New(ish) GA resource on Sycamore Gap

A new(ish) resource which can be accessed and used by members of the Geographical Association. I am considering adding a section of this to my teaching this year.

Sycamore Gap is a significant landmark in Northumberland where three distinct features combined: a natural and dramatic dip in the physical landscape about halfway along the 80-mile run of Hadrian’s Wall, itself an ancient monument and reminder of the power of the Roman Empire, and until recently, a lone, 300-year-old Sycamore tree. The site has UNESCO designation and is a Scheduled Ancient Monument. Arguably, it will still be known as Sycamore Gap because of its story.

The tree has stood for hundreds of years, perfectly framed by the landscape, thrilling locals and visitors alike until it was deliberately cut down, under cover of darkness, sometime between the evening of 27 September 2023 and the following morning. 

The loss of the tree has caused an outcry and reaction of public grief.

These materials are designed to help children think about some of the issues this story raises. What do they know about Sycamore Gap? Where is it? Have they been there? Why and how do certain landmarks hold such meaning? What is the cultural impact of this and other significant landmarks on our lives? Whose place is this? Who decides what happens here?

While these materials provide a relevant and current context for developing geographical substantive, disciplinary and procedural knowledge, they also model how you might investigate other landmarks with particular significance to your own local community and landscape and the emotions they engender in people.

Complete Materials:PowerPoint
Teachers Notes
Photo Activity
Individual Resource Pages:

Sycamore Gap 1: What’s the geography story?
Sycamore Gap 2: What can images and maps tell us about landmarks?
Sycamore Gap 3: Why can we see so many stars?
Sycamore Gap 4: Changing views
Sycamore Gap 5: How do we feel about it?
Sycamore Gap 6: A Gap in the landscape
Sycamore Gap 7: Why should we value trees?
Sycamore Gap 8: What would be your ‘tree of the year’?
Sycamore Gap 9: Change
Sycamore Gap 10: How do we fill the Gap?


Thanks to Steve Rawlinson, Tessa Willy, Sharon Witt and Margaret Mackintosh for feedback, edits and ideas.

2024: Hina Robinson

For the third year out of the last four, the GA President will be a teacher, and a female state-school teacher for the second year in a row.

Hina Robinson is the new GA President for 2024-25

I sent Hina the questions that I had given to all other Presidents and used them to create the post below. I'm grateful to Hina for the level of detail she provided and taking the time to help create this entry on the blog.

When and where were you born? 

I was born in Edgware, North London in 1977. My parents were immigrants, having moved from Kenya the year before. So I always say my ethnic background is East African Asian.

The principle of my religion – Jainism – make for a passion in geography – we strongly believe in looking after the Earth and all that is on it. 

Where did you go to school / university?

Primary school was Deansbrook Infant and Juniors. 

My first memory of geography was actually being made to feel stupid – the first time I saw the British Isles on a globe and commenting that it was a bit small – my year 4 teacher was clearly not impressed!

The year six school journey to the Lake District started to get me thinking about landforms – the first time I had been to a National Park. Parents who are first generation immigrants spend a lot of time at work and so I had only been to local country parks before. 

Secondary school was Henrietta Barnett School in Hampstead Garden Suburb – regularly topping league tables! 

The school was very fortunate to have its own field centre in Dorset which everyone went to for a week in years 8, 9 and 10. On my first visit there we did some orientation with OS maps. One of the teachers commented that I must do that a lot as I was so good with maps – but it was my first time map reading! 

I was incredibly lucky to experience these field trips – influencing my attitude to field work. The teacher that inspired me to want to take geography further was Mrs McIsaac Hall. 

Looking back it was her passion for the subject that came across in lessons to make them so good. 

My A levels were Geography, Economics and Politics. 

An Iceland trip in year 13 fuelled my interest, and work experience in a secondary school geography department in year 12 made my career path clear!

I went to my insurance university – Salford and changed my degree choice to joint honours Geography and Economics. 

I’m still not sure this was the right decision as some of the economics which involved maths was particularly tough, however the link between the two subjects is so important and I was able to study units such as environmental economics. I loved cultural geography and environmental units alike. 

I went the PGCE route at Brunel University and was lucky enough to have Bob Digby and Graham Yates as my course tutors. 

What has your career been to date?

My first job was at the Eastwood School in Leigh on Sea. In my first year there I was teaching four different subjects. I stayed two years before moving to The King John School where I stayed for 20 years! In my time there I had various roles including Head of Geography. 

After returning from maternity leave this was not a role I could keep as I went part-time. However I was Rights Respecting Schools lead and eventually picked up key stage 4 Geography lead. 

Some of my colleagues were integral to my understanding and love of geography – Alan Greenway and Anna Edwards in particular. 

My move to my current school (Southend High School for Girls) saw me lose my responsibility point in geography (my choice!). However I joined a department with a clear passion for geography and I could not be happier in my role. 

Other roles I have undertaken in school link in with geography well, which is probably why I am passionate about them. 

Currently I am Rights Respecting Schools lead and Diversity lead. Both of these roles have a grounding in human geography and the desire to ensure that all have equal opportunities regardless of any protected characteristic or where they live. 

Wider than teaching, I became interested in doing more within the subject community in 2020 during the first Covid lockdown. Decolonising geography and also making it a more inclusive subject which appealed to all became passions of mine. This started through Twitter and getting to know other geographers remotely. My first taste of presenting was a Geogchat Teachmeet, thanks to Rachael Robinson who invited me to speak as part of her slot. Emma Rawlings Smith then invited me to write part of an article for Teaching Geography. I have presented a few times since online for various groups – GeReCo amongst others. I have also edited an 'A' level Revision Guide's 2nd edition and have given some awarding bodies some EDI guidance.

What is your Presidential theme, and why did you pick it? 

My theme is Connected Geographies. 

Geography is what explains how the world works – on a physical level but also how people have developed the world. Learning about our interconnectedness is key to sustainability and equity. Geography connects different subjects together – it is difficult to find another area of education that does not have some geographical element! To develop our students into global citizens who take care of their environment they need to understand how the world is interconnected. This is so important in tackling the misconceptions that cause so many issues across the world. 

Why does the GA matter to you? 

I have been a member of the GA for 26 years – ever since Bob Digby strongly advised membership during PGCE. 

I have read all the magazines and Teaching Geography since then! It was in 2021 when a member Trustee position came up that I first thought about doing more. Susan Pike was the person who encouraged me to do this! 

I attended my first conference online in 2021 and have presented at each one since. 

It was in 2022 when Emma Rawlings Smith suggested that I should think about the President's role, followed by Bob Digby. I had never even considered this was something I could do! I have tried to develop EDI within the GA.

The GA is integral to the education community – it is vital to have a body that can represent our subject at all levels and can provide support to all educators of geography – whatever stage they teach and whatever their experience.

I have learnt so much from Denise Freeman over the past year – she has been an inspiration in her passion for the role and I hope I can do it the same justice!

You can follow Hina on @RobboGeog

Images copyright: Hina Robinson / Geographical Association / Shaun Flannery