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Browse your member benefits - West Europe branch
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Posts
- ‘ITT’ market review – response from the Geographical Association
- Geography Editorial Collective member vacancy (physical geography specialism)
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- In the Know: Climate Change shortlisted in the Teach Awards 2026
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- A Curriculum for Climate Literacy
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- A level results analysis 2024
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- A level results day 2020
- A level results day 2021
- A world of change – geography education over recent decades
- An overview of the curriculum change timescale
- Ballot for GA Elected Trustee positions (closed)
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- Bespoke consultancy available for curriculum change
- Black Lives Matter
- Brand new GEO resources for 2021
- Business Awards Shortlist 2025
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- Calling all 2023-26 Quality Mark awardees!
- Celebrating 10,000 members of the Geographical Association
- Celebrating 125 years of the GA
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- Chair of Trustees vacancy: closed
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- Climate change and geography education
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- Co-Opted Trustee vacancy: closed
- CoastCraft wins BETT Award 2026
- Conference planning board vacancies (Closed)
- Congratulations to everyone receiving A level results
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- Congratulations to students receiving geography GCSE results today
- Curriculum and Assessment Review final report
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- Curriculum Review Northern Ireland
- Curriculum Support section update
- DfE ‘Climate literacy amongst school leavers’ report
- DfE to run public consultations for the national curriculum and GCSEs in September
- Early entry data for GCSE and A level
- Education figures in King’s birthday honours list 2025
- Elected Trustees vacancies: closed
- Election – GA President 2025–26 (Closed)
- Election – GA President 2026–27
- Election – GA President 2027–28 (CLOSED)
- Encourage your students to explore geography through our Model Making Competition (closed)
- Exams for 2022 – GA position
- Fiona Sheriff welcomed as GA President 2026-27
- First recipient of the GA Enhanced Professional Award
- Flood Action Week 2025
- Flood Risk – a natural hazard facing many schools
- Four primary schools recognised for their geography impact at the PTI Awards
- Free spiralised fieldwork resource collection available
- GA and BBC Teach partnership projects
- GA and ESTA collaborate to promote understanding of physical geography
- GA and Twinkl new free resources
- GA annual report for 2020-21
- GA appoints Steve Brace as new Chief Executive
- 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 planning board vacancies
- GA Consultation response to Further Education and Skills call for evidence
- GA Elected Trustee nominations (Closed)
- GA Elected Trustee nominations (Closed)
- GA equal opportunities monitoring survey results 2025
- GA fieldwork and curriculum survey responses overview
- GA Higher Education geography statement
- GA Journal Awards – vote now! (Closed)
- GA Journal Awards 2026 (voting closed)
- GA launches new website
- GA President, 2024–25 – nominations invited
- GA President, 2025–26 nominations (closed)
- GA President, 2027-28 – nominations invited
- GA publishes A level results analysis 2022
- GA publishes A level results analysis 2023
- GA publishes annual impact report
- GA publishes annual impact report 2022-23
- 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 GCSE Computer Science consultation
- 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 Strategy consultation survey (Closed)
- GA support for geography within the Ofsted Education Inspection Framework 2019
- GA to create curriculum resources for Oak National Academy
- GA to create KS3 curriculum resources for Oak National Academy
- GA Trustee changes
- GA Trustee election (CLOSED)
- GA-RGS-IBG joint letter on A level word counts
- GA’s In the Know shortlisted for Teach Primary Awards
- GA’s response to the Review of Curriculum and Assessment
- GCSE geography results analysis 2026
- GCSE Results 2020
- GCSE results analysis 2023
- GCSE results analysis 2024
- GCSE results analysis 2025
- GCSE results day 2021
- GEO resources available for GA members
- Geographers at the Sustainability Chalk Face
- Geographers in the King’s 2026 New Year’s Honours
- Geographers in the top 10 highest paying jobs in 2025
- Geographical Association 2026–31 Strategy
- Geographical Association annual survey 2026
- Geographical Association Trustees
- Geographical model making competition winners 2024
- Geographical model making competition winners 2025
- Geography and global learning research report published
- Geography contributes to SDG4
- Geography curriculum and specification review
- Geography curriculum seminar
- Geography Education Online (GEO)
- Geography Education Online (GEO) launch
- Geography Education Online (GEO) website closing
- Geography fieldwork – How to make it effective
- Geography fieldwork – intrepid explorations
- Geography for all our futures
- Geography for everyone?
- Geography initial teacher education and teacher supply in England
- Geography of street names interview on BBC Radio Sheffield
- Geography statement in a curriculum policy proposal
- Global geography community calls on world leaders to protect nature and climate
- Governing Body September 2023 update
- Governing Body vacancies (Closed)
- Green Careers Week – Environment Agency resources
- High impact – low cost fieldwork
- High-quality geography fieldwork for all
- High-quality geography fieldwork for all
- Honorary Treasurer vacancy: closed
- How can schools build the green workforce of the future?
