Curriculum
Geography
Why study Geography?
Pupils will travel the world from their classroom, exploring unique and important places across all continents. Pupils can only have an awareness of where they are in the world if they have comprehensive knowledge and a deep understanding of the world. We use concepts of space and place as examples of the ‘lenses’ through which geographers view the world in order to understand how the world works. Where do they sit compared to other people? How does their experience, their status, and their identity compare with the rest of the world? Geography helps pupils understand how the world works and gives learners a solid grounding before they go to visit places. Geography teaches the pupils to investigate how other cultures work and how the world can be dangerous as well as beautiful place to live. Geography teaches pupils to be aware that the world is constantly changing and that being factual and precise can be as important as being imaginative. Geography will help pupils understand their place in the world and understand how local actions can have global effects. It is our aim to embed, enrich and develop an extensive geographical knowledge. Moreover, ‘facts’ are not always as clear cut as it might seem; pupils will be encouraged to contest ‘factual’ knowledge as it is liable to change over time.
How will I study Geography?
To develop geographical understanding, we will ensure that our pupils develop specific and detailed knowledge of locations, places, processes and environments, at all scales from the local to the global. Pupils study Geography by looking at the world through key ideas or big questions such as ‘Is China’s influence on the world growing’? The enquiry led questions will help pupils mature in their views of others in a sensitive way; they will engage in rational discussion, dialogue issues and responses and understand that solutions sometimes require compromise. Geography, which is a content-rich subject means that pupils, to answer the big questions, will develop an immense ‘vocabulary’ of places, concepts and processes that underpin them. The geomorphological processes underpinning the physical geography requires an understanding of the unequal resources and implications around the world. Increased student fluency and connection made of geographical knowledge will enable higher levels of analytical and critical thinking. As pupils progress, they will become more confident to think in abstract terms, develop their geographical thinking and identify geographical relationships between geographical phenomena. Pupils will be able to make clear links to knowledge in other subjects and have opportunities to learn outside the classroom. They will become skilled in collecting and interpreting key geographical data through exposure to outdoor learning, including fieldwork, that will help to foster a deeper understanding of geographical features and processes. They will interpret a wide range of geographical information, including maps, diagrams and photographs.
Wht will I study at key stage 3?
The curriculum is designed so that pupils cover a wide range of human and physical topics which demonstrate the interconnectedness of the world and its people. Case studies, examples and enquiries cover concepts at a variety of scales from local and national to international. Geography lessons equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Through enquiry, pupils confidently interpret a wide range of geographical information enabling them to conceptualise their classroom learning. With an increasingly interconnected web of knowledge, pupils can demonstrate a more mature awareness of issues and differing attitudes and values within which they arise.
In our curriculum we cover local issues such as tourism in the Yorkshire Dales through to the wider geography of the world looking at issues facing Africa, consideration of whether China is the next superpower? We look at different eco systems, landscape , plate tectonics as well as population issues and factors around globalisation.
What will I study at key stage 4?
In KS4, pupils begin with exploring themes in both human and physical environment; processes, systems, and outcomes and how they change both spatially and temporally. Pupils develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place, the need for sustainable management and the areas of current and future challenge and opportunity for these environments (at various stages of development). Pupils explore the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. Pupils develop an understanding of geomorphological & biological processes and features in different environments and the need for sustainable management. Pupils undertake a geographical enquiry, investigating changes along a river as well as regeneration of Salford Quays.
What will I study at key stage 5?
Pupils studying A Level Geography will develop their knowledge of locations, places, processes and environments from local to global. We will develop an understanding of the selected core and non-core processes in physical and human geography at a range of temporal and spatial scales, and of the concepts which illuminate their significance in a range of locational contexts. Pupils will learn to recognise and be able to analyse the complexity of people–environment interactions at all geographical scales, and appreciate how these underpin understanding of some of the key issues facing the world today. We focus on developing their understanding of the concepts of place, space, scale and environment, developing a more nuanced understanding. We improve their understanding of the ways in which values, attitudes and circumstances have an impact on the relationships between people, place and environment, and develop the knowledge and ability to engage, as citizens, with the questions and issues arising. There is an NEA component to A Level which we start in Y12 and it continues into Y13.
Assessment at key stage 4
Examination Board: AQA 8035
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The challenge of natural hazards, the living world, physical landscapes in the UK and geographical skills |
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Urban issues and challenges, the changing economic world, the challenge of resource management and geographical skills. |
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Issue evaluation, fieldwork and geographical skills. |
Assessment at key stage 5
Examination Board: AQA 7037
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Section A: Water and carbon cycles. Answer all questions (36 marks) Section B: either Hot desert systems and landscapes or Coastal systems and landscapes or Glacial systems and landscapes. Answer either question 2 or question 3 or question 4 (36 marks) Section C: either Hazards or Ecosystems under stress. Answer either question 5 or question 6 (48 marks) Question types: short answer, levels of response and extended prose |
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Section A: Global systems and global governance. Answer all questions (36 marks) Section B: Changing places. Answer all questions (36 marks) Section C: either Contemporary urban environments or Population and the environment or Resource security. Answer either question 3 or question 4 or question 5 (48 marks) Question types: short answer, levels of response, extended prose |
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Students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content. 3,000 to 4,000 words. |
Careers
The study of Geography can lead to future careers ranging from landscaping, Countryside Officer, Urban Developer to Ecologist, Conservationist and Community Cohesion Officer.