Geographical Association (GA) In the Know webinar series


Following a break for half-term, it was time, once again, to reconvene for another webinar in this series of six linked to the Geographical Association (GA)’s In the Know online resources.

These webinars are a quick, easy and cost-effective means of updating your subject knowlege, whether you are a Geography Subject Leader, experienced classroom teacher, ECT or trainee.

Further details about the series can be found by accessing the web-link below:

The aim is to make these webinars as interactive as possible by challenging participants to different activities that they could replicate in the classroom, introducing a competitive element from time to time, opening up the floor to discussion, inviting input via the chat feed and making use of ‘breakout rooms’ when larger numbers are present.  They are also fast-paced as no one wishes to remain for very long at the end of a busy school day and when they may have additional work or external commitments to attend to.  I am also happy for individuals to contact me by e-mail with any questions that they have at a later date once they have had time to digest the content of the webinar and reflect fully on the teaching and learning that currently takes place within their school.

The focus for today’s session was ‘Settlements‘.

Settlements are places where groups of people live and work.  While settlements can vary tremendously in size, they often share a range of characteristics that are influenced by similarities in the landscape, the background or history shaping a settlement over time and the sources that influence its growth.  There are reasons why settlements developed as, and where, they did: without looking at the history of a place, it is impossible to see how it has developed and changed over time.

Towards the end of the webinar, delegates were asked to consider the following points via a Google Form.  Some of their answers can be viewed below.

Sum up your learning from today’s session in five words or a sentence or two.

  • Subject knowledge is a bit shaky, so definitely an area to brush up on.
  • Interesting.
  • History isn’t my strong point!
  • I know more about how settlements change over time.
  • Interesting to see so much history/geography links in this.
  • What, who, why, where, when and how.
  • Informative and helpful.

List any ideas that you are going to ‘give a go’.

  • My London activity – would like to do a photo competition for our area.
  • Question grids.
  • Love the table to help children form questions.
  • Explore Digimap for Schools overlays and maps to look at how our local area has changed.
  • 5Ws and how; My Langport – using photographs of the town for students to consider which best represents their town.
  • Digimap for Schools; enquiry questions.
  • The inference grid and question generator.

Identify any changes that you will make.

  • Feedback teaching ideas to our Year 5/6 as they found the Oddizzi settlement unit a bit dry, so this might give some more ideas.
  • More enquiry-based question in lessons.
  • Will think where I can apply the above – think it will work in lots of subjects.
  • Try to encourage more links with history.
  • More critical thinking/investigative work.
  • Look at our local area over different time periods.
  • Helping colleagues with the ideas.


  • Lots of ideas to use in the classroom.
  • My knowledge of history has improved marginally!
  • More knowledge of settlements over time.
  • Great ideas for teaching – good link to history.


  • My own subject knowledge!
  • Nothing.

PDF downloads are also available to purchase via the GA’s shop, either as ten individual titles or as a full set (  These provide straightforward, accurate and trustworthy background knowledge, explanation, diagrams and glossary on topics in the geography National Curriculum so that teachers can develop their teaching with confidence.

Join us from 3.30 pm to 4.30 pm on Thursday 10th November for our final webinar of this series, entitled ‘Grid references and map symbols’ (a very practical one … you have been forewarned!).



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