TG Sum 2022 All
TG Sum 2022 All
TG Sum 2022 All
Editor:
Melanie Norman Writing for Teaching Geography
Email: m.j.norman
@brighton.ac.uk Teaching Geography provides a forum for sharing: 1. ■ Geographical concepts (2500 words) articles
critically discuss and illustrate approaches to teaching
Editorial contact: • practical strategies for teaching geography
geography or current educational views and how they
Elaine Anderson • critical reflection on geography teaching impact on geography.
and learning 2. ■ The G-Factor (2000 words) articles (supported
Email: eanderson@
geography.org.uk • curriculum innovation and change in geography. by online resources) are based around a practical
idea for teaching one or a sequence of lessons.
If you have a teaching strategy, practical idea, 3. ■ How to... (750 words) articles provide practical
resource to share or particular view on educational advice and strategies for geography departments.
practice, we would like to hear from you. 4. ■ Spotlight (2000 words) articles provide
Teaching Geography welcomes articles from PGCE specialist subject information and propose
students, ECTs, practising teachers, academics and approaches for teaching these topics.
teacher trainers. If you have an idea but have never 5. Raising issues (1200 words) articles aim to
submitted an article before and would like some advice, be thought-provoking and spark debate about
please contact Melanie Norman (m.j.norman@ controversial or contentious topics.
brighton.ac.uk), the Editor of Teaching Geography, There is detailed information on preparing articles
who will be happy to discuss it with you. for publication at https://www.geography.org.uk/
We welcome the submission of these types of article: Write-for-GA
Volume 47 Number 2 Disclaimer: While every effort has been made to identify and contact
the original sources, we apologise if there have been any inadvertent
Copy editing: Fran Royle breaches of copyright.
Cartography: Ledgard Jepson Ltd
The Teaching Geography Editorial Board
Design: Ledgard Jepson Ltd
Printing: Buxton Press Editor: Dr Melanie Norman Vice Chair of GA Education Group
Dr Richard Bustin Head of Geography, Lancing College, Sussex
ISSN 0305-8018 (print)
Hannah Finch Noyes Head of Geography at St Helen and
ISSN 2043-6831 (online)
St Katharine, Abingdon, Oxfordshire
The opinions expressed in this journal do not necessarily coincide Lucy Fryer Geography and Geology Teacher, King Edward VI
GA strategic with those of the Editor or the Geographical Association. Grammar School, Chelmsford
partners Teaching Geography is published three times a year. Dr Aidan Hesslewood Head of Geography, Spalding Grammar
School, Lincolnshire
The Geographical Association is a registered charity:
Fred Martin Consultant to the GA
number 1135148 (company number 07139068)
Dr Emma Rawlings Smith Lecturer and Researcher in Education,
All requests for re-using GA copyright material should University of Bangor
now be directed to www.plsclear.com or follow the link Dr Ian Selmes Former secondary geography teacher and former
at www.geography.org.uk/Contact-Us Lecturer in Secondary Geography Education, University of Leicester
© The Geographical Association. As a benefit of membership, the Justin Woolliscroft Former Lecturer in Education (Geography),
Association allows its members to reproduce material from Teaching University of Hull
Geography for their own internal school use, provided that the Corresponding members:
copyright is held by the Geographical Association. Grace Healy is Education Director (Secondary) at David Ross
Safety: Care has been taken to ensure that articles published in Education Trust, a PhD student at the UCL Institute of Education
Teaching Geography do not suggest practices which might be and Chair of the GA’s Teacher Education Phase Committee.
dangerous. However, the Geographical Association has not tested Charlotte Milner is a Teacher of Geography at Westminster
the activities described and can offer no guarantee of safety. City School, London.
e…
How to…create a river fieldwork approach to introducing A level topics and describes then try to branch off to individual words
h av
that you associate with oppression such
ust
as Power.
ou m
simulation in the classroom 56 using football to introduce the concept of place to • Under these secondary words write a
-ist y
brief description of what you mean – OPPRESSION
define your word or your use of it.
I n ord er to be X
• Connect your secondary words together
with lines which have an explanation of
Lucy Fryer shows a technique for preparing students the link between the words.
for river processes fieldwork in the classroom. ■ Sustainable threads: using immersive
create a final definition of Oppression. The use of…
The Geographical Association is the leading subject association for all teachers Key to articles
of geography. Our charitable mission is to further geographical knowledge and ■ Geographical
understanding through education. Our journals, publications, professional events, concepts
website and local and online networks support teachers and share their ideas and ■ The G-Factor
practice. The GA represents the views of geography teachers and plays a leading ■ How to...
role in public debate relating to geography and education. ■ Spotlight
Collaborative Geographies
Geographers are good people to work communicators, to be inclusive and • the value of collaborative learning
with. We see the value of our own value and respect difference, to be and pedagogies within geographical
discipline but are not afraid to look adaptable in our views, but also to have education
outwards and draw on insights from • experiences of geographical
other specialisms to make sense of contributions. Collaboration is also collaborations beyond our own
a complex and changing world. We hugely enjoyable and as a set of skills subject – with community
know that to tackle some of the planet’s that our students learn, can be of great organisations, environmental
most pressing geographical and value to them in their future lives. groups, charities, political agencies,
environmental challenges – from the Collaborative Geographies is a activists and so on
climate emergency to economic conference theme that aims to allow the • collaboration as a way of raising the
inequality and social injustice – we need
to work with scientists, politicians, civil challenges and pleasures of working There are many more possibilities
society organisations, charities and together. Contributions could explore: and I encourage members to interpret
many more, to achieve meaningful • collaboration within the the theme broadly and respond
change. Being collaborative geographical community – across creatively. I also hope that we can bring
geographers enables us to make human and physical geography, some of those with whom we
positive impacts on the world. between Early Years, primary, collaborate into the conference to
Collaboration is also central to a secondary and higher education, or celebrate but also to learn critically from
geographical education. We frequently within the GA and among other our experiences.
learn together in the classroom and geographical organisations as we
develop our students’ skills to work as address key challenges like Alastair Owens,
becoming a more inclusive GA Vice President 2021–22
requires us to be good listeners and discipline
Editorial Melanie
Norman
I am writing this editorial for the summer issue the front cover of this issue. The article builds on
of Teaching Geography shortly after the GA ‘geographical concepts of interconnection and Editor Melanie
Annual Conference and what a joy it was to sustainable development’ through a series of Norman introduces
be there in person to meet up with so many eight lessons. The lessons are aimed at KS2 and this issue of Teaching
friends and colleagues who I had only seen in KS3 students developing the link between the Geography.
