GA Post 16 and HE Committee
GEOGRAPHY
MATTERS
Post 16 and HE Phase Committee
Spring 2013
This edition of our newsletter, Geography Matters, provides ideas, thoughts and updates
which will be useful for teachers and students of A-level. Helen Hore explains the political
upheavals in Egypt and the Arab Spring, Alan Marvell develops a new case study on
Barcelona’s Business Tourism and Simon Oakes shares his favourite case study. Antony
Allchin lifts the lid on changing A level offers, while Katie Denton reminds us of PGCE days
and why it’s great to be a geographer. Rachel Adams encourages us all with the success of
her GA branch and Emma Rawlings Smith leads us by the hand into unknown technological
territory! This is a bumper issue! Many thanks to all our contributors.
Contents
Page
Chair’s Notes: Iain Palôt
2
Egypt and the Arab Spring Helen Hore
3
New technology can enhance teaching in Geography Emma Rawlings Smith,
6
Anthony Allchin offers some advice for applying to Oxbridge. Rachel Adams gives GIS in
coastal fieldwork a make-over, and Helen Hore guides us through a new stats exercise with
a purpose. Emma Rawlings discusses pirates, energy and geopolitics,
and
Miller
British School,
AbuGill
Dhabi
updates
on aglobalisation
of health.
Setting up
GA local branch
for sixth formers Rachel Adams, Wimbledon High School, GDST
PGCE to NQT – a reflection Katie Denton, Waingel’s College
10
12
Analysis of change in A-level grades requirements Antony Allchin, Worthing Sixth Form College 15
My favourite case study Simon Oakes, Bancroft’s School
19
The Growth of Business Tourism in Barcelona Alan Marvell, University of Gloucestershire
21
Who are the Post 16-HE Phase Committee?
20
Conference Events
Geography Matters is the newsletter of the Geographical Association (GA) Post-16 and
Higher Education Phase Committee and the University & College Union (UCU) Geography
Section. The views expressed are those of the authors and do not necessarily represent
those of the GA, the Committee or UCU.
The Post-16 and HE Committee promotes and safeguards the study and teaching of postcompulsory sector Geography. If you work in a school sixth-form, college or university and
would like to join the Committee, please contact us. NQTs and student teachers are
especially welcome. To find out more about the work and activities of the Committee, see
the Post-16 and HE area of the GA’s website, www.geography.org.uk. Geography Matters
is now accessible online and in colour at www.geography.org.uk/post16, This edition of
Geography Matters has been edited by Gill Miller, g.miller@chester,ac,uk . The GA is based
at 160, Solley Street, Sheffield, S1 4BY
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GA Post 16 and HE Committee
Do you know what is going on?
Iain Palôt, Chair
"We trained hard, but it seemed that every time we were beginning to form up into teams we would be
reorganized. Presumably the plans for our employment were being changed. I was to learn later in life that,
perhaps because we are so good at organizing, we tend as a nation to meet any new situation by reorganizing;
and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency
and demoralization."
Petronius, AD 27 – 66
If issues last year were clouded in mystery and obfuscation then this year has seen no improvement
in clarity as to the review of examinations at post 16. The P16/HE Committee has wrestled with a
series of issues this year, has resolved none of them and seems to have asked more questions than it
has received answers. The prospect for colleagues in the classroom must be equally opaque. The
future funding in the FE and Sixth Form College sector would appear to be confused and colleagues
in schools face the prospect of juggling any number of new and legacy specifications over the next
two to three years.
A level specifications and assessment are issues of paramount interest to this group. Who is going to
be responsible for determining the content? who will construct the specifications? who in the
Russell Group is representing geography and exactly what is their role? what role for the RGS and
indeed the GA? If the Russell Group geographers do have the final say then we feel that there is a
very serious risk that the final product will be four very similar and anodyne specifications pandering
to the middle ground.
One observation to emerge from all of this is that Cambridge are very supportive of the AS
examination. In a recent circular to schools Dr Jonathan Padley, in his role of “widening
participation”, wrote the following:
“We …. believe that AS-Levels promote and inform student choice by allowing students to sample
subjects at a higher level before finally committing to A2s. Critically, AS-Levels at the end of Year 12
also provide a current, transparent and objective assessment of students' progress at the time when
they typically apply to university in Year 13. The use of this data in our admissions process in
particular has allowed us simultaneously to raise standards and widen participation without
engaging in positive discrimination.”
Maths at Post 16 still seems to a hot topic although this may be a question of closing the stable
door… One can only hope that the new National Curriculum and programmes for ITT will address
the issue at KSs 1,2,3 and 4. As McInnes suggested, there seems to be a mathematical skills atrophy
at the KS4-5 transition, one which was in part addressed through a fieldwork report and/or
coursework exercise. HEIs seem to like the idea of fieldwork since it prepares students for what they
may encounter in their undergraduate studies. However, how that will be assessed remains to be
seen.
Transition from A level to undergraduate is certainly exercising many in HE and the drive to increase
the contact between schools and university departments is gathering momentum. The P16
Committee would like to hear from colleagues about their links with local university departments
with evidence of real subject interaction, beyond their marketing days, so that we can speak from an
informed position on this subject. We will be outlining a programme of support to include reviewing
new text books, how to teach A level sessions, and specific subject updates.
Enjoy conference, enjoy the newsletter and as always my thanks to the P16 Committee for their
contributions throughout the year and to this edition and especially to Gill for her editorship. Above
all come and talk to us!!
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GA Post 16 and HE Committee
Egypt and the Arab Spring
Helen Hore
Central Sussex College
Background
The Arab Spring describes the upsurge in anti-government protests which have taken place since
December 2010 across the Middle East and North Africa. In Egypt, it started two years ago in
February 2011, when after 18 days of mass protest, President Hosni Mubarak stepped down after 30
years in office.
Egypt has always been challenged by its
geography. A narrow strip of fertile farmland
borders the Nile, hemmed in by desert, except
at its delta where cultivable land is more
widespread but still at a premium. Egypt now
has 85 million people and its high population
growth rate of 1.9% is giving additional stress to
its hard-pressed resources. Although Egypt has
wealth in the form of oil and natural gas, taxes
from the Suez Canal and spectacular
monuments, 20% of the population live below
the poverty level, many with extremely limited
prospects for education or improved incomes.
Unemployment is estimated at 12.5% (2012)
and is particularly high amongst graduates. The
tourism industry has suffered a huge blow, as
tourists avoid this country of potential unrest.
Fig 1 Egypt Source: CIA World Factbook
Like many other Arab states, power in Egypt was
passed down through a ruling elite based on
continuity and patrimonialism (private ownership of
the state and its resources). Mubarak led the
National Democratic Party which was anything but
democratic. He was a dictator, who held power with
the support of the army and the police. Opposition
was not tolerated and freedoms were compromised.
In recent years, the Mubarak government struggled
to meet the demands of Egyptians in terms of
economic reform and much-needed investment
infrastructure.
Fig 2 The now unvisited Sphinx at Giza
(H Hore)
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GA Post 16 and HE Committee
Arab Spring Events
Inspired by events in Tunisia, Egyptian youth and opposition groups organized a "Day of Rage"
campaign on 25 January 2011 to include non-violent demonstrations, marches, and strikes.