- How can the Olympics relate to geography?
- How geography has changed over the past 30 years
- How the GA is helping continue geography education from home
- How you can support the GA’s work
- Ice flows – new free game and resources
- Impacts from subject bursary cuts – geography recruitment down
- International Geography Network (IGN) launch
- Introducing Primary School Membership
- Introducing the GA Subject Leader Development Programme
- Introducing the GA’s CPD Library
- Introducing the Geographical Association 2026–31 Strategy
- Investigating Soil Infiltration project
- Joint response to the Advanced British Standard (ABS) consultation
- KS3 geography – writing for the GA and Oak National Academy (Closed)
- Margaret Roberts receives MBE
- Name a storm
- National Careers Week
- National Festival of Fieldwork partnership resources
- National Work Experience Month in July
- Natural history GCSE – GA consultation Response
- New In the Know: Coasts eBook available
- New Digimap support available for schools to inspire young geographers
- New Environment Agency teaching resources for KS2 and KS3
- New partnership between the Environment Agency and Geographical Association
- New resources available from the GA and Environment Agency
- Nominations invited for GA President 2026–27 (Closed)
- Oak geography curriculum
- Ofqual releases detail of changes to the assessment of GCSEs, AS and A levels in 2021
- Ofsted consultation response
- Ofsted launches inspection framework consultation
- Opportunity to become Chair of Trustees of the Geographical Association
- Ordnance Survey Award presented to All Souls’ C of E Primary School
- Physical geography student photo competition winners 2024
- Physical geography student photo competition winners 2025
- Primary curriculum – writing for the GA and Oak National Academy (closed)
- Primary geography CPD pack Commended at Education Business Awards 2025
- Public support for climate change being taught as part of the geography national curriculum
- Quality Mark 2020 Awards announced
- Quality Mark 2022 awardees announced
- Quality Marks go online with PebblePad
- Quality Secondary Geography Research Project
- Resources for GIS
- Return of fieldwork requirements
- School flood risk checklist
- SecEd article about the GA’s Critical Thinking for Achievement programme
- Sheila Jones Legacy Fund
- Should politicians take more notice in geography lessons?
- Standards in school geography, 1991–2023
- Steve Brace explores changes to the primary geography curriculum
- Subject Associations warning on ‘endemic’ use of non-specialist teachers
- Teach Awards 2025 shortlist
- Teacher Education Phase Committee – Seeking members
- Teachers’ awareness of and preparedness for curriculum and qualification change
- Teaching Immigration in European Schools
- TeamUK places third in the world at the 16th International Geography Olympiad
- The Big Christmas Geography Quiz 2024
- The Curriculum and Assessment Review final report – free CPD resources
- The DfE consults on key stage 4 performance measures
- 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 GA’s Summer Map Makers
- The Geographers’ Gaze project
- The Geographical Association is working with the DfE as an expert curriculum drafter
- The Geographical Association joins the Fi Wi Road programme
- The Geography Symposium: A partnership between the GA, RGS-IBG and the PTI
- The role of subjects and subject associations in climate change and sustainability education in England
- Three new ‘Honorary Geographers’ receive geographer badges
- Three ways to use the football World Cup in your lessons
- Two new KS5 Teaching Resources available
- UK geography students win medals at international competition
- UK National Geography Olympiad trial feedback (Closed)
- UN votes to adopt new world map to reflect Africa’s true size
- Updated summary of the GA’s EIF support
- Welcome back to school!
- What can you do with geography in politics?
- What can you do with geography in weather and climate?
- What geographical features could be on the UK’s new banknotes?
- Which year groups are commonly taught by non-specialist teachers?
- Why does subject-specific professional development matter?
- Why geography lessons are the key to climate awareness
- WorldWise Week resources – Compassionate Geographies
- Year 11s have ‘poor’ climate change understanding
- Your GA – your say
Online Teaching Resources
- 5-minute fieldwork plan template
- 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 (key stage 2)
- An introduction to flooding (key stage 3)
- Artful Maps
- Assessing risk
- Assessing risk: EYFS
- Assessing risk: KS1
- Assessing risk: KS2 Lower
- Assessing risk: KS2 Upper
- Assessing risk: KS3
- Assessing risk: KS4
- Assessing risk: KS5
- Assessing Sustainability
- Atlas map symbols
- Barnaby Bear through the seasons
- Barnaby Bear through the seasons spring
- Barnaby Bear through the seasons summer
- Barnaby Bear through the seasons: autumn
- Barnaby Bear through the seasons: winter
- Barnaby Bear: Home
- Batu Caves: Development and Destruction?
- Book reviews – Early Years and Primary
- Can Malaysia do anything about its air pollution?
- Can Malaysia feed itself?
- Can Malaysia protect any of its endangered species from extinction?
- Cardinal compass points
- Career Spotlight: Career pathways in urban planning
- Career Spotlight: Where can geography take you?