a virtual environment since March 2020. Many key stages as recognized in the vignettes by Paul
past contributors to Teaching Geography offered Hunt, Hannah Finch Noyes and Gary Dawson.
conference sessions. Also a number of people These three short pieces have been written from
who have articles published in this issue hosted a secondary phase perspective in response to
presentations, namely, Alan Parkinson, GA President an article in the Spring 2022 issue of Primary
2021–22, Anne Dolan, Joe Usher, Daryl Sinclair, Geography entitled ‘The danger in primary
Kit Marie Rackley, Paul Hunt and Verity Jones. geography’. It is important for geography teachers
in secondary schools to acknowledge the work
Our own Teaching Geography conference session that is undertaken in primary schools and several
was organized by Richard Bustin, and featured other articles also mention work with KS2 students.
three first-time contributors in 2020 talking
about their journey to getting published in the Steph Robinson writes about the new Curriculum
journal. Alice Matthews, Charlotte Milner and for Wales, exploring the fact that geography
Sarah Trolley whose articles were nominated comes under the Area of Learning called
for the award of ‘Excellence in Leading ‘Humanities’. Steph asks how geographers might
Geography’ in 2021 all contributed to the session. provide a curriculum, ‘that remains true to the
Congratulations to this year’s award nominees disciplinary knowledge of geography?’ It will be
Alistair Hamill, Holly Meneer and particularly to interesting to follow the development of the new
Tessa Sittner, the overall winner. There was much Welsh curriculum over the next few years.
to celebrate during the Conference and some of The remaining articles have a focus on pedagogy
this year’s sessions will be adapted to appear as but both also include practical examples. Daryl
articles in Teaching Geography in the future. Sinclair and Alesha de Fonseka explain anti-racist
This issue has an insightful article from Alan pedagogy (ARP) and suggest ways of using this
Parkinson whose Presidential theme has been approach in classroom teaching. Sharon Reilly
‘Everyday Geographies’. There is nothing talks about the activities she undertook with her
‘everyday’ about geography in the colloquial sense. trainees to understand their role in decolonising
Alan shows us the ‘power of the quotidian’ is the geography curriculum.
exploring the everyday through a geographical lens. This issue provides an excellent balance between
COVID-19 is something we will have to learn thought-provoking articles which will help readers
to live with over the coming years. Anne Dolan to appraise their own curriculum (change is not
and Joe Usher explain how ‘geoliteracy’ always necessary but it’s good to regularly review
can help students to ‘make decisions based what is taught) plus several articles with good ideas
on geographical conceptual understanding, for practical classroom teaching. If you have an
knowledge and reasoning’. Since COVID-19 is idea for an article do please get in touch. Inside the
now part of everyday lives, students can develop front cover of every issue of Teaching Geography
geoliteracy skills though their everyday experience. are some notes about writing for the journal with
more detailed information available on the GA
There are several articles outlining ideas designed website (https://www.geography.org.uk/Journals/
to help readers in planning lessons and units of Teaching-geography). We hope to hear from you!
work. These are accompanied by downloadable
resources which authors have kindly shared with PS Studying geography beyond GCSE and A level
us. Lucy Fryer demonstrates a river fieldwork doesn’t necessarily mean becoming a geography
activity which can be carried out indoors in teacher as many students seem to think (see
p76). Lucy Verasamy was taught A level by Alan
preparation for an outdoor activity; Kit Marie
Parkinson and is one of ITV’s weather presenters.
Rackley suggests practical ways of teaching about
Chris Mason studied geography at Cambridge
natural hazards with an emphasis on the impact
and is the BBC’s political editor. What could be
such events have on the people who experience
more ‘everyday geography’ than the weather and
them; Paul Hunt uses football stadia to introduce
politics, where decisions often underlie many of
the concept of place to KS4 students and Megan
the issues studied in geography? The outcomes
Brook shares a scheme of work about New Zealand.
of such decisions often have consequences that Editor Dr Melanie Norman on
The ‘Sustainable Threads’ article by Verity Jones, those with an understanding of geography might the South Downs near Beachy
Ruth Millett and Jessica Pykett, was the catalyst for have foreseen. | TG Head. Photo: Tony Norman.
The implications of COVID-19 are complex, Enhancing geoliteracy and Figure 1: Students’ illustrations
multi-layered and multidimensional with spatial of the three Is of COVID-19.
geographical learning through
and place-based dimensions. A geoliteracy
framework is well placed for helping students
the development compass rose
explore the geographical dimensions of a The development compass rose (TIDE, 1995), a
pandemic. Geography lesson topics, devised useful tool for enhancing geographical learning,
using a geoliteracy framework (Download 3) has the potential to support the development
can be used by teachers to draw out processes, of geoliteracy (Download 4). The tool can be
patterns, systems, scale, geographical skills and applied to any environment, place, event or issue,
related issues such as sustainability. Geographical including COVID-19. The development compass
learning can be further enhanced through an rose encourages learners to raise questions
analysis of COVID-19 using frameworks such about issues that are relevant to them and to Vol 47, 1, Spring 2022
© Teaching Geography
as the development compass rose. think critically about the world around them. 51
Impacts of COVID-19
The global economic Tesco and other supermarket Many people could not visit Global problems require global
shutdown, which was home delivery services benefited their elderly parents, they could collaboration, and the pandemic has
achieved at a devastating from the lock down. As grocery not attend a football match in revealed that its solutions are international.
social cost, has barely stores remained open, Tesco was person nor could they attend Scientists and medical experts shared data,
dented our carbon also able to maximise sales across a live performance of any resources and equipment in the quest for
emissions. product lines, from alcohol to description. effective treatments, tests and vaccines.
ready-made meals and pizzas, to
homeware and clothing products.
