Geography PGCE
(11 – 16)

WHY CHOOSE GEOGRAPHY?

The ideal geography candidate is genuinely interested in and excited by the dynamic nature of the subject discipline, showing a keen awareness of current affairs.

They appreciate that exploration and enquiry approaches are particularly well suited to young people learning about the world and their place within it. They are adaptable, pleasant, lively, conscientious, committed individuals prepared to go the extra mile for colleagues and pupils. They love learning.

While appreciating geography graduates have an array of employment opportunities to choose from, few roles can compare with the sheer enjoyment and fulfilment stemming from teaching in an expert geography department in a great school. Where else could you find yourself with groups of young people on windswept beaches, standing in rivers, interviewing local politicians or evaluating the beauty of an urban or rural landscape on a Monday morning?

Or on a typical day in school, enquiring into controversial issues, engaging in philosophical debates around ‘wicked problems’, tracking live events such as hurricanes in real time and constantly learning about places and possible futures and how to represent these.

Fantastic geography teaching taps into young people’s fascination and curiosity and empowers them to become positive agents of change shaping futures.

WHAT WILL YOU LEARN IN YOUR
CENTRE-BASED TRAINING?

During ‘Subject Knowledge Workshops’ at the centre, Geography PGCE Trainees participate in a range of practical activities designed to explore what has been described as a complex interplay of three specific types of knowledge and how to impart these to their pupils:
– knowledge about learners
– knowledge about geography, and
– pedagogic knowledge. 

All Geography PGCE Trainees are advised to join the Geographical Association so together we access a brilliant community and a superb set of contemporary resources.

Through these workshops, Trainees come to a deep understanding of what it means to be a geographer and how to teach the subject so that young people develop as geographical thinkers able to make great progression in learning.

We explore the role of geographical enquiry in developing conceptual understanding, how to encourage students’ questions and how to deal with controversial issues as well as how students can learn to make decisions when faced with ‘wicked problems’.
We also consider notions of progression in geography including developing visual /media literacy, map/atlas skills and how to conduct fieldwork safely and effectively.

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