- Careers spotlight: Carbon assessment and strategy
- Careers spotlight: Environmental hydrology
- Careers spotlight: Planning consultancy
- Careers spotlight: Study pathways in urban planning
- Careers spotlight: Sustainable energy
- Careers spotlight: Town planning with Enoch Lam
- Careers spotlight: Town planning with Grace Clarkson
- Careers spotlight: Transport planning with Annessa Chan
- Careers spotlight: Transport planning with Danielle Randall
- Caribbean cuisine and superdiversity in the Ladywood constituency, Birmingham
- Carrying out climate change and sustainability fieldwork
- Carrying out fieldwork involving soils and slopes
- Carrying out mapping techniques
- Carrying out mapping techniques: EYFS
- Carrying out mapping techniques: KS1
- Carrying out mapping techniques: KS2 (lower)
- Carrying out mapping techniques: KS2 (upper)
- Carrying out mapping techniques: KS3
- Carrying out mapping techniques: KS4
- Carrying out mapping techniques: KS5
- Carrying out questioning techniques: KS3
- Celebrating other cultures through multi-sensory stories
- China Resources: 2014
- Climate Action Plan for Geography Subject Leaders
- Climate Change – Causes and Effects: How are we contributing to greenhouse gas emissions?
- Climate Change – Causes and Effects: How do we know how the climate changed during the Quarternary period?
- Climate Change – Causes and Effects: Modelling future climate in the UK
- Climate Change – Causes and Effects: No, it really is greenhouse gases – climate change causes living graph
- Climate Change – Causes and Effects: Resources
- Climate Change – Causes and Effects: Show Your Stripes
- Climate Change – Causes and Effects: The global social, economic and environmental impacts of climate change
- Climate Change – Causes and Effects: The natural causes of climate change – are they to blame?
- Climate Change – Causes and Effects: What is the Quarternary Period?
- Climate Change – Causes and Effects: What Scientists Say: The latest IPCC Report on the causes of climate change
- Climate Change – Mitigation and Adaptation: GIS decision making exercise: building a solar farm
- Climate Change – Mitigation and Adaptation: How much time do we have?
- Climate Change – Mitigation and Adaptation: Is the answer blowing in the wind and shining down on us?
- Climate Change – Mitigation and Adaptation: Resources
- Climate Change – Mitigation and Adaptation: The energy mix – towards renewables
- Climate Change – Mitigation and Adaptation: What can I do?
- Climate Change – Mitigation and Adaptation: What do we mean by ‘mitigation’ and ‘adaptation’?
- Climate Change – Mitigation and Adaptation: Who is to blame?
- Climate change and sustainability: EYFS
- Climate change and sustainability: KS1
- Climate change and sustainability: KS2
- Climate change and sustainability: KS3
- Climate change and sustainability: KS4
- Climate change and sustainability: KS5
- 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
- Could ethnic tensions destroy the Malaysian economic miracle?
- Creating a sense of place through fieldwork
- Dam planning and construction
- Developing knowledge about China and India
- Different ways of looking at the world: Worldmaps.alt
- Digimap for schools: progression in mapping
- Do Melaka and George Town deserve their World Heritage status?
- Downloadable maps
- Earth Day – 22 April
- Engage, Enjoy, Explore being at home
- Environment Agency careers: a river catchment case study
- Environmental Quality Assessment (EQA) – EYFS
- Environmental Quality Assessment (EQA) – KS1
- Environmental Quality Assessment (EQA) – KS2 (lower)
- Environmental Quality Assessment (EQA) – KS2 (upper)
- Environmental Quality Assessment (EQA) – KS3
- Environmental Quality Assessment (EQA) – KS4
- Environmental Quality Assessment (EQA) – KS5
- Everyday geographies
- Everyday geographies around the world
- EYFS Exploring water: ‘Puddles’
- EYFS Home role-play area: ‘Going out’
- EYFS Home role-play area: ‘Bus journeys’
- EYFS Home role-play area: Landmarks
- EYFS Our school’s local area: ‘Small world’
- EYFS Outdoor Enquiry: Where should we build a den?
- EYFS Sensory walk and collection
- EYFS: How would an earthworm and a bird use this place? Sensory investigation
- EYFS: Minibeast mapping
- EYFS: Park enquiry
- EYFS: Signs
- EYFS: Street Furniture Hunt
- Fieldwork involving soils and slopes: EYFS
- Fieldwork involving soils and slopes: KS1
- Fieldwork involving soils and slopes: KS2 lower
- Fieldwork involving soils and slopes: KS2 upper
- Fieldwork involving soils and slopes: KS3
- Fieldwork involving soils and slopes: KS4
- Fieldwork involving soils and slopes: KS5
- Fieldwork involving trees and woodland
- Fieldwork involving trees and woodland EYFS
- Fieldwork involving trees and woodland KS1
- Fieldwork involving trees and woodland KS2
- Fieldwork involving trees and woodland KS3
- Fieldwork involving trees and woodland KS4
- Fieldwork involving trees and woodland KS5
- Fieldwork involving water
- Fieldwork involving water: EYFS
- Fieldwork involving water: KS1
- Fieldwork involving water: KS2
- Fieldwork involving water: KS3
- Fieldwork involving water: KS4
- Fieldwork involving water: KS5
- Fieldwork poetry ideas
- Fieldwork spiralised technique – Environmental Quality Assessment (EQA)
- Fieldwork: About our playground
- Fieldwork: Colour in the environment
- Fieldwork: Could our community be powered by solar energy?