Mubarak’s offer to replace his cabinet was viewed as derisory by Egyptians, of all ages, all classes,
Muslim and Coptic Christian, liberal and fundamentalist, who were then united in their protest on
the streets. In response, riot police were used to restrain people in Cairo, resulting in several
hundred injuries and some dozens of deaths across Egypt. Mubarak made a further offer of
constitutional reform and in spite of support from some people and violent clashes between anti
and pro-Mubarak groups, he was forced to resign on Friday 11 February. In doing so, Mubarak ceded
power to the generals (the Supreme Council of the Armed Forces) but this continuation of
authoritarian, non-elected power, with its ability to suppress, was not what the youth-led, prodemocracy movement wanted.
During the following period of transition, the constitution was dissolved and Essam Sharaf was
installed as Prime Minister. Tahrir Square continued to be the focus of the Friday protests as further
evidence was unveiled of vote-rigging and repression during the Mubarak regime. There was also
opposition to the continued presence of army officials in the government.
Mohamed Morsi, leader of the Muslim Brotherhood, won the 2012 presidential election in June by a
narrow margin of 51.7% over Ahmed Shafik, the last Prime Minister under the deposed Mubarak.
This was followed by the election for parliament when the Muslim Brotherhood-affiliated Freedom
and Justice Party gaining nearly half the votes. However, it was Morsi’s declaration in November to
extend his power over the judiciary which has raised deep concerns. Egyptians are asking: Is he
protecting the democratic process or is he attempting to produce a more Islamic constitution? Also,
of concern is that President Morsi appears not to be afraid to use force against protestors. The old
suppressive security structure remains intact and has been used severely in dealing with clashing
football fans, provoking condemnation from human rights groups.
The opposition to the government is considerable and in spite of the mild approval for the new
constitution, given in the referendum, in December 2012, it is highly criticised by liberal opponents,
particularly for its strong basis in Islamic law.
Fig 3 Morsi Supporters
Source: http://www.bbc.co.uk/news/world-middle-east
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GA Post 16 and HE Committee
The Future
The political map of Egypt is a complex and dynamic one. Currently, over forty registered political
parties exist, with half as many unregistered ones founded in the last two years. Many are now
regrouping themselves to form more credible alliances, such as the National Salvation Front, in order
to create a more effective opposition. The division is now between those in opposition who want
democracy first and foremost and those who want a more Islamic state.
Life has changed in Egypt since the revolution. There is now a younger generation, who having led
the overthrow, are much more politicised and willing to question the authority of their Islamic
teachers, as well as that of the government. The revolution in Egypt is now visible, so that politics
happens on the streets. Even within families, authority for elders is being challenged in a way that
did not happen in the past. More people, including women, are being educated and are able to
make their own decisions and choices, as a tide of individualism seeps slowly through the cities.
While the Koran dominates much of the teaching, Egyptians are interested in extracting their own
interpretation of the holy book, in line with their own thinking. In spite of the fact that the Muslim
Brotherhood has been elected to form a government, the revolution is a secular one. What the
future will be for Egypt is uncertain but the one underlying principle which now holds widespread
acceptance across the country is that Egyptians have a right to choose their own government. This
change must surely be the beginning of the road to democracy.
References
Abdelhadi, M. (2013, 29 January) The Guardian, accessed at
http://www.guardian.co.uk/commentisfree/2013/jan/29/egypt-on-the-edge-factions
BBC News Egypt in Transition, accessed at http://www.bbc.co.uk/news/world-middle-east12315833
CIA World Factbook (2012) Country profile Egypt, accessed at www.cia.gov/library/publications/theworld-factbook/geos/eg
De Bellaigue, C. (2012, 18 November) Green Shoots from the Arab Spring [Radio broadcast: Radio 4
Analysis]. London, UK: British Broadcasting Corporation.
Hourani, A,(2002) A History of the Arab Peoples, London, Faber and Faber
Hill, Evan. (2011, 17 November) Egypt’s Crowded Political Arena, accessed at
http://www.aljazeera.com/indepth/spotlight/egypt/2011/11/2011111510295463645.html
Kirkpatrick, D. D. (2011, 28 January). Egypt Calls In Army as Protesters Rage. New York Times.
Shenker, J. (2012, 19 January) Egyptian frustration as tourists stay away. The Guardian
Stourton, E. (2011, 19 June). Egypt’s New Islamists *Radio broadcast: Radio 4 Analysis+. London, UK:
British Broadcasting Corporation.
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GA Post 16 and HE Committee
What technology can enhance teaching in Geography?
Emma Rawlings Smith CGeog
British School, Abu Dhabi
There is a mounting body of academic literature which provides evidence of both an expanding
knowledge gap and skills mismatch between school leavers and university undergraduates (Marriott,
2007), and also with prospective employees (Henneman and Liefner, 2010). This article explores
some of the ways that technology can be used effectively in school geography to prepare our
students fully as the next generation of workers for the modern knowledge economy. Students need
to be armed, not only with digital literacy, but also the skills to ‘solve the problems that we do not
even know exist that will require technologies that have not yet been invented’ (Lambert and
Morgan, 2010, p.21).
Educators have the very important role of teaching students how to learn, how to engage with
knowledge and also develop a range of skills and competences to succeed in a rapidly changing
world. To do this, educators themselves must be able to use evolving, innovative technology
effectively. Technology, however, is just one tool of many available for education and does not
necessarily need to be used in every geography lesson. At A level my experience suggests otherwise.
Access to laptops has enhanced both the teaching and the learning process for my students. My
classroom only has one computer but access to a class set of laptops is possible, although not
regularly available. For the last three years the department has asked A2 students to bring their own
devices (BYOD) to school to use in every lesson. What follows are some of the ways we have used
technology to enhance the learning process.
File-sharing using cloud storage
With continuous access to technology, I wanted
to develop their enquiry-based learning and
collaborative work between sixth-form students,
in preparation for study at university. Unit 4 of
the Edexcel specification with its focus on
Geographical Research, provides such an
opportunity. It has enabled me to move away
from a transmission mode of teaching to
promoting more socially constructive learning
and a higher level of thinking.
http://cloudleverage.com/cloud-storage/
During this module, students have been given the opportunity to follow the ideals outlined by
Roberts (2003, p.28) when discussing learning in geography to ‘explore new information’, ‘reshape
and reconstruct knowledge’ and be ‘aware of different ways of seeing things’, whilst allowing
students to take personal responsibility for their own learning.
To reduce barriers to collaboration, students were introduced to file-sharing using the cloud storage
provider, Dropbox. Once the students had signed themselves up to the site, it was easy to set up
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GA Post 16 and HE Committee
Figure 1 Screenshot showing the file
where students have uploaded and
shared research,
shared folders initially containing formal
documents such as the exam
specification, Unit 4 module overview
and task documents. As the course
developed, students completed their
work and saved it within the shared file.
There was one key shared Word
document to which high-quality, report-style research was added and students had the capability to
edit each other’s input. This method of sharing brought many benefits. Information dissemination
which for decades has occurred in one direction, from teacher to student, became a two-way
process. Uploaded files were reviewed by peers and teachers, critiqued for the quality of research,
and any misconceptions addressed. The “insert comment” facility in text-based documents was used
to provide rapid feedback, thus allowing the author to re-draft his/her own work. File sharing
worked particularly well when students had Dropbox installed on their desktop because message
updates would highlight when files had been edited, giving opportunities for re-drafting before the
next lesson.
