THE HANDBOOK OF SECONDARY GEOGRAPHY

• Section 1
Chapter 1 What is geography? Alastair Bonnett . 12
Chapter 2 Thinking geographically David Lambert .20
Chapter 3 What do we mean by curriculum? Mary Biddulph . 30
Chapter 4 Progression Liz Taylor . 40
Chapter 5 Planning for enquiry Margaret Roberts. 48
• Section 2
Chapter 6 Physical geography Nicholas Clifford and Alex Standish. 62
Chapter 7 Human geography Peter Jackson. 76
Chapter 8 Teaching geography for sustainability John Morgan .92
Chapter 9 Global learning John Hopkin. 106
Chapter 10 Place and locational knowledge Denise Freeman and Alun Morgan .120
Chapter 11 Teaching a good geography lesson Richard Bustin. 134
Chapter 12 Resources David Rayner .150
Chapter 13 Differentiation Jane Ferretti. 166
Chapter 14 Assessing geography Paul Weeden .182
Chapter 15 Literacy Nicola Walshe .198
Chapter 16 Numeracy Mark Jones . 212
Chapter 17 Fieldwork John Widdowson. 228
Chapter 18 GIS and other geospatial technologies Mary Fargher .244
Chapter 19 Post-16 geography Emma Rawlings Smith .260
• Section 3
Chapter 20 Professional development Jennifer Hill and Mark Jones . 278
Chapter 21 Researching geography education Steve Puttick . 292
Chapter 22 Mentoring Charles Rawding and Andrea Tapsfield . 306
Chapter 23 Leading the geography department Catherine Owen .318
Chapter 24 Belonging to a subject community Alan Kinder . 330

This handbook provides a rich source of advice and reference on all aspects of geography teaching in secondary schools in the UK. It has been written for Heads of Department leading the subject in their school and for all teachers of geography from those beginning their career to those with more experience. It also
Whatever your role and reason for reading it, the handbook aims to:
• offer practical advice and professional development for classroom practitioners
• encourage scholarly engagement with the nature and purpose of geography
• signpost the rich legacy of subject-specific literature that geography teachers and the wider geography community can engage with.
Teaching geography can be incredibly rewarding and every geography teacher aspires to teaching high-quality, relevant and challenging geography. One way of assessing whether this is happening is if young people enjoy and engage meaningfully with the subject. Their response is mainly down to a teacher’s interpretation of the subject: a teacher who embraces the spirit and purpose of geography can open students’ eyes to a world of fascination. In this handbook you will find a broad and balanced basis for your interpretation.