- Fieldwork: Developing a piece of ‘waste land’
- Fieldwork: different coastal defences
- Fieldwork: Exploring perceptions of place
- Fieldwork: Going Solo for fieldwork
- Fieldwork: How ‘walkable’ is our school area?
- Fieldwork: How accessible is my local high street?
- Fieldwork: How accurate is the weather forecast?
- Fieldwork: How did the street get its name?
- Fieldwork: How do interception rates vary in the trees around our school site?
- Fieldwork: How do natural processes at the coast affect surfing conditions?
- Fieldwork: How does deposited material vary along a beach?
- Fieldwork: How easy is it to play here?
- Fieldwork: How green is my area?
- Fieldwork: How might rural isolation create economic challenges?
- Fieldwork: How much carbon have trees on the school site sequestered?
- Fieldwork: Investigating an urban river
- Fieldwork: Investigating habitats in our school grounds
- Fieldwork: Investigating traffic issues
- Fieldwork: Is our community ready to recycle?
- Fieldwork: Measuring temperatures with an infrared thermometer
- Fieldwork: River fieldwork in an urban area
- Fieldwork: Sensory mapping of place
- Fieldwork: Shopping habits
- Fieldwork: Starting out – What is a geographical question?
- Fieldwork: The 12 wonders of your area
- Fieldwork: The use of rocks around me
- Fieldwork: Visiting a farm
- Fieldwork: What can I smell here?
- Fieldwork: What geography can I see from here?
- Fieldwork: What is our local landscape like?
- Fieldwork: What’s the view from my window?
- Fieldwork: Wind speed and direction using soap bubbles
- Flood Action Week
- Flood Action Week pick-and-mix starters / plenaries
- Flood management on the River Severn
- Flood resilience in schools: two KS2 lessons
- Food Geographies for Independent Investigation Fieldwork: A Teaching Geography Post-16 and Secondary CPD Pack
- Frozen Oceans
- Gapminder and Worldmapper
- Gentrification enquiry – a Teachit resource
- GEO A level: Chad-Cameroon oil pipeline: a case study of energy resource issues in a regional setting
- GEO A level: Changing places: Sheffield
- GEO A level: China – Belt and Road Initiative
- GEO A level: Coasts – wave action
- GEO A level: Coasts: weathering and erosion of cliffs
- GEO A level: Dimensions of natural disasters
- GEO A level: Do trade policies matter?
- GEO A level: Ecosystem basics – succession
- GEO A level: Ecosystems under stress – the importance of ecosystems and biodiversity
- GEO A level: Ecosystems: structure, functioning and processes
- GEO A level: Evidence of glacial retreat
- GEO A level: Glacial depositional landforms – Drumlins
- GEO A level: Glacial erosion environments
- GEO A level: Global systems and migration
- GEO A level: Globalisation
- GEO A level: International trade and TNCs
- GEO A level: Investigating the Index of Multiple Deprivation
- GEO A level: Landforms associated with plate tectonics
- GEO A level: Mass movement
- GEO A level: Plate tectonics – an update on the theory, new evidence and new conclusions
- GEO A level: Reading around climate change
- GEO A level: Reading around climate change
- GEO A level: Reading around development
- GEO A level: Reading around global governance
- GEO A level: Reading around globalisation and interdependence
- GEO A level: Reading around tectonic processes and landforms
- GEO A level: Should food production in the Brazilian Cerrado be expanded? An enquiry into the environment, soils and agriculture
- GEO A level: The global commons
- GEO A level: Urbanisation and its underlying processes
- GEO A level: What are the implications of China’s changing population?
- GEO A level: Wildfires
- GEO GCSE: Coastal processes and landforms
- GEO GCSE: Everyday stories of climate change
- GEO GCSE: Geographic Information Systems (GIS) – climate hazards
- GEO GCSE: Glacial erosion
- GEO GCSE: Global atmospheric circulation
- GEO GCSE: Global resource management
- GEO GCSE: Hedgerows – a small-scale UK ecosystem
- GEO GCSE: How successfully are people fighting back against climate change?
