Geography

FACULTY OF HUMANITIES

Head of Geography Mr A Johnson

What is Geography?

Geography is everything around us. It is the study of the interactions between the physical and human environment, past and present, which gives us an idea of how our dynamic world is being shaped for the future.

CURRICULUM VISION

Our vision is for students to become better global citizens where they have an appreciation and understanding of the everchanging physical and human world around them, but more importantly, the interactions between them.

Why do we study Geography?

Studying geography can provide an individual with a holistic understanding of our planet and its systems. Those who study geography are better prepared to understand topics impacting our planet such as climate change, global warming, desertification, El Nino and water resource issues, among others. With their understanding of political geography, those who study geography are well-positioned to comprehend and explain global geopolitical issues that occur between countries, cultures, cities and their hinterlands, and between regions within countries.

CURRICULUM INTENT

Our students will:

be able to use geographical skills and knowledge to understand the connections between the human and physical environment and how they impact/are impacted by this, now and in the longer term.

What do we study?

In Key Stage 3, we study a range of Physical and Human Geography topics, focusing on a variety of places and skills.
In Key Stage 4, we follow the Edexcel B course, which deepens the knowledge learned at Key Stage 3. For example, students learn topics about Biomes, Tectonics and Development in much more detail. They also have the opportunity to complete 2 days of fieldwork.
At Key Stage 5, we continue following the Edexcel course, offering 4 days of compulsory fieldwork, which is usually a residential trip. The field work and data skills students learn at A Level is an excellent foundation for students entering Higher Education or undertaking apprenticeships.

To view a full summary of our KS3 and KS4 Geography curriculum please click here

To view information about A-level Geography at the Green School Sixth Form please click here

CURRICULUM SEQUENCING

At GCSE students will be expected to have core knowledge and understanding of varied topic areas and concepts within geography. Key stage 3 is therefore designed to provide students with a broad foundation of place and locational knowledge and the ability to apply their understanding to geographical issues where human, physical and environmental aspects of the subject meet.

After beginning Year 7 with an introduction to geography, topics alternate between human and physical geography; for example, Biomes is followed by a topic on Migration. The spiral curriculum allows knowledge to be developed over successive years. For example, Year 7 students study Rivers and flooding, but in addition to learning about this physical environment, they are gaining further knowledge of processes such as erosion, which are revisited in the Year 8 Coasts topic and again at GCSE in UK physical landscapes.

In Year 9, students study Tectonics, Development, Globalisation and Energy resources, which includes some of the more difficult and abstract concepts that they will increasingly encounter at GCSE and A-level. This completes their knowledge base, with the end of Year 9 devoted to applying knowledge and understanding to unfamiliar scenarios in a sequence of Decision-making exercises. This is to promote awareness of various geographical issues and encourage students to consider different viewpoints, as this is a necessity at GCSE.

Throughout the curriculum there is an embedding of skills, map reading, data analysis, statistical work and opportunities for students to research and present to the class. The aim is to equip students with the knowledge, ability to assess and evaluate issues, and generally to foster a passion for the subject and the world in which they live.

CURRICULUM IMPLEMENTATION

How do we study Geography?

Students can enjoy a combination of independent work, group projects and discussions. In lessons there is a focus on students working to describe and analyse then share their results and ideas with a group. Geography involves a variety of IT, field and analytical approaches including techniques such as Geographical Information Systems (GIS) and app technology. Fieldwork and virtual fieldwork is an integral part to Key Stage 3 and exam courses.

Spiritual Moral Social Cultural education

Spiritual

Some country case studies, such as ‘India’ in Year 11, focus on festivals that reflect celebrations of gods/goddesses in these countries.

Moral

Students are encouraged to think about food and diet choices (linked to the growing and plantation process), we look at use of domestic energy and how students can live a better, energy efficient lifestyle. Also, topics such as ‘Development’ in Year 10 and ‘unequal spaces’ in Year 9 tackle social inequalities and misconceptions within society. Students learn about some of the religious practices in countries – linked to beliefs on diet, fertility and marriage.

Social

There is a strong emphasis on environmental awareness in what is taught in the Geography curriculum. Students complete mini investigations within school to look at our community’s use of energy. They also get to look at the migration patterns in their local area and community to interact with the social structures that have been reshaped by immigrants.

Cultural

Students learn about different cultures through various ‘case studies’ of countries. For example, they look at cultural identity and migration in Year 8 and cultures of emerging countries in Year 10.

Presentation of Work

Each student’s book should be neat, legible and contain their very best work. Date and title of each lesson must be underlined. At the beginning of the year, students will be issued with the topics that will be studied and a list of keywords for each topic, which they should make regular use of. When students are completing feed forward they must use green pen to feedback. This should be done regularly, to ensure students are reflecting on and improving their work.

Home Learning

Home Learning is key in mastering the skills learned in lessons. It allows time away from the classroom for students to think about the concepts being covered in detail.

Co - curricular Activities

Minimum 2 days compulsory fieldwork for New GCSE Edexcel B 2016 Specification – this is examined in paper 2. Please note that there will normally be a cost associated with the trip for this fieldwork.

Minimum 4 days compulsory fieldwork at A Level for the Edexcel Specification - this is for their Unit 4 coursework. Please note that there will normally be a cost associated with the trip for this fieldwork.

CURRICULUM IMPACT

Assessment

Formative assessment will take place in lessons through discussion and plenaries.

Summative assessment takes place at the end of a topic where strengths and improvements are identified and students respond to this feedforward.

There are formal examinations at the end of each year.

Outcomes

To view the impact of our curriculum please click here for our latest exam results and here for our student destinations.

Careers Leading on from Geography

The multifaceted nature of Geography can pave the way for students into all sorts of industries – ranging from architecture, charities and foundation work, government jobs, earth sciences, teaching and town planning to name a few.

Geography is a well respected subject at university which would complement many career paths.

To view more information about our school Careers programme please click here

SUPPORTING THE CURRICULUM

How parents/carers can support their children

making use of Google Classroom to ensure students are meeting deadlines and making use of additional resources posted
reading the news with them and discussing it so students are aware of current geographical affairs
perhaps subscribing to a geographical magazine or app - eg. Geography Review Magazine, National Geographic for Kids, or for older students, reading The Economist which often covers many current geopolitical issues.

The Green School for Girls