Higher Geography

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Intertropical Convergence Zone

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Okay, how many of you have looked at the atmosphere unit that you are expected to teach in geography and thought to yourself - how can I deliver this in a way that the teenagers in front of me are going to be able to understand? For many years I bashed away at this and I think I eventually found the way forward. Firstly - humour. Make it feel like you understand as much as they do and give it a "lets all learn together" vibe. A bit of play acting comes in here. Secondly - humour! Lets all have a laugh together as we learn. Get everyone involved with leading questions but make the atmosphere (LOL) as if they are not being judged to encourage them. Thirdly - humour and colouring in. It's geography you are teaching! Don't forget the diagram drawing and colouring in. I usually joke that I keep the best coloured pencils just for that particular class as they are special (spoiler alert - I don't). Fourthly - here is my bit by bit lesson on the intertropical convergence...
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BGE Geography Level 3/4 - Bright Red Publishing

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At last! A book that covers all your needs for your junior classes including amazing "Earth Forces" and "Empty Lands" sections, but also covers content for your National 4 students. This is a godsend! Great for KS3 and GCSE Geography too!  Accompanying the book are heaps of free material to download and links to really cool websites to enhance challenges and activities in the book. My classes love the work set, especially creating colourful diagrams inspired by the exemplars in the book and working out the puzzles and codes. Check out more below!  https://twitter.com/_BrightRed/status/1376512683378364418?s=19 Click on the "Download Files" tab in this link to the book to access great geography related websites to match activities and free resources! https://www.brightredpublishing.co.uk/shop/level-3-geography                                           Students inspired by the...
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Is it time to rethink how we teach geography?

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I don't know about other geography teachers, but I am becoming increasingly uncomfortable about using terms such as developed and developing countries or MEDC/LEDCs. The World Bank has already ditched these phrases from their vocabulary, so is it now time to have a fresh look at how we teach the world to our students? Is this book the best starting point for reforming our geography curriculum? Many people think so. Source:-  https://www.flickr.com/photos/psd/46632174585 Okay, categorising countries as developed and developing is a nice easy way of representing the living standards of populations around our planet for our students to understand. However, we know in our hearts that actually, this is wrong!! Indeed, what we are still effectively doing is telling our youngsters that certain countries are rich and others are poor. The insinuation then follows that somehow developing countries are somehow inferior and live lives of disease filled, starvation riddled misery. At the end of...
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