Figure 2
Screenshot with
comments for
students ready to
re-draft
The use of shared files also made lessons flow more efficiently. When student-led presentations
occurred, there was little time wasted finding files between presentations. Certainly collaborative
work requires all students to participate, but the editing history available on Dropbox can be
searched, if necessary, to check who has authored the work. The use of Dropbox is now departmentwide and is a real advantage for everyone as we are connected and have free access to each others’
work. Students have become empowered by the use of file-sharing and staff know where we are at
with our teaching. This been valuable for colleagues in weeks when there seems to be no time to
discuss in detail the level of progress achieved.
With time, I noticed that students’ work began to dominate the Dropbox research folder; this
exceeded my expectations. I did not plan to use file-sharing as we moved onto studying the
Unit 3 topics, but my students have independently set up a new folder, invited me to join and are
again sharing resources with each other. Last week my desktop Dropbox icon alerted me that 42 files
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GA Post 16 and HE Committee
had been updated. My students have developed a practical transferable skill, which they can take to
University.
Curating online content using Web 2.0 technology
A decade ago the newspapers in my house would always have articles cut out, ready to use in class.
Today Web 2.0 technology can be used to collect relevant content and deliver it ready for
publication on a social media platform such as Scoop.it. Once an account is set up, Scoop.it allows
five topic-centric publications to be curated for free. Last September, I curated a topic titled
‘Pollution and Health Risks’. During the set-up process, key terms such as pollution, cholera, disease
and health were linked to the publication. Each time the author visits the Scoop.it site news stories,
videos and other media sources were waiting to be curated to the platform. This technology has
helped to guide students towards relevant research, without the hassle of photocopying or saving it
as another anonymous looking computer file. The magazine-style looks inviting to students and
hyperlinks take the reader to the original source. One significant benefit is that students have been
less inclined to revert back to over-reliance on Wikipedia as a one-stop source of information. The
platform now allows a comment to be made about the media uploaded. This allows critical
questions to be asked and links between resources to be raised. Each time an article is curated to
the site, an update can be added to a range of social media platforms such as the Geography
department Twitter account to keep students informed about new research. Several students have
now created their own sites, curating material on a range of topics.
Social media as a tool for teacher collaboration
Social media offers some great opportunities for learning in the classroom
by both staff and students. Twitter is a popular platform that can be used
effectively to share knowledge and research, for collaboration or
conversation with peers and other users. Twitter currently has 10 million
UK users, but only half of these people have actively used the site in the
last month (Holt, 2013). Hashtags such as #geographyteacher, #GeoEd
and #UKEdChat allow you to focus on educational tweets. Something
which seems more meaningful are the scheduled tweet-chats where a group of people have a
discussion often focused on a predetermined topic for around an hour, and pre-planning allows
more voices to be part of the conversation. What I like about the Wednesday #GeoEdChat, started
by Daniel Raven-Ellison is that the time for the chat varies each week, making it accessible to
educators, living in different time zones. My geographical location in the Middle East would have
been a barrier to my professional development in the past; today I can reach out to educators
anywhere. Twitter allows the regular discussion of different teaching skills and learning activities,
often with the people who have created them and often across the subject divides, something rarely
seen in face-to-face CPD, which is often still subject-based.
Having taught geography for a decade, my subject knowledge is fairly broad and
rigorous and the range of teaching methods I employ are wide. Over the last year I
have been experimenting with the use of Structure of Observed Learning Outcome
(SOLO) taxonomy (Biggs and Collis, 1982) as a model to show to students the
increasing complexity of their understanding of a subject. Twitter has given me
access to a number of educators who have embedded SOLO taxonomy into their teaching practice, I
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GA Post 16 and HE Committee
share a Dropbox file with 207 other educators; this is a very practical resource, set up by David
Fawcett (@DavidFawcett27) from Brookfield Community School in Hampshire. More tweet-chats are
occurring with a focus on SOLO taxonomy, the next scheduled for 13th April 2013. To get involved
follow #sologlobalchat or make contact with Andy Knill (@aknill) from Bower Park Academy in
Havering.
Accessing online University courses
A Massive Open Online Course (MOOC) is a free, web-based
course with open access for a large number of participants.
MOOCs are not a new phenomenon, Massachusetts’ Institute of
Technology (MIT) has been publishing educational materials from
over 2000 of their courses since April 2001. According to MIT, this
material has reached over 100 million learners. Last year MIT, in
collaboration with Harvard University, formed a $60 million alliance to launch edX, an online
platform to develop their online course provision. The US-based Coursera (www.coursera.com) is
perhaps the most popular online platform with 1.3 million users, currently listing 222 courses in
partnership with 33 Universities, including the University of London. Courses such as Planet Earth
and AIDS can be used to update the subject knowledge, whereas courses such as E-Learning, Digital
Cultures and Maps, and the Geospatial Revolution, with a start date of 17 July 2013, can develop
practical skills to teach in the digital age. Currently I am using MOOCs for personal progression, but
there is a huge potential for enrolling sixth-form students on courses such as Energy 101. This allows
them to watch video lectures and read resources for homework in order to enrich discussions in the
classroom. The delivery of course content outside class in this way is the idea behind the “flippedclassroom”, a form of blended learning. It is successful because it frees up classroom time to develop
higher order thinking skills. The “flipped-classroom” also familiarises students with the lecture style
of content delivery in preparation for university education.
Online file-sharing, topic-centric content publications, social media and web-based courses are just a
select few techniques which are being used in the classroom to develop the knowledge, skills and
competencies of both students and teachers in the digital age. As long as educators embrace a range
of digital techniques, students will learn how to collaborate, develop enquiry and research skills, and
be critical of information freely available online. They will then become better prepared for life in
the knowledge economy.
References
Henneman, S. and Liefner, I. (2010) ‘Employability of German Geography Graduates: The Mismatch
between Knowledge Acquired and Competences Required’, Journal of Geography in Higher
Education. 34 (2) 215–230.
Holt, R. (2013 28 February) ‘Half a billion people sign up for Twitter’, The Telegraph. Available online
at: www.telegraph.co.uk/technology/9837525/Half-a-billion-people-sign-up-for-Twitter.html
Lambert, D. and Morgan, J. (2010) Teaching Geography 11-18: A Conceptual Approach. Maidenhead:
Open University Press.
Marriott, A. (2007) ‘The Transition from A level to Degree Geography’, Teaching Geography. 33 (1)
Roberts, M. (2003) Learning through Enquiry. Sheffield: Geographical Association.
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GA Post 16 and HE Committee
Setting up a GA local branch to provide lectures for
sixth form students
Rachel Adams
Wimbledon High School January 2013
In the summer of 2010 Ewan Laurie, Head of Geography at KCS, and I sat down to discuss forming a
Geography Society that we could use to provide lectures for both our own sixth form students and
those from neighbouring schools. Since that birth of Wimbledon branch of the GA, we have been
providing after-school lectures for students from a dozen local schools and colleges, with numbers
usually around 80-100. Our last lecture, featuring Iain Palôt, Chair of the GA Post-16/HE Committee,
attracted over 130 people including 25 Y11 girls from a local state school. From the start we were
strongly supported by the Head of Geography from Wimbledon College, Philip Barnbrook, who
always brings a large contingent of boys and has now joined the Committee.