COVID-19 brought some With the high streets closed, COVID-19 was associated TRIPS (Trade-Related Aspects of Intellectual
benefits including cleaner many shops (mention local with isolation and remoteness. Property Rights) is a World Trade
air, burgeoning urban examples here) were unable to Masks hid faces while screens Organisation Agreement that protects
wildlife, and a sudden, open during lockdown. separated people. Social intellectual property, including patents on
dramatic shift to a less distancing was enforced by medicines produced by pharmaceutical
carbon-intensive lifestyle. stickers on pathways and empty companies.
chairs. The pandemic forced The TRIPS Waiver was first proposed by India
many people to retreat into and South Africa in 2020 to temporarily
isolation. remove intellectual property rights for health
People took time to notice The travel and tourism sector was The pandemic exposed the technologies needed to prevent, contain or
the beauty of nature in hit by the pandemic, as airlines good and the bad side of treat COVID-19, until vaccine equity could be
their local area. remained grounded. Many people society. (Local examples can be achieved. While the waiver was supported by
trapped in their own localities cited here.) many nations it was opposed by some states,
throughout the pandemic. including EU member states.
Figure 2: Exploring the Formulating relevant questions enables students and behaviours that allow students to explore
impact of COVID-19 using
to make connections between the physical, the physical world, human activities, how we
the development compass
rose framework. social, political and economic dimensions of interact with our world and to recognise the
COVID-19; for example, how did COVID-19 interconnections between systems’ (DES, 2018,
restrictions affect the economy and the natural p. 5). Requirements for key stages 3 and 4 in
environment? Students can continue to work on the National Curriculum in England pertaining
a spatial analysis of the impacts of the pandemic to the teaching of place, space, human and
(my local area, my country, my world) using the physical geography and skill development can
four domains of the development compass rose be enhanced through a geoliteracy framework.
(Figure 2). Geography is well placed to help students to
understand the causes, impacts and implications
Conclusion of a major pandemic such as COVID-19 (Dolan,
COVID-19 has affected the life of millions of 2020; Gatrell, 2020). Using tools of analysis
people around the world. The pandemic forced presented by geoliteracy and the development
governments to operate within a context compass rose allows students to examine a
of uncertainty, having to deal with difficult contemporary event using several categories and
trade-offs given the health, economic and different spatial scales. More importantly, these
social challenges. The Junior Cycle Geography frameworks help students to identify lessons
Online resources programme in Ireland is designed to help learnt from the pandemic. This is an important
To access the downloads students become geographically literate. In step as young geographers identify and plan for
accompanying this
particular, ‘it develops knowledge, skills, values life in a post pandemic society. | TG
article please go to
www.geography.org.
uk/journals/teaching- References
geography and select All websites last accessed 15/03/22.
Summer 2022.
DES (2018) Junior Cycle Geography. Available at www.curriculumonline.ie/getmedia/2a7a8d03-00e6-4980-bf20-
f58def95688f/JC_Geography-en.pdf
Dolan, A. (2019) ‘Geoliteracy: an approach to enquiry-based learning for Junior Cycle Geography students in Ireland’
Dr Anne Dolan is a
Teaching Geography, 44, 1, pp. 24–7.
lecturer in primary
geography at Mary Gatrell, T. (2020) ‘The COVID-19 pandemic: geography matters’, Teaching Geography, 45, 3, pp. 97–100.
Immaculate College, Hazen, H. (2020) ‘Teaching COVID-19 Topics in a Geographic Framework’, The Geography Teacher, 17, 2, pp. 33–43.
Limerick and Dr Joe Usher Johns Hopkins University and Medicine Coronavirus Resource Center. Available at https://coronavirus.jhu.edu/map.html
is an Assistant Professor of Teachers in Development Education (TIDE~) (1995) Development Compass Rose Consultation Pack. Birmingham: DEC.
Geography Education at Available at https://www.tidegloballearning.net/sites/default/files/documents/Tide~%20Development%20Compass%20
the Institute of Education Rose.%20Tool%20for%20raising%20questions.pdf
in Dublin City University. Usher, J. and Dolan, A.M. (2021) ‘Covid-19: teaching primary geography in an authentic context related to the lived
Email: experiences of learners’, Irish Educational Studies, 40, 2, pp. 177–85, DOI: 10.1080/03323315.2021.1916555.
Anne.Dolan@mic.ul.ie World Health Organisation. Available at https://www.who.int/health-topics/coronavirus#tab=tab_1
Twitter: @DolanGalway Further reading
Email: joe.usher@dcu.ie
Dolan, A.M. and Usher, J. (2021) ‘Where in the world is Covid-19?’ Primary Geography, 104, 1, pp. 10–12.
Dolan, A.M and Usher, J. (2020) ‘The geography of Covid-19’, InTouch, INTO Teacher’s magazine November/December 2020,
Twitter: @Geoseph_Usher
pp. 52–3.
References
All websites last accessed 16/03/2022.
Anderson, D. (2020) Inventory: A River, A City, A Family. London: Chatto.
Baggini, J. (2008) Everytown: A journey into the English Mind. London: Granta Books.
Clarke, J. (2016) ‘Doreen Massey (1944–2016): making geography matter’, Cultural Studies, 30, 3, pp. 357–61. DOI:
10.1080/09502386.2016.1172751.
Forsdick, C., Leak, A. and Phillips, R. (eds) (2019) Georges Perec’s Geographies: Material, Performative and Textual Spaces.
London: UCL Press (also available at www.uclpress.co.uk/products/116894)
Geographical Association Project Archive – Action Plan for Geography; Young Peoples’ Geographies – at: https://www.
geography.org.uk/project-archive
Hall, D. (2015) Worktown: The Astonishing Story of the Project that Launched Mass Observation. London: Weidenfeld and
Nicolson. Alan Parkinson is Head
Hammond, L. (2022) ‘Recognising and exploring children’s geographies in school geography’, Children’s Geographies, 20, 1, of Geography at King’s
Ely Junior, and President
pp. 64–78.
of the Geographical
Hill, S. (2017) ‘An Attempt at Exhausting a Place in Paris — the book, its background and its lessons for the 21st century’.
Association 2021–22. He
Available at https://medium.com/@magicsebi/an-attempt-at-exhausting-a-place-in-paris-the-book-its-background-and-its- is a Fellow of the Royal
lessons-for-the-21st-4a7df0ef05bb Geographical Society and
Moran, J. (2007) Queuing for Beginners: The story of daily life from breakfast to bedtime. London: Profile Books. a Chartered Geographer.
Parkinson, A. (2022) ‘Everyday Geographies – the power of the quotidian’. Presidential Lecture, Geographical Association He was awarded the Tivy
Annual Conference. Available at www.geography.org.uk/GA-Annual-Conference-and-Exhibition Education Medal by the
Perec, G. (1999) Species of Spaces and Other Pieces. Edited and translated by John Sturrock. London: Penguin. Royal Scottish Geographical
Perec, G. (1975) An attempt at exhausting a place in Paris. London: Wakefield Press. Society in 2013.
