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 Year 7, the enquiry questions set the foundations for the rest of the geographical learning. Pupils learn about the importance of traditional map skills in a digital world, the basic concepts of location, place, physical and human geography. Pupils will be able to apply their acquired skills with a joint Maths and Geography field trip around their local area, to practise their map reading skills through orienteering, using grid references and bearings.
Pupils will cover the following enquiries in Year 7:
- I know where I am going! Traditional map skills in a digital age.
- Why is the tropical rainforest under threat and how can it be managed sustainably?
- Development gap: Exploring Africa.
- Coasts.
In Year 8, students will explore climate change and they will be able to formulate an argument for action in response to climate change and gauge a critical outlook for the whole debate. Human interaction with the environment is a running theme in Year 8, and how humans can be more sustainable in our approach to managing these risks.
Pupils will cover the following enquiries in Year 8:
- The IPCC has finally stated that climate change is real and is caused by humans. How should we respond?
- Antarctica is the last true wilderness on the planet and should be protected at all costs. Can this truly be achieved?
- Tectonic Hazards: A World of Extremes
- Hard engineering is the only way to protect a city from river flooding. Do you agree?
In Year 9, pupils will be gradually developing a deeper contextual knowledge and understanding of geographical concepts, recalling and revisiting them meaningfully and regularly. Increased student fluency and connection made of geographical knowledge and understanding will start to further develop their analytical and critical thinking skills.
Pupils will investigate the city of Manchester, how its growth and change has led to opportunities and challenges. Pupils will justify the enquiry question to reaching conclusions and a critical reflection on the whole enquiry process. This will be carried out in Salford Quays, investigating the impact of regeneration.
Pupils will cover the following enquiries in Year 9:
- Made in China – How is China charging?
- Is Manchester a city for all?
- Why was Hurricane Katrina such as a disastrous storm?
- Globalisation has had a positive impact on the world. To what extent do you agree?
What will I study at key stage 4?
In Year 10, pupils begin with exploring themes in the human 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 move on to 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 physical enquiry, investigating changes along a river.
In Year 11, pupils continue to develop their knowledge and understanding of the physical environments by learning about tectonic and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere. Pupils then draw together and apply their knowledge, understanding and skills by undertaking a synoptic unit. This will contribute to their critical thinking and problem-solving skills on a particular issue using the pre-released source booklet. In preparation for their GCSE examinations, pupils will complete a series of consolidation sessions to recap and imbed knowledge and understanding.
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. |
Enrichment Offer
The Geography enrichment club is the Ecoclub. All pupils from Year 7-9 are invited. The club promotes geographical concepts of sustainability – pupils support the ‘Eco-Status’ for the school. Geographical learning is further promoted through charity and enterprise events such as celebrating the BBC Children in Need and Refugee and Asylum charities. Through Geography, a range of fieldwork trips are organised throughout the year. These trips include field work visits to the local area and further afield to Salford Quays and Ingleborough to study rivers.
Careers
There has never been a more important time to use geographical knowledge and skills to pursue a career. None of the changes and challenges facing the UK and the world in the 21st century, including climate change, energy security, migration, urbanisation and globalisation, can be properly understood, let alone tackled, without geography. This is the discipline that connects the natural and the human, the local and the global and in doing so, enables us plan sustainably for the future. Whether your future career lies in the environmental sector, business, education, the natural or social sciences, the media, in geospatial industries or in travel, geography opens up a range of choices for your future work and career.
The study of Geography prepares our pupils for the next stage of education, employment. Where relevant, they gain qualifications that allow them to go onto destinations that meet their interests, aspirations and the intention of their course of study. Pupils develop key skills in communication, leadership, teamwork, resilience and become effective reflective learners which encourages resource-fulness. As such, the study of Geography can lead to future careers ranging from landscaping, Countryside Officer, Urban Developer to Ecologist, Conservationist and Community Cohesion Officer.