SUBJECT SPECIFIC INFORMATION
GEOGRAPHY
PGCE
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GEOGRAPHY PGCE at MMU Faculty of Education
The Geography Team are:
Jo Baynham (Subject Co-ordinator) [email protected]
Sue Bermingham
[email protected]
0161 247 5125
0161 247 2334
The Geography PGCE trainees have been provided with the following reading list to support them
throughout the year.
Please feel free to add to the list for your trainee if you are aware of additional texts that will further
support your trainee’s progress
Geography Reading List
Pre course summer reading:
Balderstone, D. (2006). ‘What’s the point of learning geography?’ In Balderstone, D. (ed.) Secondary
Geography Handbook. Sheffield: Geographical Association, pp. 30-37.
King, S. (2010) ‘Reflecting Critically on Practice’ In Brooks (Ed) (2010) Studying PGCE Geography at M
Level. Routledge, pp.36-49.
Induction Phase reading:
Castree, N. (2005). Whose Geography? Education as Politics. Questioning Geography. N. Castree, A.
Rogers and D. Sherman. Oxford, Blackwell Publishing: 294 - 307.
Gallagher, M. (2009). Ethics Researching the Geography of Power in a Primary School. Researching
with Children & Young People. E. K. M. Tidsall, J. M. Davis and M. Gallagher, SAGE: 57-64.
Harris, D. and J. Williams (2012). "The association of classroom interactions, year group and social
class." British Educational Research Journal 38(3): 373-397.
Lambert, D. (2006). ‘What’s the point of teaching geography?’ In Balderstone, D. (ed.) Secondary
Geography Handbook. Sheffield: Geographical Association, pp. 30-37.
Maclure, M., L. Jones, et al. (2012). "Becoming a problem: behaviour and reputation in the early
years classroom." British Educational Research Journal 38(3): 447 - 471.
Roberts, M (2003). ‘Personal Geographies’ In Learning Through Enquiry Making sense of geography
in the key stage 3 classroom
Geographical Association: Sheffield, pp. 164-178
Formative Phase reading:
Balderstone, D. (2007) (Ed) Secondary Geography Handbook Geographical Association: Sheffield
Balderstone, D. (2002). ‘Teaching styles and strategy’. In Smith, M. (ed.) Teaching Geography in
Secondary Schools. London: RoutledgeFalmer, pp. 93-112.
Butt, G (2002) Reflective Teaching of Geography 11-18, Continuum
Brooks (Ed) (2010) Studying PGCE Geography at M Level. Routledge.
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Donert K & Wall G (2008) ‘Future Prospects in Geography’. HERODOT. Liverpool Hope University.
Geographical Association (2009). A different view: A manifesto from the Geographical Association.
Sheffield: Kingsbury Press.
Hopkin, J. Telfer, S. and Butt, G. (Eds) (2000) Assessment in Practice, Geographical Association:
Sheffield
Kent, A and Lambert, D (1996) Geography in Education, Cambridge University Press
King, S. (2000) Into the Black Box: Observing Classrooms Theory into Practice Geographical
Association: Sheffield
Lambert, D & Balderstone D (2010) ‘Learning to Teach Geography in the Secondary School. 2nd
Edition. Routledge.
Lambert, D. & Jones, M. (Ed) (2013) Debates in Geography Education Routledge
Lambert, D. & Weeden P (2008) Geography inside the black box Geographical Association: Sheffield
Mitchell, D (Ed) (2009) Living Geography- Exciting futures for teachers and students Chris Kington Publishing:
Foxton
Rawling, E. (2008) Planning Your Key Stage 3 Geography Curriculum Geographical Association:
Sheffield
Rawling, E (2001) Changing the subject: the impact of national policy on school geography 1980 –
2000, Geographical Association: Sheffield
Roberts, M. (2003) Learning Through Enquiry Making sense of geography in the key stage 3
classroom
Geographical Association: Sheffield
Smith, M. (Ed) (2002) Aspects of teaching secondary geography: Perspectives on practice, Routledge
Falmer
Tapsfield, A., and Lambert, D. (2011). Geography curriculum consultation summary report. Sheffield:
Geographical Association.
Walford R (2007) Using Games in School Geography Chris Kington Publishing: Wakefield
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GEOGRAPHY PGCE IN THE INDUCTION PHASE
Rationale
The current Geography programme reflects the changes and debates at a national level.
The Geography programme encourages a thoughtful, reflective and critical approach to the teaching
of Geography within the secondary school. There is an emphasis upon the quality of pupils' learning.
The trainee's practical experience and application are given depth and coherence through a
consideration of theoretical and educational issues, to enable the trainee to gain knowledge and
understanding of the school context, the school pupil and the secondary Geography classroom.