Roberts, M. (2017) ‘Geographical education is powerful if …’, Teaching Geography, 42, 1, pp. 6–9. Email:
Wolman, D. (2020) ‘Amid a Pandemic, Geography Returns With a Vengeance’. Available at www.wired.com/story/amid- a.parkinson@gmail.com
pandemic-geography-returns-with-a-vengeance
Twitter: @GeoBlogs
Zuccotti, P. (2015) Everything we touch. London: Viking-Penguin Random House.
e…
class’s (including the teacher’s) understanding, then try to branch off to individual words
h av
or lack of understanding, and ensures an equal that you associate with oppression such
ust
starting point. This is achieved through a mixture as Power.
ou m
of discussion, independent writing and teacher
guidance to ensure input from all students. • Under these secondary words write a
-ist y
brief description of what you mean – OPPRESSION
I use techniques such as associative define your word or your use of it.
I n ord er to be X
brainstorming with linking explanations (Figure
1), which prompt students to justify their • Connect your secondary words together
contributions and engage with the definitions of with lines which have an explanation of
the link between the words.
others. This theoretical space is less intimidating
than specific examples. I found that simple • Used your completed mind map to -isms
questions such as ‘what does power mean to create a final definition of Oppression. The use of…
you?’ can be accessed more easily than ‘do white
people have more power than black people?’.
Figure 1: Example of definition-building through constructivist group activity work.
Simultaneously, the focus on theory centres
meaningful discussion on a definition rather than
personal opinion.
These dialogues create collective definitions,
owned by the students and teacher, which
support the student’s creation of new knowledge.
From this point, the students investigate a
form of oppression they know or experience;
this immediately centred them as creators of
knowledge. Some of the guidance for this work
can be seen in Figures 3 and 4.
Following the success criteria, one student
engaging in research on oppressive regimes in
North Korea was required to consider their biases Figure 2: Task to create a definition of oppression.
at the start of their project. As a South Korean,
he identified specific biases in the information
presented to him during his childhood juxtaposed
against some of the information he had found
through his research. He concluded his research
by reviewing the definitions against his learning
and reflecting upon his new understanding.
In Figures 3 and 4, I have included two examples
of success criteria that can scaffold the student’s
creation of such knowledge. These figures build
off on the definitions and language the class
created during the task in Figure 2.
Utilising the ARP approach to provide a foundation
to the learning via theory creates an inclusive
starting point for all students. By including the Figure 3: The first short project and success criteria based on the collaborative definition activities
students and their identities in the creation of shown in Figure 2 as scaffolding.
knowledge, I was not required to be an expert
nor have personal experiences to draw upon, and
the students demonstrated critical engagement
which challenged simple generalisations. I look
forward to further developing ARP within the
school as this implementation is used more
generally across the curriculum.
are we now?
Curriculum for Wales (CfW) was born out of the challenges that disadvantaged schools can have in
publication by Professor Graham Donaldson of implementing the curriculum, which accentuates Steph questions
Successful Futures (2015), which was hailed as the need for clarifying resources available for whether the high
innovative and pioneering. ‘Current curriculum schools’. We may be at risk of CfW creating local ideals of Curriculum
reform in Wales provides an opportunity for disparities in teaching if all schools and humanities for Wales are less
teachers to have greater freedom to develop AoLEs have completely different visions. than matched by
pedagogical approaches that meet the needs of its lack of detail in
There is a clear need for all AoLEs to develop
their pupils’ (Hughes and Lewis, 2020). However,
a programme that embodies the whole-school important areas.
many teachers have greeted the changes
vision so that the approach is very much joined
with scepticism. As this article will attempt to
up. Involving key stakeholders in the design and
demonstrate, there are lots of issues still to be
development of this vision is crucial in order for
addressed – not just within the humanities Area
it to be fully understood and embraced, but are
of Learning and Experience (AoLE), but also
teachers of the humanities AoLEs finding the time
specifically for geography teaching.
to do this and do it well? According to the Welsh
Education is part of the national mission vision Government (2020), this should be an ongoing
2017–2021 for Wales, which is an extensive conversation for the whole school and beyond –
journey of reform. However there is a growing we should be engaging with parents/carers and
concern amongst geography teachers in Wales the wider community. The vision for CfW should
that the implementation of CfW is desperately be informed by the school’s values and ethos, as
fragile and fragmented. The new curriculum well as by its location and surroundings.
(Welsh Government, 2020) works to ensure
that learners are clear about ‘what matters’ in
What matters statements
humanities, but the overarching question for all
geography teachers is this: if the ‘what matters’ • Enquiry, exploration and investigation • Human societies are complex and
inspire curiosity about the world, its diverse, and shaped by human
statements (Figure 1) are essential foundations of
past, present and future. actions and beliefs.
humanities, isn’t it essential that all geographers
have a joined-up approach to curriculum design, • Events and human experiences • Informed, self-aware citizens
are complex, and are perceived, engage with the challenges and
with at least some elements non-negotiable?
interpreted and represented in opportunities that face humanity,
Practitioners have been tasked with ensuring that different ways. and are able to take considered
all learners can fulfil the four purposes (Figure 2). • Our natural world is diverse and and ethical action.
However, when this journey began, there was a dynamic, influenced by processes
renewed hope for a fresh, bright new curriculum and human actions.
with teachers freed from the shackles of the existing
National Curriculum. Years on from this initial Figure 1: What matters statements for the humanities AoLE.
report, humanities teachers are still grappling with a
number of key issues and a lack of exemplification. • Ambitious, capable learners ready • Ethical, informed citizens of
to learn throughout their lives Wales and the world
The four purposes contain some exciting ideas,
• Enterprising, creative contributors, • Healthy, confident individuals,
such as rights, values and politics through the lens
ready to play a full part in life and ready to lead fulfilling lives as
of local, national and global ideas. However, using work valued members of society.
our own locality to consider these different ideas
may not be equitable across different schools, Figure 2: The four purposes of the humanities AoLE.
depending on how well schools can demonstrate
these purposes through their own local lens. As 1. Expressive arts 4. Languages, literacy and communication
Gatley (2020) suggests: ‘The problem presented 2. Health and wellbeing 5. Maths and numeracy
by new Welsh Curriculum is whether the four
3. Humanities 6. Science and technology
purposes and the six Areas of Learning and
Experience (Figure 3) constitute the coherent Figure 3: The six Areas of Learning and Experience.
unified curriculum intended.’
