Following on from rising Covid rates the Government has asked that face masks be reintroduced in all secondary schools for students and staff in communal areas. This is a sensible way to help keep students, staff and our wider community safe from Covid this winter.
In Geography it is our intent for the curriculum to promote in students a curiosity and fascination about the world in which they live and the people who live in it.
In Geography it is our intent for the curriculum to promote in students a curiosity and fascination about the world in which they live and the people who live in it. We want to create interest and understanding about diverse places, people, resources, and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Students should be confident to understand and ask questions about the world around them and should be confident to take part in discussions about current issues. We want students to be able to know and understand:
The year 7, 8 and 9 curriculum will therefore contain a mix of human and physical topics that will engage the students’ interest, gradually build their geographical skills over time and give opportunities throughout for students’ to develop transferable skills in demand by employers: communication skills (presentation, writing, debating), analytical skills, critical thinking skills, teamwork and problem solving. The geographical skills that will be introduced, and built upon, in Key Stage 3 will include:
Formative assessments will introduce the students to exam style questions and summative assessments at the end of topics will continually assess the students’ attainment and progress.
The core principles of the KS4 curriculum (GCSE) is enquiry based issues (Geography for Enquiring Minds) and the KS3 curriculum will feed into these principles. There will be a focus on routes of enquiry and fieldwork skills throughout the five year course. The intent is to develop a holistic knowledge of the subject at Key Stage 3 in order to create a platform to build on at GCSE. Topics studied at Key Stage 3 will be further developed at Key Stage 4 to deepen their understanding. There will be a focus on exam skills over the five year course to embed the understanding of command words and ingredients of different types of answers. The curriculum will allow students to progress by being interesting and relevant to the students, tracking their progress carefully through formative and summative assessment, providing intervention for students when required.
Geographers will be inspired, motivated and challenged by following a broad, coherent, satisfying and worthwhile course of study. Geography will provides students with the ability to take an interest in the world around them, become involved in key global issues that affect our planet and provide them with the skills that will help them to become successful in their future lives.
The geography curriculum is broken down into a number of topics that allow the students to engage with the world around them. These topics are used throughout years 7 to 11 to build the skills that students will need, both to be successful in examinations at the end of year 11, and also successful in their future after education. Strategies that are used to support the students are:
The teaching and learning principles of the Learning Scientists (Interleaving, Elaboration, Retrieval Practice, Dual Coding, Spaced Practice and Concrete Examples) are at the forefront of helping students to make progress and be successful under exam conditions.
Interleaving: Weekly retrieval practice tasks interleave questions from prior learning and a range of our homework tasks also do the same.
Elaboration: Students are regularly encouraged to extend/develop their understanding through both written work and in discussions
Retrieval Practice: Starter tasks in lessons use a variety of different retrieval practice activities and these are also used alongside flipped learning to encourage students to bring some knowledge into the lesson.
Dual Coding: Arange of ways to present information to make it more accessible to the students is currently being developed.
Concrete Examples: Modelling using writing frames and model answers are embedded throughout the schemes of work. Mnemonics such as GMEX and GCSE are used to help students structure their answers.
|Autumn 1||Why is the UK Important?|
|Autumn 2||Why is the UK Important||Weather and Climate|
|Spring 1||Weather and Climate|
|Spring 2||Russia: Is Geography a curse or a benefit?|
|Summer 1||Russia: Is Geography a curse or a benefit?|
|Autumn 1||Russia: Is Geography a curse or a benefit?|
|Autumn 2||Russia: Is Geography a curse or a benefit?||Dangerous Planet|
|Spring 1||Dangerous Planet|
|Spring 2||Dangerous Planet||A Crowded World|
|Summer 1||A Crowded World|
|Summer 2||How do rivers shape the land?|
|Autumn 1||Living Planet|
|Autumn 2||Living Planet|
|Spring 1||Living Planet||World Cities|
|Spring 2||World Cities|
|Summer 1||World Cities|
|Summer 2||Introduction to GCSE - looking at Global Hazards|
|Autumn 1||Global Hazards|
|Autumn 2||Global Hazards||Climate Change|
|Spring 1||Climate Change||UK in the 21st Century|
|Spring 2||UK in the 21st Century|
|Summer 1||UK in the 21st Century||Distinctive Landscapes pt 1|
|Summer 2||Distinctive Landscapes pt 1||Fieldwork|
|Autumn 1||Distinctive Landscapes pt 2||Dynamic Development|
|Autumn 2||Dynamic Development||Urban Futures|
|Spring 1||Urban Futures|
|Spring 2||Paper 3 preparation and fieldwork|
|Summer 1||Paper 3 preparation and fieldwork||Exam Prep and Revision|