Format
Lectures take place after school each month, from September to April. We meet at 4.30pm in one of
the three participating schools so that students from local schools can socialise while those who are
from further afield have time to arrive. The venues have space for refreshments and mingling
before and after the event. Lectures commence at 5pm and last for about 40 minutes with 10
minutes at the end for questions. This seems to work well for both speakers and students, with the
notable exception of the current GA President who managed to speak for a whole uninterrupted 75
minutes on the Olympics!! On a practical note, it means that the premises are vacated and everyone
can go home by 6pm.
Speakers and programme
Clearly the speakers are central to the success of the venture. We have
been fortunate to access great speakers and all the lectures so
far have been very worthwhile. A combination of people and
topics has worked well with a mix of university lecturers,
freelance geographers, journalists, parents and friends speaking
on topics as diverse as the geopolitics of the arctic, mobile phones
in Africa and the redevelopment of London’s Bankside. The students
attending our lectures study the full range of A-level Geography as
well as IB and Pre-U, so a mix of topics is essential without a bias
towards any particular course. That said, we haven’t found it hard to
schedule a range of lectures that are relevant to everyone as there are so many
themes that are common.
It makes a significant difference if the full programme can be announced at the start of the year and
takes pressure off the need to advertise events beforehand. To this end, considerable thought and
effort is required from Easter onwards to secure speakers so that the programme is ready for
publication towards the end of the summer term. Ensuring that venues are booked early on is also
vital, as otherwise other school events, such as drama productions, preclude their use. The GA
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GA Post 16 and HE Committee
Conference at Easter is well timed for finding speakers; my experience is that those who give good
lectures there can often be persuaded to come and give a simplified version to students.
Advertising
In addition to publicising the programme in advance, a poster
advertising each lecture is e-mailed out to participating schools to
attract student interest. Reminders about the need to advise the
host school about numbers attending for catering purposes are sent
out a week or two in advance. Frequent contact with schools helps to
promote attendance and setting up a group e-mail helps to keep the
time this incurs to a minimum.
Funding
We do our best to keep costs to a minimum and don’t charge for the lectures. This minimises admin
and reduces constraints on who can attend. Our experience is that speakers will give willingly of
their time for minimal remuneration. Universities are keen to find good students and will readily pay
travel costs if there is a good audience from a wide range of schools. Host schools fund refreshments
either by requesting the catering department to step in or sending some sixth formers down to the
local supermarket for supplies of doughnuts.
GA Admin
Affiliation to the GA is fairly straight forward and brings a number of benefits, such as a web page to
advertise proceedings. Staff at HQ are very helpful in providing assistance; all that is needed is
completion of two forms and a bank account in which to deposit subvention funds (these are fairly
limited and depend on the number of GA members).
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GA Post 16 and HE Committee
Higher Education / Careers Event
In January our HE/Careers event is aimed mainly at Y12 students considering applying to study
Geography at university. This year we have two key speakers, one of whom is an ex-WHS girl,
currently studying for a PhD at Kings, having spent some time working in sustainable housing. The
other is an RGS Ambassador, a Geography graduate who works for Southwark as a planner
responsible for regeneration projects such as the Shard. The aim is to give students an indication of
what is involved in a Geography degree and how the skills acquired will prove useful in a wide range
of careers. Our main speakers will be supplemented by former students who can talk about their
degree courses or jobs.
Annual Conference
In addition to the lectures, I have organised successful one day conferences for 80-100 Y12 students
in the post-AS period. The purpose is to prepare young people for studies in Y13 and for the last two
years the focus has been Africa with all its challenges and opportunities. So far the conferences have
been organised with the help of TEAM (The European and Atlantic Movement) which routinely
organises day events for young people and has access to speakers from Chatham House. However, I
have found that organising my own speakers gives greater control over lecture content.
To summarise, I can honestly say that setting up the Wimbledon GA has proved immensely
worthwhile and interesting. Students clearly benefit and the lectures are excellent for staff CPD as
well as bringing together teachers from different schools. If you have a branch in your area, do
support it, and if not, why not get together with some colleagues and set one up for yourself!
__________________________________________________________________________________
PGCE to NQT – a reflection
Katie Denton
Waingels College, Woodley
I began my career sitting in a large lecture theatre surrounded by other
students of all ages, excited but nervous at prospects of what may lie
ahead. The course leader stood at the front and told us of all the amazing
things we would be doing, and then the adventure began. I say ‘adventure’ because over the last 14
months the learning curve has been steep and with it a rollercoaster of emotions, tiredness and
achievements.
The first month or so was spent absorbing the theory behind teaching and learning. The excitement
faded, weighed down by the reading and paperwork. My thoughts focussed on ‘when can I get into
the classroom?’ For the Geographers, a team-building trip to Lulworth Cove and Durdle Door was
light relief, getting to know the people on the course and our Geography mentor, who would later
become an invaluable support. While the organisational training of planning a field trip seemed an
exciting prospect, the moment that stood out was practising projecting our voices across the strong
southerly wind and not being heard a short distant away.
My first placement was an all-boys school in Bournemouth. As I sat observing lessons and
completing the school-based tasks set by the university, I suddenly realised that those first few
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GA Post 16 and HE Committee
weeks of reading and paperwork at university were falling into place. I could understand most of the
teacher-speak and could explain why certain actions were being undertaken. My learning curve
steepened still, filling my notebook with tips, and then came my first lesson. I planned an exemplary
lesson with all the different components a good lesson should include; but help! it was 20 minutes
short! Day by day my lessons became more structured, with specifically targeted content and more
accurate timing, and my confidence with behaviour management grew. My mentor was a huge
support through this short placement, encouraging me to try different techniques of teaching and
learning, and also in classroom management. At home the support network of other PGCE
Geographers was invaluable, bouncing ideas off each other for different lessons while sharing our
problems to find solutions.
My second placement was a middle-to-high income school in Christchurch. Here I had the
opportunity to share a Year 12 class with my mentor and develop another aspect of my teaching. Six
weeks in, the permanent class teachers left me unsupervised with my classes and the responsibility
was all mine. It was now 1:30 ratio for the first time and I loved it. With no teacher sitting at the back
with a notepad, I felt a weight lift from my shoulders. I developed a relationship with the students,
who no longer referred to the other class teacher; I could develop my own teaching style, reflecting
my personality. I continued to review every lesson I taught and respond to my own targets from
lesson to lesson. I just wished I had my own set of classes to take through from September to July
and to have my own tutor group.
My first interview came during my second placement. The week had started badly. I had a bad
lesson observation and my classes were getting tired as it was the week before the Easter holiday.
But one phone call changed everything – I had passed my PhD with exceptional comments – wow! (I
would not recommend to anyone finishing your corrections during your PGCE!!). The very next day I
had my interview at Waingels College. My first impressions of the school were inspirational. All the
buildings were new and made from natural wood. The learning spaces were open and airy with high
ceilings. The students were polite and shared positive feelings towards the school. The interview
process of the lesson, tour, student panel and interview weren’t as daunting as I thought. I got the
job!