The Geography programme examines the nature and content of school Geography, investigating a
range of approaches to teaching and learning. The range of resources available to Geography
teachers allows a wide range of strategies to be used in the classroom; the course will critically
appraise the teaching and learning resources in relation to the aims of the Geography curriculum and
pupils' learning. The training curriculum will draw upon the diverse expertise of the trainee teacher’s
degree experience and knowledge and understanding of geography and related disciplines. The
sessions will take an active approach to address themes such as equal opportunities, global
citizenship, thinking skills, information and communications technology, creativity, environmental
education and planning issues. It will aim to maintain a topical and flexible approach in light of
current events and developments in Geography education, e.g. Education for Sustainability and GIS.
We expect the training and mentoring process in schools and university to provide trainee teachers
with opportunities to broaden their subject knowledge and understanding; by experimenting with a
wide variety of teaching and learning strategies and geographical resources.
Geography is traditionally a subject which incorporates technology in imaginative ways - trainees play
a crucial role in developing this in schools. In particular the use of GIS and mobile technologies are
areas for development with university and school.
During the programme field study visits will be arranged to investigate issues related to working
outside the Geography classroom.
AIMS of the Subject Programme for GEOGRAPHY
The programme provides the trainee with opportunities to develop:
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Develop a knowledge and understanding of the role and value of Geography in the school
curriculum (Key stage 3, GCSE and Post-16) and hence become confident Geography
teachers.
Become confident practitioners and lively, imaginative teachers of Geography; who, using a
wide variety of teaching and learning strategies, will inspire pupils and foster interest in all
aspects of geographical learning.
Develop critical analytical skills necessary to evaluate and assess their own teaching and the
work of peers, pupils and colleagues within the context of current geographical education
frameworks.
Engage in theoretical and practical investigation into the nature of learning in Geography and
through this become reflective, critical and inquiring professionals who contribute to the
development of education and learning.
Become confident, effective and selective users of new technology in a range of educational
and geographical contexts.
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PGCE Trainees will be expected to:
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Share their personal interests, enthusiasms and experiences with colleagues and students;
Address the National Curriculum Order for Geography, GCSE and Post 16 examination
specifications in an informed, enriching, innovative and creative manner;
Explore the value and purpose of the subject, reflecting critically upon current practice and
research in art and design education;
Develop flexibility, and resourcefulness when building on and extending subject knowledge,
skills and understanding;
Establish a personal philosophy concerning teaching and learning, increasing autonomy as
the course progresses and commitment to longer term continuing professional
development;
Work in partnership with tutors, mentors and students to maximise learning opportunities in
a complex and pluralistic society.
THE SUBJECT PROGRAMME FOR Geography
During the Induction Phase, the following elements will be covered in University sessions:
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Introduction to the PGCE Geography course.
“Schools Today” The genesis of today’s education and school curriculum.
Introduction to National Curriculum Geography (and Revised).
Peer-group teaching to share subject expertise.
Planning Geography lessons and schemes of work.
Planning Geographical Fieldwork. Risk Assessment.
Observing the Geography classroom.
Resources for teaching Geography.
Being a teacher in schools and colleges today – professional expectations.
When in university trainees will discuss their observations and experiences with other members of
the group and gradually build up a picture of Geography teaching, which will support their
development as a Geography teacher.
Subject Mentoring in Geography during the Induction Phase
Geography trainees have a mixed background of school experience when they enter the Induction
phase. A large numbers have had experience as Teaching Assistants or cover supervisors within
schools, but rarely have they had the experience, which requires them to take sole responsibility for
the learning of the class or for the planning or marking of related work.
The majority of Geography trainees have joined the course having achieved an upper classification in
their undergraduate degree in a Geographical based area (including MA Urban Planning,
Environmental Studies through to a BSc in Aquatic Science). This means that they may be in need of
support in the development of their subject knowledge in order to add breadth to the range of
geographical understanding that they feel confident in. During the Induction Phase, you will need to
begin planning the timetable for the Placement A placement period and therefore you will need to
take account of the need to develop subject knowledge when making decisions in relation to their
initial timetable.
During Induction, trainees need to identify a lesson that they will observe and then teach in the
second week of Induction. As the Subject Mentor you can support your trainee by identifying a
suitable class for this and if possible by observing the lesson with the trainee in order that you can
advise them of key elements to look for within the lesson. During the second week of Induction,
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trainees will have the opportunity to assist with a Year 9 fieldtrip to Castleton. Details of dates and
times will be provided prior to the start of the Induction phase in school.
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GEOGRAPHY PGCE IN BLOCK A
The Geography PGCE Trainee in Placement A
Throughout Placement A Subject Mentors are asked to support the Geography PGCE trainees with
their development towards meeting the aims of the course.
It is important that trainees are encouraged to demonstrate professionalism throughout their time in
school and any issues or concerns in this area should be addressed immediately with the Professional
Mentor and where appropriate the University Tutor.
Subject Mentor should aim to establish a sense of independence in their trainees so that trainees
appreciate the collaborative working relationships that exist within Geography departments and so
that they appreciate that the demands on qualified teachers are many and are wide-ranging.