- GEO GCSE: Investigating tropical rainforests
- GEO GCSE: Managing the UK’s resources
- GEO GCSE: Nutrient cycles and global ecosystems
- GEO GCSE: Overseas aid development
- GEO GCSE: Plate tectonics, earthquakes and volcanoes
- GEO GCSE: Population change
- GEO GCSE: River landforms – a case study of the River Severn
- GEO GCSE: River management: a case study of the River Severn
- GEO GCSE: The evidence for climate change and its human causes
- GEO GCSE: The greenhouse effect and natural causes of climate change
- GEO GCSE: The greenhouse effect and natural causes of climate change
- GEO GCSE: The UK’s distinctive physical landscapes
- GEO GCSE: Tropical storms
- GEO GCSE: Turkey Syria Earthquake
- GEO GCSE: Urban case study: Lagos, Nigeria
- GEO GCSE: Urban case study: London
- GEO GCSE: Urban life
- GEO GCSE: Urban processes
- GEO GCSE: Urban regeneration case study: Kelham Island, Sheffield
- GEO GCSE: What is weathering?
- GEO GCSE: Why go beyond the ‘single story’?
- GEO GSCE: Using map resources part 1 – Evidence from Ordnance Survey Maps
- GEO GSCE: Using map resources part 2 – Evidence from maps that display data
- GEO Webinar Skills Boost: A new look at a coastal independent investigation
- GEO Webinar Skills Boost: A new look at regeneration independent investigations
- GEO Webinar Skills Boost: Analysing fieldwork data
- GEO Webinar Skills Boost: Collecting fieldwork data
- GEO Webinar Skills Boost: Developing information literacy as A level geographers
- GEO Webinar Skills Boost: Embedding GIS in enquiry
- GEO Webinar Skills Boost: Enabling breadth, depth and relevance in the A level independent investigation
- GEO Webinar Skills Boost: Graphical skills in GCSE geography
- GEO Webinar Skills Boost: Independent investigation opportunities in the topic of carbon
- GEO Webinar Skills Boost: Independent investigation opportunities in the topic of water
- GEO Webinar Skills Boost: Independent investigation opportunities within the topic of place
- GEO Webinar Skills Boost: Maps and cartographical skills in GCSE geography
- GEO Webinar Skills Boost: More than 20% – why your independent investigation really matters
- GEO Webinar Skills Boost: Numerical and statistical skills in GCSE geography
- GEO Webinar Skills Boost: Presenting fieldwork data
- GEO Webinar Skills Boost: Think like a geographer, write like a geographer
- GEO Webinar Skills Boost: Tips for writing up your independent investigation effectively
- GEO Webinar Skills Boost: Understanding change over space and time using web GIS tools and spatial data
- GEO Webinar Skills Boost: What is the independent investigation all about?
- GEO Webinar: Africa is Not a Country
- GEO Webinar: After the rural idyll: images of the British countryside as a non-idyllic environment
- GEO Webinar: Between a rock and a cold place: glaciers and landscape development
- GEO Webinar: Careers with geography
- GEO Webinar: China: Past and present
- GEO Webinar: Coastal environments: understanding the impacts of sea-level rise and climate change
- GEO Webinar: Coastal landscape development
- GEO Webinar: Demographic change and population projections
- GEO Webinar: Development solutions: one size does not fit all
- GEO Webinar: Does where you live affect your health? Unpicking the geographical determinants of health
- GEO Webinar: Dynamic dunescapes: shifting sands
- GEO Webinar: Exploring the importance of glaciers for water, food, and energy security
- GEO Webinar: Faults and earthquake hazards: the past is the key to the present
- GEO Webinar: Gentrification: how can we create fairer cities?
- GEO Webinar: Geography in the digital age: the opportunities and challenges of smart technology
- GEO Webinar: Geomorphical hazards in deserts
- GEO Webinar: Geomorphology in the Anthropocene
- GEO Webinar: Glaciers, climate and climate change: understanding the key concept of mass balance
- GEO Webinar: Global institutions: do they still have a role in the 21st century?
- GEO Webinar: Governing the oceans as a global common – challenges of trade, power and resource management
- GEO Webinar: How can we live with risk?
- GEO Webinar: How to save a city
- GEO Webinar: Impacts of climate change on infectious diseases
- GEO Webinar: It’s the end of the world as we know it? Geography, population and resources
- GEO Webinar: Linking spatial questions and digital technologies to understand geographic patterns
- GEO Webinar: Making LGBTQ communities, changing LGBTQ spaces
- GEO Webinar: New geographies of global money? Chinese finance in London
- Geo Webinar: Putting the ‘geo’ in geopolitics, and why it matters
- GEO Webinar: Resilient buildings and climate change
- GEO Webinar: Resource flows and sustainability in 21st Century cities
- GEO Webinar: Rethinking nature in cities
- GEO Webinar: Sustainability – a key geographical concept
- Geo Webinar: Tackling the climate emergency: carbon, climate, ecological and energy systems
- GEO Webinar: Tectonic hazards in the Caribbean: hazard, vulnerability, impact and risk
- GEO Webinar: The changing face(s) of Sheffield
- GEO Webinar: The global energy paradox: towards a New Energy Order
- Geo Webinar: The power of maps
- GEO Webinar: The weather of 2020
- GEO Webinar: Trading with the dragon: China in Africa
- GEO Webinar: Volcanoes: from inception to eruption
- GEO Webinar: Wildfires in a changing world
- GeogPod – The GA’s Podcast
- Geography career resources
- Geography Education Online (GEO)
- Geological timescales
- Global food supply – a Teachit resource
- Global Inequalities and the Climate Crisis
- Global Inequalities and the Climate Crisis Lesson 1: How is the climate crisis impacting on people’s lives around the world?
