David Froggatt

n my classroom, Geography is about more than just learning facts—it’s about exploring how the world works and why it matters. I design lessons that are engaging, dynamic, and varied so that every student can connect with the subject, whatever their strengths.
Lesson Format
My lessons usually start with a clear learning objective and a “hook”—a thought-provoking question, image, or real-world case study. From there, I mix short, focused teaching with interactive activities such as group discussions, problem-solving tasks, and data analysis. I believe in regular assessment for learning, so quick quizzes, peer feedback, and class debates often feature.
Content and Dynamics
At Key Stage 3, lessons build strong foundations in physical and human geography while encouraging curiosity and creativity. At GCSE and A-Level, I push students to think critically, apply theory to real-world contexts, and develop strong exam technique. I integrate digital tools like ArcGIS and Google Earth, alongside more traditional mapping and fieldwork skills, so students gain both technical knowledge and practical experience.
Fieldwork and Beyond the Classroom
A hallmark of my teaching is extending learning outside the classroom. I have organised and led local and overseas field trips—from river studies in the UK to expeditions in Iceland, Morocco, and Malawi. These experiences give students a chance to see geography in action, develop resilience, and apply what they’ve learned in meaningful ways.
My Experience
I have taught across all age ranges (Years 6–13) and exam boards, with strong outcomes at both GCSE and A-Level. As Head of Geography and later Head of Humanities, I’ve written Schemes of Work, developed resources for innovative units like Oceans and Geographical Debates, and supported students through their Non-Examined Assessments (NEAs). Many of my students have achieved top grades and gone on to leading universities, including Oxbridge.
Lesson Atmosphere
Above all, my lessons are supportive, challenging, and inclusive. I differentiate to make sure every student is stretched but also supported, whether they are high achievers aiming for top grades or students who need extra guidance. I aim to create an environment where questions are encouraged, mistakes are seen as part of learning, and students leave the room not only knowing more—but wanting to know more.