Eleanor Rawling (2020) discussed the ‘powerful Progression
vision for the humanities in the Curriculum for A further challenge that must be addressed is
Wales’, and it is true that teachers have grasped assessment. How do we assess and what will this
this vision and tailored it to their own cynefin look like? How do we moderate across several
(place). However, one of the greatest challenges teachers, when time is such a cursed obstacle
facing the humanities AoLE is how to marry up in secondary schools? To the question ‘I am
a wave of opinions and ideas as to what should clear about both what will be the same and
be included in the humanities vision for each what will be different in my school under the
school. Indeed, the OECD report (2020) said new assessment arrangements’, in a survey Vol 47, 2, Summer 2022
© Teaching Geography
‘There is a risk of inequalities increasing due to the published by the Welsh Government (2022), 61
46% of senior leaders disagreed and 43% agreed A tail of two curriculums
with this statement. It is worrying when nearly
As it stands, we are in real danger of curriculum
half of all senior leaders are unclear about the
overload. Jeremy Miles, Minister for Education in
impact of assessment on their school. Secondary
Wales, sees a CfW revised timeline of September
teachers will always have one eye on the terminal
2022 for years 7 and 8. Where does that leave
assessments horizon, which leads on to a further
the current year 9? Teachers might well be
problem for CfW: curriculum design. Geography
forced to run two curriculum models side by side,
teachers need to know what they are working
until such time as the new CfW overrides any
towards in terms of key stage 4 specifications
existing curriculum provision. It is pertinent to
in order to properly construct a key stage 3
ask how this affects teacher workload, in terms
curriculum with foundation stones for GCSE.
of reporting and accountability. Currently many
The new GCSE and A level qualifications geography teachers are having to report on
reforms in Wales are under way, with periods of existing national curriculum levels, as well as
consultation and the shift towards a humanities working on using progression step language to
GCSE qualification. Subject-specific practitioners report to key stakeholders for the current years
are rightly concerned about the dilution of 7 and 8.
their disciplines. A fundamental issue that
bothers geographers is the lack of disciplinary
progression within the ‘what matters’ statements:
The future
for example, there is no description of what What is definitely exciting from a secondary
progression looks like in geography. Indeed, some perspective is the opportunity to cross-collaborate
teachers are concerned with the lack of discussion with other colleagues, both within and outside our
over how to integrate assessment into progression own school, and to learn from the sector leading
and how best to make the link between descriptors best practice that is deep within all of our schools.
of learning (DoL) and lesson objectives. The worry There is a real opportunity here for geography
is almost certainly over accountability, rather than teachers to work across clusters and families of
what is best for students while embodying the schools to capture a real understanding of subject
spirit of CfW. As Elwood, Hopfenbeck and Baird topics being taught and to therefore have a much
(2017) note, high-stakes summative assessments better informed idea of what students coming to
can increase pressure on young people, obscuring secondary school already know. The GA’s Welsh
the ‘purpose’ of schooling as learning, and Special Interest Group has developed a series of
reframing their educational experience as being scaffolds (GA, 2021) around different themes for
geared towards ‘performing’ in examinations. CfW through the lens of geography and these
This is the very concept that CfW seeks to avoid, are an extremely useful tool for teachers to start
with an emphasis instead based on formative with. There are many overlapping features from
assessment and a development of low-stakes, the humanities AoLE that are worth careful
long-term retrieval practice. consideration.
References
All websites last accessed 21/03/22.
Brooks, C. (2010) ‘Why geography teachers’ subject expertise matters’, Geography, 95, 3, pp.143–8.
Di-Finizio, A. (2019) The New Curriculum For Wales: A worthwhile vision. The Institute of Welsh Affairs. Available at www.iwa.
wales/agenda/2019/05/the-new-curriculum-for-wales-a-worthwhile-vision
Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales.
Pdf available at https://gov.wales/sites/default/files/publications/2018-03/successful-futures.pdf
Elwood, J., Hopfenbeck, T. and Baird, J. (2017) ‘Predictability in High-Stakes Examinations: Students’ Perspectives on a
Perennial Assessment Dilemma’, Research Papers in Education, 32, 1, pp. 1–17. Available at https://eric.ed.gov/?id=EJ1123151
Gatley, J. (2020) ‘Can the New Welsh Curriculum achieve its purposes?’, The Curriculum Journal, 31, 2, pp. 202–214.
GA (2019) Draft Curriculum for Wales 2022 guidance: feedback. Available at www.geography.org.uk/write/MediaUploads/
Steph Robinson is Head of
Wales_curriculum_consultation_-_GA_response_July2019_abriged_for_GA_website.docx
Geography at Pencoedtre
GA (2021) PowerPoint scaffolds on a variety of Humanities themes for years 7–9. Available at www.geography.org.uk/ High School and is a
Curriculum-for-Wales-the-place-for-geography member of the GA’s
Hughes, S. and Lewis, H. (2020) ‘Tensions in current curriculum reform and the development of teachers’ professional Welsh Special Interest
autonomy’, The Curriculum Journal, 31, 2, pp. 290–302. Group. She is also author
Morgan, J. (2017) ‘The making of geographical ignorance?’, Geography, 102, 1, pp. 18–25. of Curriculum for Wales:
OECD (2020) Implementing Education Policies: Achieving the New Curriculum for Wales. Paris: OECD Publishing. Available at Geography for 11–14
https://doi.org/10.1787/4b483953-en years, published by Hodder
Rawling, E. (2020) ‘Geography in the Welsh curriculum; a good idea but’, Teaching Geography, 45, 3, pp. 101–4. Education in 2022.
Welsh Government (2020) Education Wales Humanities AoLE. Available at https://hwb.gov.wales/curriculum-for-wales/humanities Email: S.Robinson@
Welsh Government (2022) Practitioner survey on preparations for Curriculum and Assessment Reforms 2022: interim findings phschool.co.uk
from primary and secondary school senior leaders. Available at https://gov.wales/practitioner-survey-preparations-curriculum-
Twitter: @pencoedtreG
and-assessment-reforms-2022-interim-findings-html#section-80370
Questions relating to urban change conspicuous, and a lack of suitable outdoor Figure 1: Extract from a
resource investigating the
• Have you considered the impact of race clothing. These barriers need to be recognised in
impact of colonisation in
and racism on urban change and or schools; a starting point is a conversation (with Nigeria (a larger version
development? students and parents) that recognises the issues is available to download).