Meanwhile at University the many assignments were being completed and submitted, university
guest lectures gave their talks, and GA meetings meant getting from Christchurch to Winchester in
under 90 minutes in rush hour. On return days to university we all thought the same thing: when can
we get back in the classroom? Focus days would make up our last two weeks where several
members of the group would organise and lead either river fieldwork, an ICT day or a UN
conference. I was part of the team organising the UN conference. At this point in the course I was
exhausted, and planning something as complex at this stage meant an 8pm bed time was a common
occurrence. Once the day was over, all we had to do was hand in our STAR documents and we finally
had time to sit back and relax.
In September I started at Waingels College in Woodley after two months of summer free time and
moving house. I am currently writing this in October half term with 90 Year 8 crime projects and 60
Year 7 travel projects looming on the floor waiting to be marked. During the first few days at school I
had to absorb so much information which I don’t think fully sunk in until the third week. For the first
weeks I was constantly writing down information and extending my question list onto its tenth page.
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GA Post 16 and HE Committee
The key element that made the transition from PGCE to NQT, and has pulled me through to the end
of an endlessly long 8 week half term, has been the staff throughout the school. In everything I have
done, be it teaching, behaviour management, pastoral duties or break time duty, I have always had
help to hand.
One of the biggest changes for me is teaching Year 7 and 8 in the open spaces. The ‘open space’ is
the equivalent of two classrooms in one big room, with 3 interactive whiteboards at the front. Each
teacher has their own class with an additional third teacher, and one class teacher leads the lesson
in turn. I was unsure how the open spaces would work and how I would feel with 60 pairs of eyes on
me instead of thirty, but now I prefer it to the smaller classrooms. The expectations of the students
to come quietly into the open space and listen during teachers’ instructions and class discussions is
excellent training for further up the school. Taking the lead in turns has also allowed me to know my
class better through acting in a more supportive and observational role. Teaching in the open space
has also provided opportunity for me to develop my teaching skills, with two teachers observing my
work and providing hints and tips.
Having been through the interview process myself seven months ago, I was excited to be involved in
the interview process for the Head of Geography. I observed the 30 minute lessons delivered to my
year 9 class and it reminded me how much I learn from observing another teacher, and how
students react through the lesson and the various activities. As a result I have arranged a peer
observation of other lessons to keep my teaching practice and ideas up to date.
Whilst qualifying as a Geography teacher, I currently teach one lesson of Year 10 Religious Studies a
week. I will admit to not being a ‘natural’ in the subject and it has provided me with several
challenges, particularly learning new subject knowledge. Through researching each lesson I am
learning new information every week, which keeps me motivated to teach the subject and has led to
the development of interesting class discussions.
The opportunities to be second lead on fieldtrips had been especially exciting. I will be taking Year 9
gifted and talented to the Natural History Museum next week with my mentor, where on our
reconnaissance trip we decided to try for a more ambitious project. We have started planning a trip
for Key stages 4 and 5 to Iceland. The process and paperwork involved is more than I expected and is
providing a huge challenge and excellent training into running a new trip for the first time.
Fourteen months ago I walked into a room at University with two weeks of observation notes tucked
under my arm. Now I am a Geography teacher responsible for 260 students, a pastoral tutor, second
lead on two trips, support for the student council, and involved in SLT subject reviews with
colleagues. Wow! What seemed impossible fourteen months ago, is possible!
Friday 5 April 14.55 – 15.45
Planning in Derby
Paul Clark, Head of Development Management,
Derby City Council
Find out about development pressures in Derby, from the core strategy to
regeneration development on the ground.
14
GA Post 16 and HE Committee
Analysis of change in A-level grade requirements for geography
degrees by universities between 2002 and 2012.
Antony Allchin
Worthing Sixth Form College
This article follows a similar analysis carried out by the author and published in 2006 which
considered the changes in A level offers between 2002 and 2007, and has now been extended to
cover a 10 year period between 2002 and 2012. Comments have been informed by conversations
with colleagues in the HE sector. I hope it throws some food for thought on a topic of conversation
in many staffrooms about the claims and counter-claims of grade inflation at A-level.
Data used
 Data has been taken from the stated entry requirements on the UCAS website for 2002, 2007
and 2012 entry.
 Grades have been converted to points (E=40, D=60, C=80, B=100, A=120).
 Ranges have been averaged (e.g. a stated requirement of 180-220 points becomes 200, ABBAAB becomes 320-340 averaged at 330).
 Only single honours full-time degrees in Geography have been included.
The Geography sample does not include all universities which offer Geography because
 Some do not offer single honours geography
 Some did not offer Geography in all three years, 2002, 2007 and 2012 (changes of name may
have affected this).
 Some data is or was missing on the UCAS website
 Since the 2006 article, 5 institutions no longer appear on a Geography UCAS course search – St
Martins Lancaster, Staffordshire, Sunderland, Westminster and Worcester
Results
50 universities are included in the sample. In all but one (Southampton) the standard offer has gone
up between 2002 and 2012.
Between 2002 and 2007, 36 of the 50 universities (72%) increased their offer, with an average
increase for all 50 universities of 24 points, or just above one grade at A level.
Between 2007 and 2012 the increase was even more marked, with 41 universities increasing their
offer by an average increase of 32 points (over 1.5 grade improvement at A level). The remaining 9
keep the offer at 2007 level.
22 (44%) of the 50 universities have increased their offer by 60 or more points between 2002 and
2012, which represents the equivalent of one grade higher for each of the 3 A levels taken. Sussex
University, for example, have gone from a standard offer of BCC in 2002 to AAB in 2012, equivalent
to an 80 point increase. 4 universities have increased their standard offer by 120 or more points:
Derby, Edge Hill, Glamorgan and Worcester. For example the standard offer at Glamorgan has gone
from 160 points (say DDE) in 2002, to BBC in 2012.
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GA Post 16 and HE Committee
Discussion
This analysis raises more questions than answers. As an A level teacher over a longer period than the
ten years of this analysis, I do not believe that the intellectual quality of students identified by any
particular grade today is hugely less than it was 10 years ago. Yes, the modular system and retake
options have certainly produced some grade inflation, but that needs to be countered by the
(intended) increased difficulty and demands of the A2 programme.
There is no doubt that many students equate the level of the offer, to some extent, to the quality of
the university, with some league tables including A level grades in the calculations. One suspects
that as student numbers have been squeezed and competition has increased at the top end of the
university hierarchy, this has had a knock-on effect across all HEIs in an effort to maintain their
position.
Among the questions which I explored with our HE colleagues were:
 What forces did they consider to have driven the inflation of entry requirements?
 Do the requirements stated in the prospectuses and UCAS website represent the real
achievement of the final student intake?
 What was their perception of the changing academic quality of the students on their degree
programmes, and how does this relate to their A level qualifications?
What forces have driven the inflation of entry requirements?