- Global Inequalities and the Climate Crisis Lesson 2: Why study climate change in Cameroon?
- Global Inequalities and the Climate Crisis Lesson 3: How is deforestation contributing to environmental change in Cameroon?
- Global Inequalities and the Climate Crisis Lesson 4: How do inequalities affect experiences of the climate crisis in Cameroon?
- Global Inequalities and the Climate Crisis Lesson 5: How are government and civil society responding to the climate crisis in Cameroon?
- Global Recycling Day
- Globalisation: switched on or switched off – a Teachit resource
- Green Careers Week 2024
- Holistic and sustainable coastal management
- How has Singapore changed?
- How important is hydroelectric power in Malaysia?
- How We Work: film-based teaching resources on global citizenship, migration, economic activity and development
- Human impact and ethics
- Human impact and ethics: EYFS
- Human impact and ethics: KS1
- Human impact and ethics: KS2 lower
- Human impact and ethics: KS2 upper
- Human impact and ethics: KS3
- Human impact and ethics: KS4
- Human impact and ethics: KS5
- Hurricane Irma 2017: case study
- Icelandic Volcano: April 2010
- 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
- International Day of Forests – be a woodland detective
- International Day of Happiness
- 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 secondary data
- Investigating secondary data: EYFS
- Investigating secondary data: KS1
- Investigating secondary data: KS2
- Investigating secondary data: KS3
- Investigating secondary data: KS4
- Investigating secondary data: KS5
- Investigating settlement at key stage 1-2
- Investigating sustainability and coastal management
- Investigating urban green spaces
- Investigating weather at key stage 1-2
- Is flower farming in the Cameron Highlands sustainable?
- Is Malaysia ‘less developed’ than Singapore?
- Is Singapore’s transport infrastructure fit for purpose?
- Italy earthquake 2016: case study
- Kampala: A case study of a city in LIC
- Kenya map activities
- KS3 Natural flood management
- 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?
- Location detective cards
- Maps at key stage 3
- Near and far
- New Zealand earthquake 2016: case study
- Nicaragua Study Tour
- Our school from above
- Palm oil – good or bad?
- Plastic Pollution
- Population and housing in the UK
- Post-industrial urban change in the UK: A Manchester case study
- Questioning a globe
- Questioning techniques
- Questioning techniques: EYFS
- Questioning techniques: KS1
- Questioning techniques: KS2
- Questioning techniques: KS4
- Questioning techniques: KS5
- Refugee Week: Refugees in Uganda
- Resource conflict – a Teachit resource
- Rings of Fire: Climate change and sport
- Rivers and the Water Cycle
- Rivers on maps
- Russia: Where is best?
- 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
- Singapore and Malaysia: 2016
- Spaces of Hope: Community-led planning in London and Sheffield
- Spiralised fieldwork resources collection
- Sustainable living and working
- Sycamore Gap – Landmarks, Landscapes and Loss
- Sycamore Gap – Landmarks, Landscapes and Loss: 1. What’s the geography story?
- Sycamore Gap – Landmarks, Landscapes and Loss: 10. How do we fill the Gap?
- Sycamore Gap – Landmarks, Landscapes and Loss: 2. What can images and maps tell us about landmarks?
- Sycamore Gap – Landmarks, Landscapes and Loss: 3. Why can we see so many stars?
- Sycamore Gap – Landmarks, Landscapes and Loss: 4. Changing Views
- Sycamore Gap – Landmarks, Landscapes and Loss: 5. How do we feel about it?
- Sycamore Gap – Landmarks, Landscapes and Loss: 6. A Gap in the Landscape
- Sycamore Gap – Landmarks, Landscapes and Loss: 7. Why should we value trees?
- Sycamore Gap – Landmarks, Landscapes and Loss: 8. What would be your ‘Tree of the Year’?
- Sycamore Gap – Landmarks, Landscapes and Loss: 9. Change
- Teaching about oceans
- Teaching about refugees and migration
- Tectonic hazards
- The 2011 London Riots
- The Azores: Views, volcanoes and values
- The environment: connect; protect; enhance
- The global distribution of resources – a Teachit resource
- Themed Walks
- 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
- Understanding Place: taking an 8-way thinking approach
- 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
- Volcano resources
- Water conflict: the Aral Sea – a Teachit resource
- Water Explorer
- Water in the Middle East
- Weather and climate
- What are the environmental impacts of deforestation in Malaysia?
