As a trained geography teacher I have maintained my conections with geography education in schools at a range of levels.
UN CC: Learn Accredited Climate Change Teacher
In 2019 after completing a series of UN CC: Learn courses through the eduCCate Global Climate Change Teacher Academy I became a UN CC: Learn Accredited Climate Change Teacher. You can find out more about the programme on the eduCCate global website.
Villiers Park Education Trust
Since 2008 I have been a co-tutor for Villiers Park Educational Trust where I have designed and delivered a series of courses related to Geography for A Level Students.
To introduce students to the diverse approaches to studying Geography found on university courses.
To develop a critical perspective on geographical processes and methodologies.
To enhance confidence in communication skills.
Field trip to Cambridge: Researching Sustainability in Cambridge
Some sessions include: From Darwin to Harvey: Geography through the Ages, Critical Perspectives in Human Geography, The EU from Past to Present, the Changing Face of China, Research Methods in Geography, Careers with Geography.
China: Culture, Economy and Beyond
To introduce students to a range of approaches to studying found on university courses, focusing on a variety of aspects of China.
To study the development of China from its is ancient civilisation to the modern Republic.
To enhance confidence in communication skills through a range of activities which focus on understanding the many influences China has in the world today.
Field trip to Cambridge: Engaging with Chinese objects at the Fitzwilliam Museum
Sessions include: Changing engagements of China with Africa, A brief history of China, China: An Exploration, China’s Place in the World.
Environment and Society: Living with Uncertainty
To consider the source of the global environmental and social problems which the world faces.
To review the methods for predicting these problems, and their limitations.
To discuss the interlinking and interdisciplinary nature of global, regional and local problems.
To reflect on possible solutions and their potential for implementation
Field trip to Hockerton Housing Project, a sustainable housing community.
Some sessions include: Water and development; Poverty, food security and famine; Energy security; Urban growth and mega cities
I have received much interest around my coffee shop research from geographers, and in particular secondary school geography teachers, who would often talk about students keen to investigate geographical issues related to coffee shops, high streets and urban change, particularly with the development of the Independent Investigation. So, I produced a document as a response to some of these conversations. It is not a comprehensive guide to research methods, buthighlights some of the methods that could be used to research the topic, or other urban phenomena.
It can be downloaded here
For a while I worked at the Royal Geographical Society as a write in their Education department.
Articles produced at the Royal Geographical Society
Ferreira, J. (2014) Smog in China
Ferreira, J. (2014) Antarctic Glaciers: Pine Island Glacier
Ferreira, J. (2014) Coastal surges and flooding in the UK: a prompt for more sustainable drainage?
Ferreira, J. (2014) Ask the Expert: Glaciers
Ferreira, J. (2014) Ask the Expert: Antarctic Glaciers
Ferreira, J. (2014) Ask the Expert: ICT and Development
Ferreira, J. (2014) Disaster in the Philippines: Typhoon Haiyan
Ferreira, J. (2014) Deep Freeze: The US and the shifting polar vortex
Infographics and Animations
Available to view on the Royal Geographical Society website:
Ferreira, J. (2014) Theories of Development
Ferreira, J. (2014) ICTs: A Technological Fix
Ferreira, J. (2014) Millennium Development Goals 1-4
Ferreira, J. (2014) Millennium Development Goals 5-8
Ferreira, J. (2014) Megacities
I have produced a range of other teaching resources for education trusts, education publishers and the Royal Geographical Society, including:
The aim of this unit is to introduce pupils to the key features of the United States of America (USA). It provides a framework for understanding the different environments present within the USA: the key physical features, where populations are distributed, and some of the interactions between the human and physical environments focusing on food, farming and water. The unit provides a number of case studies of different places throughout the USA, and even takes a historical perspective of one city in particular, New York, to examine how a settlement can develop over time.
The unit begins with an introduction to the USA, and some key features and locations that will be explored in greater detail later. The unit then shifts to explore the distribution of key physical landscapes and the formation of the Grand Canyon, introducing processes of erosion. The unit then considers the human landscapes of the USA exploring patterns of population distribution and density. The following lesson begins to consider interactions between human and physical environments by examining the impact of floods in Mississippi and droughts in California. Lesson five explores key issues related to food and farming in the USA, highlighting key relationships between the physical and human environment and interdependencies between the two. The unit then focuses on one settlement in particular, New York City, to explore how this city has developed over time into its modern form. The assessment for this unit is formed of two parts: a multiple choice quiz and an activity where pupils take on the role of British Ambassador to the USA.
This KS3 unit provides a series of lessons, complete with activities and associated materials focusing on natural resources, in order to provide teachers with support for the 2014 geography curriculum. The aim of this module is to introduce students to the global distribution of natural resources, and the international relationships these resources generate and some of the key issues related to the use of natural resources. It also provides a framework for understanding the relative importance of different types of natural resources for human activity. Students will develop their knowledge of distribution of resources, issues related to the abundance or shortage of resources, and how natural resources influence international relationships, as well as how events can affect the value of resources. Ultimately students will gain an appreciation for the variegated nature of natural resource distribution but also an awareness of the interrelated nature of human activity and the physical environment. I have also a delivered a training event for teachers based around this topic.