They are driven by a combination of grade inflation of A levels and competition and market position
amongst universities. Offers reflect the number of applications, year on year, and as these rise the
offer is the device for sorting them. Students need to be aware of the difference between selecting
institutions and recruiting institutions, and that a change in offer may reflect a change in status year
on year. Colleagues also referred to the increasingly important role of central admissions in the
admissions process, and the loss of control of subject departments, which implies that the grade
achieved tends to become the sole criterion for admission, rather than consideration of other
information such as personal statements and interview performance. The influence of course fees
was also considered to be a factor, with the perception among paying students that the more they
pay the better the course and the higher the entry requirements the better the course. The NSS
(National Student Survey) ratings also play a part, with increasing student applications to higherrated institutions which are then reflected in higher entry requirements.
Do the requirements stated represent the real achievement of the final student intake?
There is general agreement that published requirements do represent the actual offers made and
the final expectations of the students who start in September, with clearing having a very small
influence on this. The overall grade profile of the students is therefore often above the stated entry
requirement.
What is their perception of the changing academic quality of the students on their degree
programmes, and how does this relate to their A level qualification
There seems to be a perception of a lowering of academic quality. One colleague suggested that this
was not a factor at the top (A/B) end, but much more noticeable at the lower end. There was some
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GA Post 16 and HE Committee
consensus that students appearing to be more “needy”, lacking academic confidence and
independent study skills, and expecting to get high grades for average standard work.
Changes to 2013 entry requirements
In case any teachers want to use this data with current A level students considering applying to
university in 2013, only 9 of the universities have changed their standard offer for Geography
applicants from 2012, as shown in the table below.
STANDARD UNIVERSITY OFFERS FOR GEOGRAPHY DEGREES 2002-2013
Standard
Points
StandAverStandUNIVERSITY
Points
change
2002-7
Points
change
2007-12
Points
change
2002-12
240
40
0
40
300
300
30
0
30
250
80
30
110
310
220280
AAB
340
0
30
30
240
BBB
300
0
60
60
350
350
30
0
30
240
AAAAAB
300
300
10
60
70
340
AAAAAB
200280
AAA
360
A*AA
380
20
20
40
160
CC
160
240
240
0
80
80
180
180
220
40
10
50
200
200
280
60
20
80
Coventry
200
200
280
280
220240
260300
BBC
230
Chester
200240
260
280
80
0
80
Derby
120-140
130
210
280
280
80
70
150
Dundee
200
200
180240
240
240
BCC
260
40
20
60
Durham
BBC-AAA
320
AAB
340
A*AA
380
20
40
60
Edge Hill College
120
120
180
180
240
240
60
60
120
Edinburgh
BBC
280
BBB
300
340
20
40
60
Exeter
280
280
300
300
20
50
70
Glamorgan
160
160
200
40
80
120
Greenwich
220
220
240
260
260
20
20
40
Hertfordshire
200-240
220
160240
200280
220
AAAABB
AAAAAB
BBC
220
260
260
0
40
40
Hull
260
260
270
280-320
10
20
30
BBB
300
350
ABB
0
50
50
Kingston
220
220
240
240
260
20
20
40
Lancaster
BBC
280
ABBBBB
310
280300
AAAAAB
240280
AAB
290
Kings
240300
BBB
340
30
30
60
offer 2002
score
2002
ard
offer
2007
age
point
score
2007
ard
offer
2012
200
240
240
240
Wales (Aberystwyth)
CDD (A)
BBBB
(AS)
240-300
270
300
300
Bath Spa
140
140
220
Birmingham
300-320
310
Brighton
240
240
200240
ABBBBB
240
Bristol
ABB
320
West of England
(Bristol)
Cambridge
200-260
230
AAB
Canterbury
CC
Central Lancashire
Aberdeen
260
300
Point
score
2012
350
Standard
offer
2013
(where
different
to 2012)
ABB
BBB
280
AABABB
280
300
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GA Post 16 and HE Committee
Leeds
BBB
300
ABB
320
AAB
340
20
20
40
Leicester
260-320
290
290
ABB
320
0
30
30
Liverpool
280-320
300
260320
320
320
AAB
340
20
20
40
Liverpool John
Moores
LSE
180-240
210
210
0
70
70
300
260300
AAB
280
BBB
180240
BBB
340
0
40
40
Loughborough
280-340
310
300
300
320
-10
20
10
Manchester
BBB-BBC
290
330
330
40
0
40
Manchester
Metropolitan
Newcastle
180-230
205
AABABB
200
AACABB
AABABB
280
280
-5
80
75
BBC
280
ABB
320
330
40
10
50
Northampton
180-220
200
200
270
0
70
70
Northumbria
230
230
180220
240
AABABB
260280
300
300
10
60
70
Nottingham
AAB/ABB
330
350
20
0
20
AAA-AAB
350
350
AAAAAB
AAA
350
Oxford
360
0
10
10
Plymouth
260
260
270
280
280
10
10
20
Portsmouth
240
240
AAAAAB
AAAAAB
260280
280
280
280
280
40
0
40
Queen Mary College
Univ of London
(QMUL)
Royal Holloway
240-300
270
280320
300
320340
330
30
30
60
BBC
280
320
320
320
320
40
0
40
Sheffield
ABB
320
320
0
10
10
350
350
330
AABABB
AAB
330
Southampton
340
-20
10
-10
St Mary's College
CD
140
180
220
220
40
40
80
Sussex
BCC
260
ABBAbbb
AABABB
160200
BBB
300
AAB
340
40
40
80
Swansea
BBC/BCC
270
BBB
300
ABB
320
30
20
50
Ulster
CDD
200
220
220
220
220
20
0
20
UCL
ABB
320
350
30
20
50
80
80
AAAeAABe
280300
370
Worcester
AABeABBe
140
290
60
150
210
304
24
32
56
AVERAGE =
247
300
200
240
140
271
ABB
300
18
GA Post 16 and HE Committee
My favourite case study
Simon Oakes
Bancroft’s School
Here’s a neat little development case study I have been using with my Year 13s for several years
now:
Gertruida Baartman picks fruit at a Tesco supplier farm near Cape Town. Until recently, she
was paid South Africa's ‘minimum’ wage - which is still less than a ‘living’ wage - just
£97.90 per month. The single mother told a newspaper: ‘My four children do go hungry but I
try my best. I have to pay school fees and sometimes that's a struggle because the fees are
high. The school uniforms are expensive for me too and I don't have money to buy them
shoes.’ Two out of three insecure seasonal workers in South Africa are black women, often
lacking the same benefits as men, who are more likely to be on permanent contracts. But in
2009, Gertruida attended the annual shareholder meeting of Tesco after the charity
ActionAid bought her a single share and flew her to London. She received a standing ovation
from the shareholders, who were horrified to hear about conditions at the start of their value
chain. After Tesco representatives visited Gertruida’s farm, there have been improvements,
such as a toilet in the orchard where she works and a reduced pay gap between men and
womeni.
This case study contains just 190 words, but is rich in detail about the nature of the development
gap between South Africa and the UK, where Tesco is headquartered. I ask my students to analyse
the text critically and find evidence for different kinds of development gap, other than economic
disparity. What else can we glean about social and political development in post-Apartheid South
Africa? Is there equal pay for women? Does redistributive taxation provide free schooling for all the
nation’s children, as it does in the UK? Are toilets mandatory for women in the workplace? What
does this tell us about the rights and responsibilities of employees and employers? Has minimum
wage legislation been passed that guarantees a living wage? And if not, why not? Will primary school
children be able to concentrate and learn if they are hungry, and so gain the skills they need to
progress? Why are state benefits not available for this family? All these questions are raised by the
text. The focus - a poor, black, single mother - is important, as it draws attention to the multiple
developmental fault-lines that dissect South African society and not just the macro-economic gap
that South Africa and the UK straddle.
