Viewing archives for Geography

Younger boys explored their own family histories during a visit by a team from London’s Migration Museum, while a special session helped older pupils with their GCSE Geography studies.

Before the visit organised by the Geography department, the whole of Year 8 had been asked to interview family members about their own migration stories and journeys.

Then, as part of workshops taking place throughout the morning, the boys used hi-tech ArcGIS mapping tools on their 1:1 tablet computers, mapping all the journeys made by the people they had interviewed.

Head of Geography Chris Butler said: “Many of our pupils’ parents have direct or indirect experience of the process, and we want the boys to celebrate this diversity and include their family and friends through their interviews and experiences within their communities.”

The session for the Year 8 boys ended with a Geospatial analysis of their journeys (using ArcGIS).

There was a session for Year 11 historians in the afternoon, with the boys studying the history of migration as a unit in their GCSEs.

Migration features as a topic in the AQA examination board’s GCSE syllabus’s sections on The changing economic world and on Urban issues and challenges.

The Migration Museum was founded by Barbara Roche, a former Labour Minister of State for Asylum and Immigration.

She believed that Britain’s migration history should be placed at the heart of the national story, arguing for the establishment of the museum based on her time as Minister and on visits to similar museums in other parts of the world – notably Ellis Island in New York.

Since 2020, the Migration Museum has been based in Lewisham Shopping Centre in south London. It has received planning permission for a permanent home in the City of London, close to Aldgate and the Tower of London, which is due to open in 2027.

This will be allied to a network of venues across the UK, and to a digital storytelling platform.

Year 7 pupil Aarav Kumar has been chosen as Young Geographer of the Year in his age category in the Royal Society of Geography’s prestigious international annual competition.

Having first won the initial QE round, Aarav went on to impress the judges with his colourful, information-packed poster on the theme of Choose Geography.

Geography teacher and Enrichment tutor Eleanor Barrett said: “Aarav’s well-researched work perfectly captured the essence of Choose Geography, highlighting how the subject empowers us to understand the world and address its challenges. His win is a fantastic achievement, and we are thrilled to see his talent and hard work recognised at such a prestigious level.”

Pupils aged from seven to 18 were invited to create posters that demonstrated the relevance of Geography and how studying it can help those studying understand the world we live in and the global challenges we face as a society.

The competition aims to inspire young people to engage with Geography and show its importance in addressing issues such as climate change, sustainability, and biodiversity loss.

With schools hosting their own heats and submitting only their winners, the 1,000 entries received by the society represented just a fraction of the overall number of participating pupils.

In a ceremony hosted at the Royal Society of Geography in central London, two winners and two runners-up were announced for each age group – and Aarav was announced as one of the winners in the Key Stage 2 (7-11) category. He is pictured here with other winners in the various age groups.

His poster, which centred around his drawing of the earth, included several features:

• Brief profiles of several Geography-related jobs, including cartographer and climatologist, under the heading ‘Want fun, good-paying, creative jobs related to the world: look here!’
• A summary of ‘the geographer’s mindsets’ , divided into the following categories: ‘create’, ‘evaluate’, ‘apply’, ‘discover’ and ‘understand’
• Descriptions of the educational benefits of taking the subject, including a look at Geography GCSE and A-level.

The society’s director, Professor Joe Smith, praised the quality of the entries: “The students have clearly demonstrated how geographical skills and thinking are vital for addressing global challenges such as climate change and biodiversity loss.”

Year 13 Geography and English Literature students joined forces on a trip to see John Steinbeck’s Depression-era novel, The Grapes of Wrath, at the National Theatre.

The 1939 novel tells the story of a tenant-farmer family from Oklahoma who struggle to survive during the Dust Bowl, a period of severe dust storms that greatly damaged agriculture in the American prairies during the 1930s.

The book is a set text for the English A-level students, while for the geographers, the story illustrates the inter-relational nature of phenomena such as drought & desertification, mass migration and food security.

Head of English Robert Hyland said: “The Grapes of Wrath is, among other things, an environmental and ecological novel. Teaming up with the Geography department to run this trip was a great way of highlighting how seemingly disparate subjects like English and Geography can shed light on the climate crisis which affects us all.”

He added that it is helpful for English Literature students to see a performance of a novel at the start of their study of it, since it helps them understand the characters and narrative.

Deputy Head (Academic) and Geography teacher Anne Macdonald said: “The novel addresses significant geographical themes linked to people’s relationship with the environment, mass migration caused by climate change and environmental degradation, and the shattered dream of a better life experienced by migrants searching for a new home. While set in 1930s America, its themes are relevant to the current world on the brink of mass migration caused by climate change.”

The Grapes of Wrath recounts the Joad family’s journey west to California in a dilapidated lorry as they pursue a better life. It ends with the story’s protagonist, Tom Joad, going into hiding after killing a policeman who murdered his friend for organising a strike, and with the family’s eldest daughter, Rose of Sharon, breastfeeding a starving man to save his life.

On its publication, it caused considerable controversy because of its negative depiction of the USA of the time.