- What is the future for Malaysia’s Orang Asli communities?
- What role do governments play in shaping the economic development of Singapore and Malaysia?
- Which way is the wind blowing?
- World Bee Day – 20 May
- World Chocolate Day
- World Cities Day
- World Health Day resources
- World Thinking Day
- World Water Day
Initial Teacher Education
- Initial Teacher Education
- How to become a geography teacher
- Learning to teach secondary geography (menu)
- Assessment in geography (menu)
- Classroom practice (menu)
- Geography subject teaching and curriculum (menu)
- Curriculum and curriculum planning (menu)
- Geographical practice (menu)
- Geography 5-18 (menu)
- Geography knowledge, concepts and place (menu)
- Resources (menu)
- Teaching thematic geography (menu)
- Good geography teaching – high expectations (menu)
- Inclusion and adaptation (menu)
- ITE: Guide to the Learning to teach secondary geography section
- Students’ learning in geography (menu)
- Wider professional responsibilities (menu)
- Primary ITE
- Support for secondary geography educators (menu – geography trainers)
- Assessing standards and progress of new teachers (menu – geography trainers)
- Designing geography training for new teachers (geography trainers)
- Creating a reflective geography teacher (geography trainers)
- Curriculum making for geography ITE courses (geography trainers)
- Geography ITE partnerships (geography trainers)
- The role of a geography teacher educator (geography trainers)
- The use of research evidence in training new teachers (geography trainers)
- Geography mentoring (secondary)
- Geography training content for ITE trainees and early career teachers (menu – geography trainers)
- Classroom practice (menu – geography trainers)
- Classroom practice in geography (geography trainers)
- Enquiry and experiential learning (geography trainers)
- Explicit Teaching (geography trainers)
- Practice in the geography classroom (geography trainers)
- Questions in the geography classroom (geography trainers)
- Teaching geography lessons (menu – geography trainers)
- Geography subject teaching and curriculum (menu – geography trainers)
- Curriculum and curriculum planning (menu – geography trainers)
- Geographical practice (geography trainers)
- Geography 5 to 18 (geography trainers)
- Geography knowledge, concepts and place (menu – geography trainers)
- Good geography teaching: high expectations (menu – geography trainers)
- Resources (menu – geography trainers)
- Teaching thematic geography (menu – geography trainers)
- Inclusion and adaptive teaching (menu – geography trainers)
- Student assessment in geography (menu – geography trainers)
- Students’ learning in geography (menu – geography trainers)
- Wider professional responsibilities for new teachers and their professional development (geography trainers)
- Classroom practice (menu – geography trainers)
- Planning geography programmes for ITE trainees and ECTs (menu – geography trainers)
- Improving a new teacher’s subject knowledge (geography trainers)
- More than mentoring? (geography trainers)
- Observing a new teacher’s lessons (geography trainers)
- Post-lesson feedback and debriefing (geography trainers)
- Putting together a geography ECT programme (geography trainers)
- Putting together a geography ITE programme (geography trainers)
- Stages towards QTS (geography trainers)
- Training strategies for ITE and ECT (geography trainers)
- The importance of subject knowledge (geography trainers)
- Support for trainees and ECTs
- Early Career Teachers (menu)
- GA support for trainees and ECTs
- Geography secondary trainee teachers (ITE – menu)
- 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
- The importance of subject knowledge (Menu)
- Providing high quality geography ITE (geography trainers)
- Subject knowledge enhancement (SKE) for geography teachers
Blogs
- A fall in fieldwork leads to geography students losing access to nature
- A foot in both camps
- Advocating for GIS in schools
- Artificial intelligence in geography
- As educators it is our job to challenge racist ideas
- Beyond looking – lowering barriers in geography fieldwork for visually impaired students
- Blending subject teaching with language development
- Boosting geography teaching skills at different levels
- Bringing the UK’s shores closer to classrooms
- Building a professional pathway for geography students into the built environment
- Building belonging: place-based pedagogy to connect geography and history
- Building green skills into your geography curriculum
- Case study: Greenshaw High School’s Moroccan expedition
- Case study: Woldgate School geography trip to Naples
- Celebrating communication, connection and community: 100 GA blogs and counting
- Changemakers – geographers working at the forefront of the transition from waste management to a more circular economy
- Climate Ambassadors: extending geography’s reach without stretching its teachers
- Closing the literacy gap in geography: writing strategies for multi-lingual learners
- Conference conversations
- Copernicus Browser – Satellite imagery at your fingertips
- Curriculum sequencing
- Curwen Primary School, a Primary Geography Quality Mark Gold Hub school
- Designing a primary geography curriculum with purpose
- Developing procedural knowledge to facilitate progression in fieldwork
- Different words, shared worlds: making geography accessible for EAL students
- Digital technologies in school geography
- Effective implementation of small group and 1:1 interventions in secondary geography settings
- Empowering quiet voices with personality-inclusive geography classrooms
- Enquiry at the margins: where is the ‘geography’ in geography teaching job advertisements?