• Was the development of the urban area and looks for solutions; beginning to empower
influenced by colonialisation? students to develop social agency. Milner (2020)
suggests that fieldwork should reflect ethnic
• How has race affected the city’s growth?
minority backgrounds, and thus focus on urban
• Does this resource fully reflect historical areas; however this does not solve the issues.
influences? We need to try to break down these barriers.
• Have you considered the language that
you are using to support ethnic minorities Questions relating to rural environments
to feel included in their learning?
• Have you listened to your ethnic minority students to understand
their barriers to rural geographies?
2. Colonisation • Have you presented positive role models of ethnic minorities in the
How colonisation influenced development countryside?
in the past and continues to have an impact • Have you used images of ethnic minorities in your teaching materials?
on development resulted in the creation of a
• Have you tried to understand the issues from the view of ethnic
resource – the impact of colonisation in Nigeria
minorities in the UK?
(Figure 1). The resource aimed to contextualise
the development of Nigeria and incorporate an • Have you carefully considered the rural area that you are visiting and
understanding of colonisation, its legacy and how the barriers that ethnic minority students may face?
colonialism has influenced Nigeria’s development. • Have you considered the language that you are using to support
ethnic minorities to feel included in their learning?
Questions relating to colonisation
• Have you considered how colonisation has 4. Aid
impacted on development in the past? An exploration of aid concentrated on how
• Is the legacy of colonisation still having we teach about aid. We discussed a need
an impact on the country’s development? to recognise our own bias, perceptions and
• Do your resources reflect the historical experiences: to emphasise the agency of local
links with the country’s colonial past? communities and value local knowledge, in order
to shift the power dynamics away from putting
• Have you considered how this will connect
our own agendas, that reflect a western society,
with the students in your class?
on local communities (Figure 2). One of the
• Have you considered the language that trainees’ own experiences was of travelling to
you are using to support ethnic minorities South Africa with an aid charity group to support
to feel included in the learning? a local school. The group painted the school: but
a local student commented that this was the third
3. Barriers to the curriculum time the walls had been painted that year.
An exploration of the ‘Black girls hike’ (2019) A further development was to engage with racial
movement revisits a discussion which recognises literacy – the knowledge, skills and awareness
barriers where ethnic minorities feel out of place needed to talk about race and racism. Rogers
in the countryside. These barriers potentially and Mosley (2008) concluded that the more
limit the understanding of rural geographies and experience teachers have with racial literacy,
conceptual understanding of physical geographies, the more likely they are to set up appropriate
and could limit the engagement of students from conditions for the students in their own
ethnic minorities in fieldwork, having potential classroom. These discussions were uncomfortable;
implications for attainment. Possible barriers however, trainees recognised the need to confront Vol 47, 1, Spring 2022
are fear of discrimination, feeling excluded and their own unconscious bias and prejudices. © Teaching Geography
65
Figure 2: An ITT student’s
reflection on experiences so Within my teacher training so far, I feel my SBT1 school and I have made reasonable efforts to tackle
far in the classroom.
stereotypes and issues surrounding BAME representation. For example, when recently covering development
and causes for differences in development around the world, we spent a whole lesson learning about
colonialism, the colonisation of Malawi and how this and neo-colonialism have had a lasting impact on the
country’s development, even now. Within my teaching I also have addressed misconceptions of the ‘single
story’ being sold about Africa – that Africa is actually a large continent (and not a country) and full of 54
diverse different countries. However, I think there is still some way to go to improving the way we and other
schools are addressing these topics. One of the other trainees mentioned how in their GCSE classes on
development, they briefly mentioned that many countries in Africa were once colonies of the British Empire.
But this was as far as the discussion went and there was no mention of what this history actually meant for the
communities in those countries then or now.
Final thoughts
As outlined and practically demonstrated in
this article, our subject enables us to develop
the skill of empathy in young people while
covering issues in the curriculum. Not only is
empathy and conversation important to help
develop social cohesion, but it also allows for the
creation of a safe learning environment. With
contextual safeguarding in mind, teachers who
are thoughtful and strategic in the application of
any of the ideas above or similar will be helping
to normalise human emotions like anxiety and
be mindful of students for whom covering these
issues may be triggering or upsetting. And in an
era of declining mental health in young people
and environmental degradation, the subject of
geography once again can demonstrate itself as a
means of reconnecting with our humanity. | TG
Exploring New Zealand! • What is New Zealand • Place • Group brainstorming task to
like? (physical and • Tourism assess prior knowledge.
human features) • Map from memory which plots
• What tourist attractions the key physical and human
are there? features.
• Video clip of top visitor
attractions to establish awe
and wonder.
Investigating the Bay of Islands • What are the key • Sustainability • Photo/video clip analysis to
features of the Bay of • Overfishing prompt discussion – why is this
Islands? area a scuba-diving hotspot?
• Food chain
• What activities can you disruption • Photo analysis – what are the
do there? main threats to this area?
• Environmentalism
• What environmental • Diagram analysis – why are sea
problems is the area urchins taking over the Bay of
suffering from and what Islands?
are the solutions? • Writing a letter to Jacinda
Ardern describing the problems
and solutions in the Bay of
Islands.
What is happening to the Franz Josef Glacier? • What is a glacier and • Glaciation • Use of mini whiteboards –
how does a glacier • Global warming students say how they think
form? glaciers form and later, what
• Tourism global warming is.
• Why is the Franz Josef
Glacier a tourism • Video clip to prompt discussion
hotspot? – what activities can be done on
• What is happening to the glacier?
the Franz Josef Glacier • Extended homework – students
and why? create a poster which discusses
how global warming is affecting
the glacier.
Milford Sound/Piopiotahi: How should it be protected? • How was Milford Sound • Glaciation • Group work: how do you think
formed? • Tourism Milford Sound formed?
• What activities can you • Sustainability • Decision-making exercise:
do there? students choose one solution to
• Planning overcrowding in/around Milford
• Is it being adequately
protected? Sound out of five options and
justify their choice.
Maori people: The indigenous New Zealanders • Who are the Maori and • Cultural • Haka – video and discussion.
what is their history? geography • Information recall/memory test
• What is their culture • Historical quiz on the history of the Maori
and what are their geography culture and English oppression.
traditions? • The impacts of • Class debate: should tourists be
• Should tourists be colonialism allowed to visit Maori areas?
allowed to visit Maori
people and places?