Next, there is the resolution of the story to examine. Personally, I find this an inherently more
‘geographical’ study than many of the Fairtrade tales that fill textbooks (which, though laudable,
have a ubiquitous presence throughout the humanities at all key stages, and, depending on how
they are told, can have a whiff of ‘the West to the rescue’ about them). Gertruida’s story helps my
Key Stage 5 students focus their geographical inquiry on the location of power within networks of
players, or actors. I hope this will be a good grounding for their progression into higher education. I
ask them to think about where power lies in the value chain that connects Gertruida and the
shareholders - and what different kinds of power are manifest.

Gertruida lacks financial power and is, potentially, another voiceless labourer. Yet she clearly has
the drive and determination needed to work towards achieving a better outcome for her family
when the opportunity is offered.
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GA Post 16 and HE Committee

ActionAid’s limited financial resources need to be used sparingly and wisely in order to help
bring about change. This NGO has the specialist knowledge and expertise needed to build and
mobilise a small network of connected actors who can effect change. ActionAid is the facilitator
which introduces the two polar extremities of the Tesco value chain to one another.
Consequently, Gertruida and the shareholders meet and gain an understanding of one another’s
respective locations.
 Finally, the shareholders possess considerable financial and regulatory power (in relation to their
own supply chain). Yet they lack knowledge of working conditions amongst their own subcontractors. By the close of the story, the shareholders are portrayed as ethical beings (this is
evidenced by the final outcome). But we deduce that they lack the time, or inclination, to
investigate their suppliers for themselves unless first prompted. (Perhaps this is a reality of the
working lives they inhabit. Should they be blamed for not doing more? This is another reality
issue for students to discuss).
The final outcome is a positive one, though clearly there is a long way to go: students can consider
what prospects Gertruida’s daughters have. As a case study of actions intended to ‘tackle the
development gap’, maybe it doesn’t slot in terribly well with schemes of work mapped around the
’top down and bottom up projects’ that feature as scaffolding in some A-level Specifications (maybe
it is time for exam boards to adopt some new frameworks?). Regardless of that, my own students
love writing about Gertruida’s actor-network at every opportunity they can find. Connectivity and
power are concepts that excite them when they can see those concepts anchored to a real issuesbased study with a hopeful outcome. As for me, I hope that Gertruida and her children are muddling
through somehow and that Tesco continues to scrutinise its supply chains for more than just
horsemeat.
Who are the Post 16 – HE Phase Committee?
Iain Palôt
Chair
Alan Marvell Vice-Chair, University of Gloucestershire
Mick Dawson University of Surrey
Gill Miller
Newsletter editor, University of Chester
Rachel Adams Wimbledon High School, GDST
Helen Hore Secretary
Antony Allchin Worthing Sixth Form College
Dan Cowling Charters School
Katie Denton Waingels College
Bob Digby GA President 2012
Jenny Hill
University of the West of England
Richard Kotter Northumbria University
Simon Oates Bancroft’s School
Emma Rawlings Smith British School, Abu Dhabi
Will Stainsby Charter School, Dulwich
20
GA Post 16 and HE Committee
The Growth of Business Tourism in Barcelona
Alan Marvell
University of Gloucestershire
Despite the current European economic uncertainty and recent calls by residents of Catalonia to
seek independence from Spain, Barcelona remains increasingly popular as a visitor destination and is
regarded as a ‘success story’ (Jones, 2012). Barcelona has a history of hosting prestigious
conferences and business events including the 1888 Exposición Universal de Barcelona, the 1929
Barcelona International Exposition (Expo 1929), the 2004 Universal Forum of Cultures, and the 2004
World Urban Forum. After the popularity of the Summer Olympic Games in 1992, Barcelona
authorities invested in its infrastructure and facilities to become the 5th most popular European city
destination after London, Paris, Istanbul and Rome (2011) (Ajuntament de Barcelona, 2012).
Barcelona annually attracts 7.4 million visitors including 50% leisure visitors, 42% business visitors
and 8% visiting friends and relatives (2011). The majority of visitors to Barcelona are from Europe,
51.2%, with 25.2% travelling from outside Europe, whilst 23.6% of visitors are from Spain (Turisme
de Barcelona, 2012). According to the International Congress and Convention Association (ICCA)
Barcelona is the 3rd most popular city for business meetings based on the number of international
association meetings held. The figures do not take into account the number of delegates or the size
of the space required for these meetings.
Barcelona’s El Prat airport annually handles over 34 million passengers with intercontinental flights
to 27 destinations and 132 flights per week (2011). Investment in airport facilities, through the
construction of the Terminal 1 building in 2009, have doubled the airport’s capacity. Barcelona is
also an important sea port and container terminal and it is a leading destination for passenger cruise
ships each year welcoming 2.6 million cruise passengers (2011) (Ajuntament de Barcelona, 2012).
The rail network benefits from the high speed train service (AVE) linking Barcelona to Madrid and
from reducing travel time to major destinations across Spain.
The Cushman and Wakefield European Cities Monitor (2011) ranked Barcelona as the 6th best in
Europe for business, 1st for the best quality
ICCA ranking of number of international association
of life for its 1.6 million inhabitants and 2nd
meetings (2011)
in terms of the best European city to
sition
City
Number of meetings
promote itself as a business centre. Business
1
Vienna
181
initiatives include the ‘Barcelona Growth’
2
Paris
174
project which is designed to help generate a
business-friendly environment through
3
Barcelona
150
policies and measures to help promote)
4
Berlin
147
economic development. Some of the
5
Singapore
142
initiatives include the creation of business
6
Madrid
130
support services, help for setting up
7
London
115
businesses, and creating a network of
8
Amsterdam
114
support between entrepreneurs, local
9
Istanbul
113
authority and other stakeholders.
10
Beijing
111
International Congress and Association (2012Convention)
Business tourism includes people travelling for purposes which are related to their work such as:
 Individual business travel whose employment requires them to travel;
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GA Post 16 and HE Committee




Meetings such as conferences, training and board meetings to help communication within
the company and/or between producers, consumers and shareholders;
Exhibitions such as trade shows, product launches and consumer shows where businesses
display and promote their products to potential customers;
Incentive travel, where groups of staff are rewarded with overseas travel for exceeding sales
targets or winning a prize related to their employment, usually containing a conference
element; and
Corporate hospitality, where companies impress potential clients by acting as hosts at major
sporting or cultural events.
(Davidson and Cope, 2003; Holloway and Humphreys, 2012).
Figures released by the Barcelona Convention Bureau reflect an increase of 6.8% in the number of
professional meetings held in the city and a 5% rise in the number of participants. In 2011 the city
hosted a total of 2,283 meetings with 647,693 delegates. Over 80% of delegates were from outside
of Spain. The hotel and tourism industry benefits from the increasing numbers of business delegates,
creating 2.5 million overnight stays in Barcelona, which is a 2.6% rise on the previous year
(Ajuntament de Barcelona, 2012).The types of meetings held in Barcelona include congresses,
seminars and symposiums and corporate meetings. Congresses tend to be large scale meetings
representing various sectors of industry. Seminars, symposiums and corporate meetings are much
smaller (see table below).