- Everywhere has potential for fieldwork investigations!
- Everywhere is interesting!
- Fieldwork at Great Ballard: geography that gets mud on its boots
- Fieldwork requirements for GCSE and A level geography
- Finding the geography in the five F’s
- Four ways to use Artificial Intelligence in the geography classroom
- Future Geographers event at Conference 2026
- GA and Oak partnership 2024
- GA Conference 2025 sneak peak
- GA Conference 2026 sneak peek!
- GA Study Tour 2025 Costa Rica
- Geographical connections: Where do I belong?
- Geography Conferences – why and how?
- Geography makes a difference
- Geography makes a difference: voices from the next generation of geographers
- Geography National Curriculum Debate: GA Conference 2025
- Geography’s capacity to reconnect young people with nature: Part 1 of 2
- Geography’s capacity to reconnect young people with nature: Part 2 of 2
- Get outside! Take part in the National Festival of Fieldwork
- Getting our bearings: setting our direction of travel
- GIS careers day
- Helping every learner access the world: reading support for EAL students through adaptive teaching
- How Creative Fieldwork 2 supports creativity in the NEA
- How I completed my first Teaching Geography article
- How mapping and the use of GIS enrich geographical thought and action
- I was the only Asian woman studying geography in my year group
- Introducing ‘This is Geoscience’: inspiring the next generation of geoscientists
- Is ‘knowledge’ the enemy of geographical enquiry?
- It’s one job, done better: the synergy between Geography Quality Mark and curriculum change
- It’s true because… a beginner’s guide to media literacy
- Leadership for sustainability and climate change
- LGBTQ+ Pride Month – A teacher’s story
- LGBTQ+ Pride Month – Embedding LGBTQ+ inclusion in the geography classroom
- Making geography a career-defining subject… before it’s too late
- Mapping the future
- My journey from listening to GeogPod episode #86 and deciding to apply for PGQM
- My first GA Conference…
- My first two years’ teaching – Hope Nyabienda
- My GA Conference and Geographical Association Initiative Fund experience
- My PGQM experience
- National Apprenticeship Week
- Navigating a path through geography CPD
- Nobody searches for rivers: what quiz demand reveals about locational knowledge
- Opportunities, complexities, and challenges in collaboration between school and university geography
- Promoting ‘geography for everyone’: Reflections from the GA’s Trustees
- Questioning, questioning
- Rayburn Tours celebrates 60 sensational years of travel
- Recruitment in geography education: a crisis landscape?
- Reviewing the primary geography curriculum
- Setting up a new local GA Branch
- Shaping the future: careers in resources and waste management
- Slapton Sands: on the front line of climate change
- Spring clean your fieldwork!
- Stories as starters
- Sustainability in school
- Taking climate change beyond the classroom – Annual Climate Change and Sustainability Student Conference
- Taking your geography with you
- Talk about it: how climate communication can save the planet
- Teacher toolkit launch – Caribbean cuisine and superdiversity
- Teacher training shapes young lives
- Teaching careers in geography
- Teaching climate change
- Teaching climate change through the literary arts
- Teaching students how to critically interpret statistical concepts in climate
- The 26th Charney Manor Primary Geography Research Conference
- The art of teaching geography: Skills and techniques
- The challenges and rewards of being a school-based geography mentor
- The GA’s Framework for the school geography curriculum
- The Geography Quality Marks
- The Geography Quality Marks
- The geography student I taught
- The human in geography
- The importance of context in your Primary Geography Quality Mark application
- The new GCSE Natural History qualification – threat or opportunity?
- The Ofsted framework… how can the GA help you?
- The rationale, scope and sequencing of schemes of work
- The role of formative assessment in raising standards
- Top tips from the Secondary Phase Committee
- Transition from A level geography to university
- Understanding the essence of teaching geography
- Understanding transnationalism and celebrating South Asian Heritage Month
- Unveiling the subterranean world: cities and tunnel systems below
- Using formative assessment (AfL) in the geography classroom: making learning visible
- Using the GA Initial Teacher Education webpages to support professional reflection and conversations with novice teachers
- Weather, climate, geography and physics
- Welcome to the new Geographical Association blog. What is this all about?
- What it’s like to train as a teacher – Lauren Coleman
- What it’s like to train as a teacher – Sophie McSherry
- What it’s like to train as a teacher – Tasnima Rahman
- When AI makes a place: what happens to geography?
- Where can studying geography take our students?
- Who should be teaching young people about the climate crisis?
- Why geography lessons are the key to climate AND humanistic awareness
- Why I value my A level in geography
- Working with an environmental charity to enhance climate change and sustainability education
- World Environment Day (5 June) primary activities
- You are a great real world geographer
- Your shoes: teaching culturally and socially sensitive geography in a multinational classroom
