Skip to main content

The Goldsmiths’ Company Science for Society Course #geogsotons4s

The image above was taken by a rather cool laser scanner just after the final picnic lunch of The Goldsmiths’ Company Science for Society course put together by the lovely people at Southampton University's Geography Department.   The course is supported by Ordnance Survey and The Goldsmiths’ Company, one of the ‘old school’ livery companies within the City of London.

Rather than give you a full rundown of the content, you can head over to the Earth Surface Dynamics Blog here for a list of resources and links.  I wonder how many geography departments could rebrand some of their Geography as ‘Earth Surface Dynamics’…..?

2013-07-22 12.00.51

The week long course was an excellent opportunity given to me as a result of this.  First, the week long course is well worth the effort, although those that are rather ‘out of touch’ with current developments in geography would benefit more than those either new to the profession or fairly active geographers.  I went along to a similar course in 2007 (!!!) linked to sustainability.  I enjoyed talking to geography academics and finding out about their research before reflecting ways in which we can link to Key Stage 3 and 4 geography. 

In addition, it was great to have some ‘hands-on’ fieldwork to see how the fundamental skills of fieldwork link into the high tech versions using total stations and laser scanners.

2013-07-22 11.18.23

The main message that I would like to give to geography teachers in the UK is that geography is a science. Therefore, it can be part of STEM.  Furthermore, we are doing a disservice to the young people we come in to contact with if we don’t expose them to the maths and science (especially Physics for climatology and Biology) of geography.  If you want to work at the Met Office or climate change, you need a firm grasp of maths and physics for example.  Geography teachers, whilst banging the geography drum, often forget this.

So, get involved in the STEM activities that are available and I would recommend getting on to any future courses.

Comments

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