New Zealand earthquake 2016: case study
- Nicaragua Study Tour
- Our school from above
- Questioning a globe
- Refugee week – refugees in Uganda
- Resource conflict – a Teachit resource
- Rivers and the Water Cycle
- Rivers on maps
- Sheffield case study 1: Investigating place
- Sheffield case study 2: Experiential landscapes
- Sheffield case study 3: Unequal places
- Sheffield case study 4: Investigating Sheffield
- Sheffield case study 5: Page Hall
- Sheffield case study 6: Kelham Island
- Sheffield case study 7: Park Hill
- Sheffield case study 8: Teacher resources
- Sheffield case study: overview
- Tectonic hazards
- The environment: connect; protect; enhance
- The global distribution of resources – a Teachit resource
- Time for Geography: Cities videos
- Time for Geography: Coasts videos
- Time for Geography: Glaciation videos
- Time for Geography: Rivers videos
- Tourism in a glaciated upland area – a Teachit resource
- Transport and logistics
- Transport and logistics 1: Supply chain
- Transport and logistics 2: Road haulage
- Transport and logistics 3: Railways
- Transport and logistics 4: City bikes
- Transport and logistics 5: Buses and coaches
- Transport and logistics 6: Shipping containers
- Transport and logistics 7: Internet shopping
- Transport and logistics 8: Humanitarian relief
- Tropical peatlands: their global importance and role in the water and carbon cycles
- Tropical rainforests
- Tropical rainforests 1: Where are tropical rainforests being destroyed?
- Tropical rainforests 2: What are the causes of deforestation?
- Tropical rainforests 3: Matrix of causes of deforestation
- Tropical rainforests 4: Controversy in the media
- Tropical rainforests 5: Evaluating deforestation for oil palm plantations
- Tropical rainforests 6: Visit to a rainforest in Malaysia with indigenous people
- Tropical rainforests 7: Case study – Sumatra, Indonesia, South-east Asia
- Tropical rainforests 8: Ranking causes of deforestation
- Tropical rainforests 9: Impacts of tropical rainforest deforestation
- UK coastal landscapes: Dorset – a Teachit resource
- Video: An interdependent world
- Video: Development – are things getting better?
- Video: Development – areas for concern
- Video: Geographical connections
- Video: How are subglacial landforms created?
- Video: Ice sheets and their impact on the landscape
- Video: Interdependence
- Video: Subglacial bedforms – drumlins
- Video: Subglacial bedforms – ribbed moraine, MSGLs, flutes
- Video: The impact of the 2013-14 storms on coastal geomorphology in SW England
- Video: The power of geographical thinking
- Video: Time, interdependence and industry
- Video: Understanding development
- Video: Urban poverty
- Video: Urbanisation
- Water conflict: the Aral Sea – a Teachit resource
- Water Explorer
- Water in the Middle East
- Weather and climate
- Which way is the wind blowing?
- World Bee Day
- World Chocolate Day
- World Water Day
Initial Teacher Education
- Initial Teacher Education
- Become a geography teacher
- Support for geography teacher educators
- Providing high quality geography ITE
- Subject knowledge enhancement (SKE) for geography teaching
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- Classroom practice
- Geography subject teaching and curriculum
- Inclusion and adaptive teaching
- Student assessment in geography
- Students’ learning in geography
- Wider professional responsibilities for new teachers and their professional development
- Planning geography programmes for ITE trainees and ECTs
- Support for trainees and ECTs
- Early Career Teachers
- GA support for trainees and ECTs
- Geography secondary trainee teachers (ITE)
- Learning to teach secondary geography
- Assessment in geography
- Classroom practice
- Geography subject teaching and curriculum
- Curriculum and curriculum planning
- Geography 5-18
- Geography knowledge, concepts and skills
- Resources
- Teaching thematic geography
- Good geography teaching – high expectations
- Inclusion and adaptation
- Students’ learning in geography
- Wider professional responsibilities
- Teachers’ standards for assessment
- Teachers’ Standard 5: Adapt teaching to respond to the strengths and needs of all pupils
- Teachers’ Standard 6: Make accurate and productive use of assessment in geography
- Teachers’ standards 1: Set high expectations which inspire, motivate and challenge pupils
- Teachers’ standards 2: Promote good progress and outcomes by pupils
- Teachers’ standards 3: Demonstrate good subject and curriculum knowledge
- Teachers’ standards 4: Plan and teach well-structured lessons
- Teachers’ standards 7: Manage behaviour effectively to ensure a good and safe learning environment
- Teachers’ standards 8: Wider professional responsibilities
