Skip to main content

‘I’d rather a bad day in the classroom than a good day in the office’



While reflecting upon teaching during corridor patrol, friend and colleague Sam Atkins came out with the title.  I agree with him.  Priory Geography does well because its team each take responsibility for various projects.  These projects link in to the curriculum. 

photo (78)

In the past two weeks we have:

  • developed the use of mobile learning in exploring how to help EAL students through geography and technology;
  • set geocaches linked to the London 2012 Olympic Games, which will appear on BBC South Today on Thursday (15th March 2012);
  • seen Year 7 students set up flags in Ravlin Park in Portsmouth for a Dysarticulate Project;
  • taken part in a workshop aimed at developing the new National Curriculum;
  • completed a 4 day residential in the North Downs;
  • planned our contribution to the BBC’s School Report taking place at Action Stations and will see students heading to London to interview Lord Coe;
  • developed curriculum resources for the Geography of Conflict;
  • run revision workshops and Duke of Edinburgh Award training sessions;
  • planned a Guerrilla Geography event (more on this soon);
  • put the finishing touches together on our Controlled Assessment fieldwork;
  • sung the praises of Geography during Options evening;
  • Taught the odd lesson….. Winking smile

Teaching is more than just our subject.

Thank you to the fantastic team I have the pleasure work with: Jo Debens, Sam Atkins, Alec Weaver and Charlotte Humm (with us on a PGCE placement).


  1. Nice work Priory. The Carlsberg of Geography departments...

  2. Thanks Alan - praise indeed from you :-)


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