Epic in its scope, the story was retold in a three-hour performance at the National Theatre, produced by Carrie Cracknell, which followed Frank Galati’s 1998 play, based closely on the novel.

Some of the pupils gave their reactions afterwards:

• Geography student Andreas Angelopolous said: “I found the portrayal of the Dust Bowl migration powerful. The depiction of the Joads’ struggle against poverty and discrimination was compelling and mirrors challenges faced by many migrants today.”
• His fellow geographer, Saim Khan, said: “It brought to life just how deeply influential the topics we learn in the classroom – like drought – are in shaping the lives of people around the world. There are few forms of media more able to capture sense of place than theatre.”
• English Literature student Vaibhav Gaddi said that the story “demonstrated the resilience of the human spirit when encountered with intense hardship. The Joad family endures death, miscarriage and losing family members, and yet are still unbowed at the play’s shocking end.”

Mrs Macdonald and Assistant Head of English Victoria Maule accompanied the boys on the trip to the South Bank.

When Deputy Head Anne Macdonald was watching the BBC’s Our Changing Planet, she was so impressed with the work of the Coral Spawning Laboratory shown in the Restoring Our Reefs episode that she wrote asking for a visit.

The result was a summer trip by 25 senior pupils, who learned about the ground-breaking research at the University of Derby laboratory that aims to save the world’s coral reefs from extinction.

The day-long visit featured two workshops, before ending with the boys playing what Mrs Macdonald described as “perhaps the most complicated board game in history”, through which they learned about how to build a healthy, resilient reef.

“Coral reefs occupy less than 1% of the marine environment, but are home to 25% of all marine life.  They are crucial to marine biodiversity,” said Mrs Macdonald. “They also support a way of life and the livelihoods of millions of people around the world, especially in low-income countries (and so have socio-cultural, economic, and environmental significance).

“The scientists at the Coral Spawning Laboratory are engaged in ground-breaking research with the aim of saving reefs from extinction, specifically in relation to the threats of ocean acidification and warming caused by human-induced changes to the carbon cycle and global warming.

“The aims of this trip included: discovering more about these fascinating ecosystems; seeing first-hand how scientific research is undertaken in a laboratory setting and the positive impacts that uncertain, but ground-breaking, science can yield; supporting boys’ studies for their Biology and Geography A-levels; and providing an opportunity to explore the world of conservation biology, molecular ecology, and marine biology, for those considering taking a degree relevant to these fields. Experiences such as these are invaluable to those aspiring to study science at university.”

The 25 participating students were drawn mainly from the current Year 13, but also from Years 11 and 12. They were accompanied by Mrs Macdonald, a Geography teacher in addition to her role as Deputy Head (Academic), and by Gillian Ridge, who is Head of Biology.

Their visit was hosted by Professor Michael Sweet, professor in molecular ecology and co-founder of the Coral Spawning Laboratory, which is at the Environmental Sustainability Research Centre, part of the university’s College of Science and Engineering.

Scientists fear for the survival of coral reefs; their extinction is considered a real and imminent threat.  The work of scientists at the Coral Spawning Laboratory and at universities globally is helping to buy time in the hope that the reefs can be kept in existence while climate mitigation progresses.

As the laboratory’s name suggests, the scientists there are pioneering techniques to maximise coral spawning (including ‘Coral IVF’) and undertaking research to discover the ideal environmental conditions for successful coral fertilisation and growth.

The boys enjoyed a tour of the laboratory, during which they had the opportunity to see the coral-spawning tanks and the new seagrass facility, where scientists recently succeeded in getting seagrass to flower and seed in laboratory conditions.

One workshop focussed on coral biology and threats to corals, specifically coral-bleaching caused by rising ocean temperatures. It included the chance to look at coral through a microscope, identifying the cellular differences between healthy and bleached coral.

The second workshop looked at climate change – at how scientists working collaboratively and with commercial partners can help accelerate the pace of climate-change mitigation and adaptation.

“The boys who attended were very appreciative of this opportunity, with one, for example, expressing interest in the commercial aspects of the team’s work and another enjoying hearing about scientists from different universities working together,” Mrs Macdonald concluded.

Year 8 boys enjoyed the challenge of demanding new experiences out in the wilds on a trip to the Peak District.

Thirty-five boys took part in activities including mountaineering, canoeing and caving, before heading down into the city for a visit to the University of Sheffield’s Department of Geography and Planning.

It was the first such QE Geography trip to the Derbyshire Peaks.

Head of Geography Chris Butler said: “The boys enjoyed the trip enormously, as did the staff accompanying them. For many of the boys, it was the first time that they had come close to a true wilderness.”

The primary aim of the visit was to take pupils into an open rural landscape and get them to appreciate some of the processes that have shaped that landscape and how we interact with them. The activities were also designed to extend the boys both physically and mentally.

“Day two saw us hike on to the Kinder Plateau [also known as Kinder Scout] and take in its desolate beauty,” said Mr Butler. “The long walk up to the highest point at 601m saw the boys having to scramble Grindsbrook before topping out. To many, this was quite an accomplishment.”