Exploring Waitomo Caves • Where are the Waitomo • Fluvial processes • ‘Mind movie’ – story read out
Caves and why do • Tourism to the students to establish a
people visit them? sense of awe and wonder.
• How did the caves form? • Photo analysis to work out how
• How could we the caves were formed.
encourage tourists to • Travel writing.
explore them?
Whakaari/White Island, New Zealand • Why is Whakaari/White • Tectonic processes • Students use phones/computers
Island dangerous? to complete a fact file on the
• Should tourists be able 2019 Whakaari/White Island
to visit the island? eruption.
• Short documentary.
Assessment – designing a tour around New Zealand • Students use all of their Students are given options on how to present their work.
prior knowledge to
design a year 7 field trip
to New Zealand.
Figure 2: Student work on the retreat of the Franz Josef Glacier. Figure 3: Student work – a 3D model to accompany a written
description of a field trip to New Zealand.
Final observations
The sea life looks amazing. Seeing the Franz
At the end of the SoW, students were asked to
Josef Glacier and Queenstown bungee jumping
summarise what they enjoyed/didn’t enjoy about
has really made me want to go there with my Online resources
the unit on a sticky note. The following is a good
family. There is so much to explore. It was so The resources for this
reflection of the response of the whole group of scheme of work are
interesting learning about the Maori people
students: available to download.
and how they are keeping their culture alive.
I loved doing New Zealand as a topic because Go to www.geography.
I loved making my project on my tour around org.uk/Journals/
we watched some amazing video clips and saw New Zealand at the end, I’m really proud of it. Teaching-geography
some fantastic photos that really brought it to and select Summer 2022.
life, seeing all the colours and things to do. My In summary, this SoW introduces students to the
favourite was the Bay of Islands. I learnt all breadth and scope of geography as a subject,
about how the environment is being affected while also establishing a sense of ‘awe and Megan Brook is a teacher
by humans and what they have done about it. wonder’ about the world. | TG of geography at Carre’s
Grammar School, Sleaford,
Lincolnshire.
References
Email: Megan.Brook@
DfE (2013) Geography programmes of study: key stage 3. Available at www.gov.uk/government/publications/national-
carres.uk
curriculum-in-england-framework-for-key-stages-1-to-4 (last accessed 31/03/2020).
References
Catling, S. (2022) ‘The danger in primary geography’, Primary Geographer, 107, pp. 10–12.
My interest is in business
type jobs and skills.
Physical landscape
I began the session by exploring with the students
the physical landscape of our local area, first
from memory, in the form of a mind map, and
then using a local 1:50,000 Ordnance Survey
map from Digimap for Schools (Figure 3). In my
questioning I was able to revisit 4- and 6-figure
grid references, which proved a helpful revision
tool. As some of the students do not live near the
Figure 4: Economic activity in Benfleet. Source: Datashine: O’Brien, O. and Cheshire, J. (2016).
school, it was interesting to discuss with them
the differences between their idea of what the
physical geography of the area was like compared At this point, the session started to explore the
to that of students living nearby; a useful different concepts of place that are covered in
reminder that ‘what one perceives differs from the A level course.
person to person, and from situation to situation’
What do we mean by ‘place’?
(Weinstein and Sumeracki, 2019).
We moved on to the slightly more difficult
Geology concept of locale. Agnew (1987) defines locale as
Then I introduced the concept of geology, ‘the physical and social context of the landscape
another area that we don’t often focus a great of the place; the unique or otherwise collection of
deal of attention on at GSCE, particularly when buildings and infrastructure that marks this place
discussing our local area. Using the British out as different, and a setting for a particular
Geological Survey (BGS) interactive map (BGS, social practice’. I begin by discussing the locale
n.d.) we were able to explore the drift geology of our school. What makes this place a school?
and discuss how this unseen layer influences the We annotate an aerial photograph of our school.
landscape. I also took this opportunity to discuss This was a good point at which to discuss
with the students the different careers that might change – are schools always like this? Is a school
require an understanding of geology. still a school in the six-week holiday? Has the
area around our school changed? I used several
Economic function
photographs from around the school area to
As the class was a small one, the students were discuss the locale. We have recently celebrated
able to come up to the board and interact with the school’s 50th anniversary, so it was helpful to
the map to explore the economic features of show students different photos of the school over
Benfleet (Figure 4). This provided an excellent the past 50 years and discuss how much change
opportunity to discuss employment in the area had taken place. Many of our students have
and the students’ aspirations for the future. This parents and grandparents who were also taught
was also a good opportunity to highlight the skills at the school, and this gave students another
that are developed at both GCSE and A level, such example of how A level geography is relevant Vol 47, 1, Spring 2022
as analysing and interpreting data. to our lives. © Teaching Geography
77
Figure 5: Using a football How does football relate to geography? I showed the students the badges of Liverpool
badge to develop a sense and West Ham, and we explored how each gave a
of place. Drawing on the work of Tuan (1977), Relph (1976)
and Cresswell (2015), and having discussed the sense of place for the club (Figure 5). I found that
the students were really interested in this aspect
school and the changes to the school over time,
of the lesson; they were keen to discuss their own
I introduced the concept of football and a sense
football club badges as well as the school’s badge,
of place.
and were surprised that this could be seen as part
As a Liverpool fan, I decided to focus on Liverpool of a geography lesson.
and also a local team, West Ham. Sense of place At the end of the session student feedback
can be difficult to understand if you have not illustrated how the session had helped to
been to or experienced a place, so we undertook introduce A level concepts, and how geography
Online resources
Links and information
a virtual field trip by playing several clips from can have relevance to their lives. I believe that it
on the development fans at stadia (Anfield and London; YouTube is essential to stress the importance of concepts
of Everton’s new (2016)) and asking the students to note down and theories and how they relate to everyday
stadium are available the sights and sounds that help to develop a experiences, so students can make informed
to download. Go to
sense of place in the stadia using the concepts judgements. This also helps to strengthen the
www.geography.org.
uk/Journals/Teaching- discussed earlier. argument that geography matters! | TG
geography and select
Summer 2022.
References
Dr Paul Hunt is a All websites last accessed 07/04/22.
Chartered Geographer,
subject leader for Agnew, J. (1987) Place and Politics: The Geographical Mediation of State and Society. London: Routledge.
geography at The BGS (n.d.) Geology of Britain. Available at https://mapapps.bgs.ac.uk/geologyofbritain/home.html?&_
Appleton School, a ga=2.240080515.1210187133.1635593562-918530986.1635593562
member of the GA Cresswell, T. (2015) Place: An Introduction (2nd ed). Oxford: Blackwell Publishing.
