Practical training for international Geography teachers.

A year into the redesigned Cambridge IGCSE Geography 0460/0976 syllabus, year-2 teachers are at the most consequential point of the cycle. Two terms remain until the May 2027 examinations, and the choices made between now and the mocks will shape what students walk into the exam hall knowing, and how confident they feel doing it.

The first of two 90-minute sessions is built for reflection and implementation. Matt and Jonathan share updated teaching materials and the assessment resources developed to support mock examinations, then open up a structured review of what has been taught so far and where colleagues are up to across the cohort, surfacing practical strategies for covering ground quickly in the physical units.

The second session goes deep on the 5- and 7-mark evaluative questions and on resourcing the questions that demand map skills. Matt and Jonathan also share feedback on coursework completion and discuss the structural changes that affect how the coursework comes together under the new cycle.

Leave with practical tools, sequencing strategies, and assessment resources, plus access to a shared Google Drive of collaborative teaching and assessment materials, free to take, adapt, and use in your own school context.

AI tools are now part of every teacher's working week, whether they planned for it or not. Used well, they buy back time and brain space. Used carelessly, they produce the kind of generic, slightly-off output that has become known as AI slop: content that looks fine but adds little, and sometimes actively misleads. The difference between the two outcomes is almost entirely down to how the teacher uses the tools.

The first of two 90-minute sessions sets the foundations. Richard walks you through the current AI tools landscape for teachers, how to choose between them for different jobs, and the prompting habits that consistently produce useful work rather than slop, drawing on his own day-to-day use across DP Geography, ESS, and TOK planning.

The second session moves into specific teacher workflows: preparing lessons faster without losing your voice, brainstorming and developing ideas with AI as a thinking partner, and getting on top of the paperwork side of teaching (comments, reports, communications) in ways that stay personal rather than templated.

Leave with a practical AI toolkit, a clear sense of what is worth doing and what is not, and the productivity gains that give you back time and brain space across the week.

AI in the hands of students is no longer optional or hypothetical. It is already part of how they research, write, and think. The question for teachers is no longer whether students will use it but how, and how lessons can be designed to take genuine advantage of what AI offers while protecting academic integrity, student data, and the kind of thinking that schools exist to develop.

The first of two 90-minute sessions focuses on the opportunities. Richard works through the AI tools that are genuinely useful in a classroom setting, the lesson types that AI changes most (research, idea generation, feedback, differentiation), and the practical approaches that put students in the driving seat rather than reducing them to passengers.

The second session takes the harder questions head-on: how to teach in a way that preserves academic integrity rather than chasing AI-written assignments, what data protection actually looks like when students log into AI tools, and the thoughtful practices that schools and departments need to agree on. Richard shares real-life lesson examples that have worked across DP Geography, ESS, and TOK.

Leave with classroom-ready ideas, a clear sense of where the lines need to be, and a more confident, informed view of what AI in your teaching actually looks like in practice.

Starting Cambridge IGCSE Geography for the first time, or transitioning from the 2026 syllabus, raises a stack of practical questions in those opening weeks. Where do you start? How long to spend on each unit? Which resources are worth investing in, and where do you turn when something does not land in the classroom?

The first of two 90-minute sessions is led by Matt and focuses on adapting your delivery for the new Cambridge 0460/0976 syllabus. He works through what has changed and what has stayed the same between 2026 and 2027, sequencing decisions and pace of delivery, doorstep geography opportunities and case studies, free online IGCSE Geography resources, and planning fieldwork visits with effective fieldwork questions.

The second session brings views and key advice from textbook author Alan Parkinson. Discover the print and online resources that work hardest for the new course, the case studies that bring it to life, and practical ways to embed the 'and sustainable' requirement across your curriculum rather than treating it as a bolt-on.

Leave with a clear opening-months roadmap, vetted resources, and practical answers to the questions every first-time IGCSE Geography teacher meets.

By February, year-1 teachers of the new Cambridge IGCSE Geography 0460/0976 syllabus are on the run-in to the May 2027 examinations and the mocks that precede them. The assessment structure has changed in ways that matter, and so have the demands on the students sitting it.

The first of two 90-minute sessions tackles what has changed between the 2026 and 2027 assessment structures. Matt and Jonathan unpack the 5- and 7-mark evaluative questions, the decision-making exercise style questions, and the subtle differences between 7-mark questions in Part A and Part B of both papers, with strategies for helping students understand what each one is actually asking.

The second session turns to the bigger picture. Discover how to read assessment under the revised 0460/0976, how to teach for exam success without narrowing the course, and how to design effective revision programmes that fit the new syllabus rather than retrofitting the old one.

Leave with a clear-eyed view of the new assessment, strategies for teaching to it, and revision designs that hold up under exam-week pressure.

With May exams two months out, DP Geography teachers are juggling two cohorts: this year's candidates, who need short-term sharpening, and next year's, who need the groundwork laying. This workshop covers both.

The first of two 90-minute sessions tackles urgent priorities for the students sitting their May papers. Richard and Matt share proven methods for sharpening knowledge recall, mastering command words across Papers 1, 2 and 3, and building last-minute confidence under time pressure.

The second session steps back to the year-ahead view: building revision programmes that actually get done, sequencing skills work across the two years, and habits that lower stress without thinning out content.

Leave with practical tools, revision resources, and a clear plan to help students walk in confident on exam day.

DP Geography teachers are pulled into two parts of the IB Core that the syllabus alone will not prepare them for: supervising students who choose to write a 4000-word Extended Essay in Geography, and supporting Theory of Knowledge as a subject teacher. Both shape student outcomes well beyond exam results, and both reward teachers who know how to engage with them strategically.

The first of two 90-minute sessions tackles the Extended Essay. Richard and Matt walk you through guiding a student from the initial spark of an idea, to a workable research question, to an effective outline, and on to a high-quality first draft, covering the supervisor moves that most reliably lift Geography EEs into the upper bands.

The second session turns to Theory of Knowledge. Discover practical ways to weave TOK into DP Geography lessons and, in turn, make the TOK course more accessible to your students, drawing on real-world geographical examples that bring knowledge questions to life and help students see your subject as central to how they think, not just what they know.

Leave with practical tools for supervising stronger Geography EEs and for making meaningful contributions to your school's TOK course.

The 2500-word Internal Assessment is the single most demanding piece of geographical writing your DP students will produce, and the most time-intensive piece of work a DP Geography teacher will mark. Getting the design right at the start saves weeks of redirection later; supporting students well through the write-up means stronger reports for them and a more manageable workload for you.

The first of two 90-minute sessions focuses on designing IAs that work. Richard and Matt unpack how to guide students towardsinvestigable fieldwork questions, choose methodologies that yield usable data, and frame the project so students can succeed without months of teacher-led troubleshooting.

The second session turns to the support phase. Discover scaffolding strategies for the write-up, efficient feedback cycles that respect IB guidance on supervisor input, and practical approaches to ensuring academic rigour, so students produce strong, distinctive reports without your evenings disappearing into drafts.

Leave with practical tools that make IAs effective for your students and efficient for you.