One of the boys, Siddarth Kulathumani, said: “This was my first time going on this sort of trip where I knew there was going to be a lot of exercise and climbing. At first, I was a bit nervous, but that all changed during the huge climbs, learning with my friends and really pushing myself.”

The party stayed at the Edale YHA accommodation (Youth Hostels Association), which is nestled in the almost inaccessible Edale Valley in Derbyshire.

As soon as the boys had dropped their luggage off on arrival, the group immediately set about climbing Mam Tor, an imposing peak to the south of where they were staying.

“Mam Tor is known as the Shivering Mountain owing to its highly unstable geology. Interbedded with layers of shale and coal measures, the entire mass is slowly slipping towards the southwest,” said Mr Butler.

The climb was conducted in overcast, wet and gloomy conditions. However, on arrival at the top, the sky cleared, and the group were treated to magnificent views of the Hope Valley and the Peak District.

“The principal aim of this day was to make sure that the boys were ready for the challenges that lay ahead. All passed successfully, and by the time the weary party arrived back at Edale, they had walked nearly seven miles and gained nearly 200m elevation to reach the peak. Dinner was enthusiastically wolfed down!”

The next day brought an early start for the climb to Kinder Plateau. “The views from the plateau were simply stunning, and the group were extremely fortunate to have had good weather up there.”

Before lunch, the QE staff made the most of the opportunity to talk to the boys about the importance of upland peat deposits and bogs.

Pupil Adyansh Sahai enjoyed the combination of education and exercise: “The vistas surrounding the Kinder Scout peak were amazing, and the hike itself was incredible, because we were gaining knowledge while having fun.”

It was a steep descent back down to the YHA centre via the Pennine Way, where Mr Butler then regaled the boys with a ghost story after their well-earned dinner.

On day three, the boys were in the hands of the YHA activity centre staff. In the morning, the group split, and half went canoeing on a reservoir, whilst the remaining boys visited a number of large cave systems. Here, they were taught how to pothole and cave.

“Perhaps the most impressive cave was Carlswark Cavern – home to the Oyster Cavern, the largest brachiopod bed anywhere in Europe,” said Mr Butler.

Siddarth said this was his favourite activity, while another of the boys, Arinze Ezeuko, added: “The caving was a great experience as I had never done anything like it before, and it made me realise how complex they truly were.”

After one more night at the YHA centre, the group then took the bus into Sheffield to visit the university. “The staff there gave fascinating talks on some of their research, including research with a PhD student who has been tracking the response of large glaciers and ice sheets to global warming,” said Mr Butler.

They also found out about the department’s work with the Mars Rover, and the role that the Planning Department plays in shaping our cities, not just today but also exploring how cities will look in the future.

“It was a fascinating insight into the subject at university and certainly gave many of the boys pause for thought.”

Mr Butler thanked his colleagues, Eleanor Barrett, Bryn Evans and Celia Wallace, who accompanied him. “I would also like to thank the boys for being such good company. Their superb behaviour, willingness to get involved and genuine interest in what they were doing was acknowledged by the YHA centre staff and by the university staff.”

• Click on the thumbnails below to view photos from the trip.

The two Year 8 boys behind QE’s Geopolitics Club staged a successful quiz to share their passion with their peers.

Ibrahim Syed and Azaan Haque promoted the lunchtime quiz to Year 7 and 8, who turned out in numbers to answer the questions, raising money for Greenpeace in the process.

Headmaster Neil Enright said: “With geopolitics at the forefront of so much of the news at the moment – from conflict in Ukraine and the Middle East, to the Red Sea and the recent election in Taiwan – it is important that our pupils understand how place and space interconnect with politics and international relations.

“Well done to the two organisers! We have many pupil-run clubs, and this is a great example of students taking leadership in offering opportunities to share their interest in a topic with their peers, thus creating additional enrichment activities. It was also lovely to see other boys supporting those efforts through their enthusiastic participation.”

Geopolitics is defined as: political activity as influenced by the physical features of a country or area of the world; the study of the way a country’s size, position, etc. influence its power and its relationships with other countries.

Ibrahim and Azaan were assisted by QE Flourish tutor Eleanor Barrett, who is also a Geography teacher.

“They approached me to help organise payment, booking the Main Hall and supporting in the promotion and running of the event,” she said.

“They worked hard to create a PowerPoint quiz and serve as quiz masters, and they were rewarded with a brilliant turn-out.”

“The material, looking at global relations and geographical influences, was very advanced for Key Stage 3.”

The quiz included individual question rounds, team rounds and a buzzer round. It started with the basics (What do you think geopolitics is? was the first question, for one point), but quickly moved on to more advanced questions (for example, The Strait of Gibraltar separates the Iberian Peninsula from which African country?).

Among the attendees was Priyankan Ampalavanar, of Year 8, who said: “The geopolitics quiz was not only a very riveting experience, but it also broadened my mind to how aspects of geopolitics are intertwined with our daily lives.”

The event raised more than £50 for Greenpeace. It was the second year such a quiz has been run.