Secondary Phase O’Brien, O. and Cheshire, J. (2016) ‘Interactive mapping for large, open demographic data sets using familiar geographical
Committee, and a features’, Journal of Maps, 12, 4, 676-683. DOI 10.1080/17445647.2015.1060183
Liverpool FC fan. Relph, E. (1976) Place and Placelessness. London: Pion.
Email: phunt@ Tuan, Y. (1977) Space and Place: The Perspective of Experience. Minneapolis: University of Minnesota Press.
theappletonschool.org Weinstein, Y. and Sumeracki, M. (2019) Understanding how we learn – A visual guide. London: Routledge.
YouTube (2016) – videos of fans’ experiences at Anfield football stadium (www.youtube.com/watch?v=lm-oflM22zI) and
Twitter: @geoghunt
London football stadium (www.youtube.com/watch?v=BQKZYG1PACY)
They are designed to be stand-alone lessons or in No one in my family knows how to sew or
combination with each other, or to accompany why we should even think about mending
a free online game that facilitates the immersive clothes. I’m going to go home and make sure
exploration of fast fashion for key stages 2/3 I tell them. I’m going to show them how to
audiences, available via the Global Goals website. sew on a button. (Key stage 3 student)
Finally, these activities illustrate the value We also need to think about where these all end
of geography as a means to explore current, up, including extreme levels of waste of clothing,
potential and alternative futures – feeding the food, plastics, electronic waste from computers
imagination about plausible scenarios and and mobile phones. By providing information
thinking through what steps are needed to about the impacts of fast fashion and giving
actively shape the futures young people want. students a real experience of repairing, creating
and valuing clothing, these resources enable
Learning through sustainable threads students to consider the limits of linear
Because we are consuming natural resources at production and consumption. They will be
an unsustainable pace, we need to consider able to imagine how a more circular economy
everything we do and use, including what we can achieve sustainability and how taking
wear, what we eat, how we get around, how we action together we can shape the choices
Online resources
use energy, water, soil, electricity, and materials. we collectively face. | TG
This teaching resource
is free to download from
the Global Goals Centre
Resource Hub: https:// References and further reading
globalgoalscentre.org/ All websites last accessed 22/03/22.
resource/threads-lesson- Bustin, R. (2021) KnowHow: Plastics and ocean pollution. Available at www.geography.org.uk/eBooks-detail/4a02033a-5433-
plans/ 411a-bd00-408e21cdbd3b
Clean Clothes Campaign Fashion Checker. Available at https://fashionchecker.org
Ellen MacArthur Foundation Redesigning the Future of Fashion. Available at https://ellenmacarthurfoundation.org/topics/
Dr Verity Jones is
Associate Professor of
fashion/overview
Education at UWE. Geographical Association Teaching Resources Plastic Pollution. Available at https://www.geography.org.uk/Plastic-pollution-
resource
Email: Verity6.Jones@
uwe.ac.uk
McKinsey State of Fashion: Annual Reports. Available at www.mckinsey.com/industries/retail/our-insights/state-of-fashion
Thinktank, Birmingham Science Museum. Available at www.birminghammuseums.org.uk/thinktank
Ruth Millett works at United Nations Economic Commission for Europe (2018) UN Alliance aims to put fashion on path to sustainability. Available
Thinktank, Birmingham at https://unece.org/forestry/press/un-alliance-aims-put-fashion-path-sustainability
Science Museum.
United Nations Environment Programme (2019) Fashion’s tiny hidden secret. Available at www.unep.org/news-and-stories/
Email: Ruth.Millett@ story/fashions-tiny-hidden-secret
birminghammuseums. University of Exeter FutureLearn Who Made My Clothes?, free 3-week online course. Available at www.futurelearn.com/
org.uk courses/who-made-my-clothes
Dr Jessica Pykett is World Bank (2019) How Much Do Our Wardrobes Cost to the Environment? Available at www.worldbank.org/en/news/
Associate Professor of feature/2019/09/23/costo-moda-medio-ambiente
Human Geography at the
University of Birmingham. Acknowledgments
Email: j.pykett@bham. We are grateful for funding support from the University of the West of England (UWE) and University of Birmingham, and
ac.uk thank Chantal Jackson and Ellie Shipman for their wonderful design work and illustration in the resources.
BOOK
United We Are Unstoppable: 60 inspiring their own country, and about the need to refocus
young people saving our world government attention on regulating business and Reviews of new
Akshat Rathi (Ed.) | ISBN: 9781529335941 on changing consumer behaviour. geography resources.
Paperback £9.99 | John Murray: London
There are books that are accessible to all sorts
Inspired by Greta Thunberg’s 2018 School of ages which are innately geographical in
Strike for Climate and by her 2019 call at the their content. Bill Bryson’s 2003 book A Short
UN climate summit in Madrid for sharing young History of Nearly Everything comes to mind. This
peoples’ stories about fighting the climate crisis, collection edited by Akshat Rathi is another. It is
this book features sixty personal stories gathered authentic, engaging, informative and testimony
from forty-one countries around the world. By that we are not alone; climate impacts are
publicising the diverse situations, perspectives everywhere and have been apparent for some
and actions of some 16-28-year-olds, it aims to while. Students reading this book would gain
inspire more to join in and make a difference. a good understanding of the diversity of these
The stories are presented as collections structured impacts. They would also realise the importance
into chapters by continent. Chapters begin with of everyone living to reduce personal impacts
a short factsheet of that continent’s population as well as promoting appropriate science-based
and of some of its more significant climate policy for governments and businesses to follow.
change impacts, such as glacier melt, air pollution The book includes simple, attractive graphics
and coastal erosion. Readers are introduced to of what some of these storytellers would say to
what inspired these individuals to take action, their government leaders, and to people who are
from seeing a sea turtle having a plastic straw worried about the climate crisis. This set of stories
removed from its nostril or witnessing severe
could inspire others to take action but first the
drought, rapid permafrost melt, coral bleaching
book needs to be read. Teachers have the power
or land loss as sea levels rise. We learn about their
to make that happen.
subsequent campaigns to make a difference, the
difficulties they experienced, what they learned Ian Selmes is a member of the Teaching
about the limiting
2635 FSC factors
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