Skip to main content

PGCE Enquiry session

After teaching young people, working with new teachers is my favourite thing to do.  I enjoyed meeting the Secondary Geography PGCE cohort yesterday at the University of Portsmouth.  The slides used are below.  Please do remember, that the activities reviewed are a small selection. No teaching activity is effective if it is over done.

Getting to Grips with enquiry 2011
View more presentations from David Rogers

Furthermore, remember why you decided to become a geography teacher. Don’t be afraid to develop your own style of teaching and geography, and always feel free to get in touch.

If you do want to get connected, this is what I recommend:

1. Set up your own blog.  Even if it’s private.  Reflecting on your experiences and practice is very powerful. Share your ideas with others, like you did yesterday. Don’t underestimate your own ideas.  I gained some new ones from you yesterday and the reason we like working with PGCE students at Priory is they bring new perspectives and ideas to us.

2. Follow other blogs. Maybe use a feed reader like Google’s Reader.

3. Use Google Alerts to keep up to date with geographical issues (and what is being written about yourself…)

4. Attend face-to-face sessions such as the Portsmouth Geography meetings that are run at Priory school.  Get to the GA Conference and RGS(IBG) training events. Make contacts and share.

5. Consider joining Twitter.  It takes a while to get used to (and to be honest I still don’t really ‘get it’) but follow others, respond to their questions and slowly but surely others will get in touch with you.  Just remember to fill in your profile – say that you’re a PGCE’er, otherwise you will be ignored.

Finally, if there is anything that you’d like more help with, or for me to run another session (Maybe on Google Earth tricks for example) do let me know.


  1. David

    Thanks very much for an invigorating and reassuring session yesterday. For me it came at the end of a frenetic week that had been full of questions and doubts and with very few answers - until Fri pm anyway!
    David P

  2. Thank you for the comment David. Happy to have been of service and do feel free to get in touch.


Post a Comment

Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

Trust and support our school leaders, the role of the governing body in the Covid times

One of the roles that I love is being the Chair of a Governing Body.  The aim of this post is to share what we are doing, as a Board, during these difficult time.  I will refrain from commenting on the role of the Government, DfE and local authority as I intend for this to be both a positive and useful post. What is clear is that governing bodies have a crucial part to play. I am grateful both to the brilliant Clerk and the National Governance Association whose Covid advice pages are fantastic. Firstly; from the outset, the brilliant leadership team that I work with have my unwavering and public support. Regardless. As this is a fast evolving crisis, often with pages of advice, guideline and directives to decipher and digest on a daily basis. As such, the role of governing bodies is twofold: 1.  to prioritise the providing of support to the Headteacher and all colleagues in the school, and 2. to allow them to get on with operational matters and decision making. The role of