Types of meetings (2011)
Number
% of
Number
% of
Of
meetings of
delegates
meetings
delegates
Congresses
255
11.2
291,307
45
Seminars and symposiums
378
16.6
64,612
10
Conventions and incentives
1,650
72.2
291,774
45
Total
2,283
647,693
(Ajuntament de Barcelona, 2012)
One example of a large scale business event is the GSMA Mobile World Congress. GSMA is the global
organisation that represents the mobile phone industry. The four day event held in February brings
together representatives of mobile phone companies from all over the world and attracts over
70,000 delegates from 200 countries. In 2011 Barcelona successfully bid for the title as the Mobile
World Capital, allowing the city to stage the GSMA Mobile World Congress from 2012 to 2018. The
city competed with 29 other major cities including Milan, Munich and Paris (Turisme de Barcelona,
2011).
The title of Mobile World Capital brings two additional elements: the Mobile World Centre and the
Mobile World Festival. The Mobile World Centre comprises of a permanent exhibition of media,
cultural and technological innovation, hosted in the Telefónica Movistar building on the corner of
Plaça Catalunya. The Mobile World Festival is a series of creative, leisure and entertainment events
for the general public that begin in September 2013. It is estimated that being the Mobile World
Capital will generate an additional €3.5 billion for the city by 2018 as well as creating thousands of
additional employment opportunities. Barcelona has four international conference centres; the CCIB
(Centre Convencions International Barcelona), Fira Barcelona (at Fira Mountjuic and Fira Gran Via)
and the Palau de Congressos de Catalunya. The Fira Gran Via hosts the GSMA Mobile
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GA Post 16 and HE Committee
World Congress and the global meetings
and events industry trade show EIBTM.
The three-day event trade show held in
November attracts over 15,000 delegates.
The CCIB hosts the movie and cinema
trade show, CineEurope, which is held in
June and the Palau de Congressos de
Catalunya hosts the World Goods Forum
in March, representing over 400 global
retailers and manufacturing companies.
To support the large number of delegates
Barcelona offers 339 hotels which, in total
provide over 32,000 rooms or over 63,500 W Hotel, as seen from Barceloneta Beach (Marvell, 2012).
beds, the majority of which are rated as 4 star accommodation. Some are huge, notably the Hotel
Rey Juan Carlos I which has 35 halls and rooms for
Hotel star rating
Number of hotels
business events, the auditorium for 2,027 delegates, over
5 star
23
4,000 m2 of exhibition space and a banqueting capacity
4 star
137
for 3,000 diners. There are also several unusual venues
3 star
113
that are available for meetings and conferences,
2 star
34
including Antonio Gaudi’s La Pedrera and Camp Nou, the
1 star
32
home of Barcelona FC, which Turisme de Barcelona
Total
339
(2012)
can include a visit to the club’s museum, stadium
or even team-building activities.
Barcelona has become a tourist city and, in an attempt to recognise the importance of its visitors
and to understand the needs of both local inhabitants and visitors, the Barcelona Strategic Tourism
Plan makes particular reference to tourists as ‘temporary citizens’ (Turisme de Barcelona, 2010). This
is important in recognising that visitors are an intrinsic part of the city and that tourists and local
inhabitants both share experiences that are of mutual benefit.
There are many advantages of business tourism for Barcelona. Most are similar to leisure tourism,
but often the greater spending power of the business tourist means that economic benefits for the
host destination are increased.
Business tourism benefits not just the hotels, conference centres and airlines but also local
transport, restaurants, shops and visitor attractions. Delegates spend most of their time at a
Conference or meeting venue, relying on public or chartered transport to explore the city and travel
to their accommodation. Business travel is also of benefit to the destination as it is less reliant on the
traditional tourist season, thereby helping to spread the economic benefits of tourism throughout
the year. This also means that conflicting interests between the demands of leisure and business
tourism are minimised.
Business tourism is often associated with ‘responsible tourism’ as major companies adopt corporate
social responsibility (CSR) and sustainable agendas. Major business events also help to promote a
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GA Post 16 and HE Committee
city to a global audience. Delegates who leave with a positive impression are likely to become
unofficial ambassadors. Local authorities and organisations often wish to impress visiting business
Top 10 Number of visitors to places of interest in Barcelona (2011) Turisme de
Barcelona (2012)
1
Temple Expiatori de la Sagrada Família
3,202,000
2
L’Aquàrium de Barcelona
1,675,735
3
Museu F.C. Barcelona
1,626,990
4
Poble Espanyol de Barcelona
1,323,578
5
Castell de Montjuïc
1,318,000
6
Parc Zoològic de Barcelona
1,112,013
7
Museu Picasso
1,057,399
8
La Pedrera de CatalunyaCaixa
962,293
9
CosmoCaixa Barcelona
830,282
10
CaixaFòrum Barcelona
782,529
Total
13,890,819
Turisme de Barcelona (2012
There are also
many places of
interest to visit
that reflect the
history and
culture of the city.
Some of these
attractions
provide
opportunities to
host a range of
business events.
groups who will talk about their experiences with others and even return as leisure visitors
(Davidson and Cope, 2003; Rogers, 2013). Barcelona successfully promotes itself as a business
tourism destination offering a range of business venues as well as cultural attractions. It is also a
popular city-break destination and attracts many student groups. An emphasis on quality and
providing a positive experience to both visitors and residents preserves the city’s values of identity
and coexistence.
References
Ajuntament de Barcelona (2012) Barcelona growth: Barcelona data sheet 2012. Available on line
www.bcn.cat/barcelonagrowth accessed 17/02/2013.
Davidson, R. and Cope, B. (2003) Business travel: conferences, incentive travel, exhibitions,
corporate hospitality and corporate travel, 2nd edn. Harlow: Pearson Education Limited.
Holloway, J.C. and Humphreys, C. (2012) The business of tourism, 9th edn. Harlow: Pearson
Education Limited.
International Congress and Convention Association (ICCA) (2012) The International Association
Meetings Market 2002-2011. Available on line
http://www.iccaworld.com/npps/story.cfm?nppage=3195 accessed 18/02/2013.
Jones, R. (2012) Barcelona: a sunny disposition. In: Meetings and Incentive Travel,
November/December, pp. 117-123.
Rogers, T. (2013) Conferences and conventions: a global industry, 3rd edn. London: Routledge.
Turisme de Barcelona (2010) Turisme de Barcelona 2015: presentation. Available on line
http://www.turisme2015bcn.cat/T2015WEB/Quees/_Sb46WFTR8WoXPZuwwMDEOVRheSI8ok8pTGnEvydCtU8 accessed 17/02/2013.
Turisme de Barcelona (2011) Press release 22 July: GSMA names Barcelona the first Mobile
World Capital. Available on line http://professional.barcelonaturisme.com/files/8684-787pdf/NP.220711ang.pdf accessed 17/02/2013.
Turisme de Barcelona (2012) Tourism statistics for Barcelona and province 2011. Available on
line http://professional.barcelonaturisme.com/Professionals accessed 17/02/2013.
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