Subject Mentors are asked to support trainees with completion of the Assignment and Subject
Activities. These are important to trainees in that they are submitted as appendices to the ILA
assignment and will therefore contribute to their final mark.
In addition to their contribution to their assignment work trainees also benefit from focusing on the
activities as a means of developing their understanding of critical issues affecting their own planning
and delivery.
Subject Knowledge Development in Placement A
As the Subject Mentor it is important to understand that many trainees will need to address subject
knowledge issues throughout the duration of the course and its placements.
On Fridays in University trainees will complete further sessions in:
 Thinking Geographically
 Inclusive Classrooms
 Game based Learning
 Critiquing resources
 Progression and Transitions
Subject Knowledge
All Geography PGCE trainees will have completed a Subject Knowledge Audit prior to their arrival in
school and so it is important that, as the Subject Mentor, you familiarise yourself with this and create
a timetable which supports its development.
If a trainee is confident and has experience in a particular area they will need support in how to
effectively plan for its delivery as well as how to adapt their teaching delivery to ensure good
knowledge and progression amongst their pupils.
Where a trainee lacks experience or confidence this should first be addressed through observation of
others, then team teaching, prior to any solo teaching.
Collaborative Planning
Trainees benefit from collaborative planning as although they may have significant school experience
they rarely have had any responsibility for planning and so this is a valuable exercise
GCSE / BTEC / A LEVEL
It is highly valuable to all trainees to have the opportunity to observe and team-teach examination
Geography.
Where this has been arranged please ensure that trainees have access to and are encouraged to
engage with the relevant syllabuses.
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GEOGRAPHY PGCE IN BLOCK B
THE SUBJECT PROGRAMME FOR GEOGRAPHY
Prior to Placement B the following elements will be covered in University sessions:
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Teaching Weather and Climate
GIS
Post 16 and KS4-5 transition
KS2 and KS2-3 transition
Teaching Controversial Issues
The GEOGRAPHY PGCE Trainee in Block B
In Block B it is important that Review 2b has been studied as this will give a clear picture of your
trainee’s progress to date and the activity areas they have already experienced.
In addition to the Review 2b trainees will have completed an update of their Subject Knowledge
audit. This will assist you in creating a suitable timetable for Block B which will build on existing
subject knowledge and will develop new, wider geographical subject knowledge.
Review 2b will indicate the range of the experience that the trainee has had so far. This should be
taken into account when designing the Block B timetable as this should be seen as the starting point
for the trainee in terms of their further development.
During Block B trainees must complete a masters’ level assignment (CDA). As with all assignments
during the training year, as a part of the process, trainees will need to complete a series of activities
which are marked as appendices of the assignment. As the subject mentor it is important that you
support the trainee in obtaining the necessary data and information they require.
Subject Knowledge Development
The Block B timetable should be used to identify and address existing gaps in subject knowledge.
Where the trainee is teaching an activity that has already been covered in Block A the focus should
be on supporting them in greater independence in both their planning and delivery and should also
look to review and improve earlier delivery.
Where the trainee is teaching a completely new area it is important that the trainee is given the
opportunity to observe other members of the department teaching the activity and that this then
develops to team – teaching prior to any solo teaching of the area.
GCSE / BTEC / A LEVEL
Within Block B It is important that, as part of their subject knowledge and professional development,
trainees are able to experience the teaching of examination GEOGRAPHY. It should be noted that this
can be addressed through solo teaching, team – teaching, observation or a combination of all.
ASSESSMENT
In Block A trainees should have already observed the assessment of pupils and have looked at the
ways in which assessment is used, via feedback and review, to improve performance.
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As a development from Block A trainees should, during Block B, have the opportunity to carry out
formal assessment processes and in particular to engage with assessment for learning as a means of
developing their skills, knowledge and supporting their CDA work.
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GEOGRAPHY PGCE IN THE ENRICHMENT PHASE
Subject Knowledge in the Enrichment Phase
During the Enrichment Phase GEOGRAPHY PGCE trainees will need to continue to maintain some of
their teaching timetable.
Enrichment Project
In addition to the additional teaching carried out by GEOGRAPHY PGCE trainees during the
Enrichment Phase the trainees will also need to complete their Enrichment Project.
The Enrichment Project should allow trainees to develop an area that has particularly interested
them or that they feel could require additional focus for them to gain key subject based or
professional knowledge.
The title and focus for the Enrichment Phase should be discussed with both yourself as the Subject
Mentor and the Professional Mentor. Once agreed the trainee should be able to negotiate a
timetable which allows them to both complete the Enrichment Project and gain the additional
teaching experience.
Once completed the Enrichment Project should be something that contributes to the host
department as well as something that has been developmental for the trainee.
Please Note:
During the days devoted to the Enrichment Phase activities trainees are entitled to complete the
work at another school or placement suitable to the nature of their project.
Trainees basing themselves outside the Block B placement school should ensure that you are aware
of where they are and that they have a signed register of the whole placement period.
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