CURRICULUM
Geography
Geography Curriculum Intent
Geography enables students to understand the intricate links between the human and physical components of Planet Earth. Students learn to think like a geographer, developing vital skills interpreting and analysing data through studying current affairs in the world around them. They gain the ability to think critically about their world and to communicate this clearly, so they are able to acknowledge and explain their personal footprint on the planet.
Key STRANDS
Geographical Knowledge
From year 7 students begin to be exposed to fundamental geographical information to comprehend the world: locational knowledge, key definitions and the understanding of foundational geographical concepts. Throughout the 3 (or 5 years if students opt to do GCSE Geography) the breadth of this information extends, offering students a wider appreciation of both the human and physical components of our planet.
Key Geographic Skill
Students develop their ability to interpret and demonstrate application of specific geographical skills: maps, graphs and data capture (fieldwork). Opportunities to progress with this skill spirals throughout the curriculum, increasing in complexity through the year groups. By the end of Year 9, and to a greater extent at the end of Year 11, students can apply their understanding of Geographic Skill to unfamiliar settings.
Throughout KS3 and KS4 the curriculum supports students to develop their ability to write effectively within Geography. This begins with identifying and explaining social, economic and environmental components of Geography. Students are then supported to develop their explanations to evaluate geographical concepts and form cohesive arguments. At each stage of their development students first practise ‘speaking like a Geographer’ before then transferring this into their written work.
Written Communication
Year 7
Fascinating Places
Students study various fascinating places around the world which at least one Geography teacher has visited. These include the UK, Tanzania, Vietnam, Australia and the Greenland.
Skills -
Students are learning to:
Recall geographical knowledge and apply some understandings to concepts/processes
Interpret basic maps/figures and state links to geographical concepts/processes
Explain geographical concepts with reference to socio-economic and/or environmental.
Geography of the UK
Students study various aspects of the UK and the geography associated with this. Here, students develop their local knowledge of Barnsley and South Yorkshire.
Key case studies include the Lake District and the Hemsby coast.
Skills
Students are learning to:
Recall some geographical knowledge to demonstrate some understandings of concepts/processes Interpret some maps/figures and suggest basic geographical concepts/processes.
Explain contrasting effects of geographical concepts with reference to socio-economic and/or environmental.
Year 8
Hazardous World
Students study a range of natural hazards including earthquakes, volcanoes, extreme weather and wildfires.
Key case studies include: Haiti and New Zealand earthquakes.
Skills
Students are learning to:
Develop basic geographical knowledge that can be linked to key understandings of concepts/processes.
Develop the ability to interpret maps and figures.
Develop explanation with reference to socio-economic, environmental, time scales and stakeholders.
Development and Globalisation
Students study the impact their own lifestyles have on the sustainability and future of the planet. They discuss how their choices have global effects with a focus on the sustainability of mobile phones. Students consider how they are a global citizen.
Key case studies include: UK employment and sweatshops in Bangladesh.
Skills
Students are learning to:
Use clear geographical knowledge to demonstrate key understandings of concepts/processes.
Interpret and explain patterns/trends associated with a familiar resource clearly.
Form an argument that explains two contrasting geographical concepts/views.
Population
Students are introduced to the problems with global population growth and consider the sustainability of this. We study migration and the impacts of this.
Key case studies include: China, Mumbai, Mexico and the USA.
Skills
Students are learning to:
Use basic geographical knowledge to demonstrate key understandings of concepts/processes.
Use geographical understanding to interpret some maps/figures and link interpretations to geographical concepts/processes.
Explain two contrasting effects of geographical concepts with reference to socio-economic, environmental, time scales and stakeholders.
Year 9
Exploiting Earth
Students examine how energy use is disproportionately distributed across the world. We study the varying impacts of climate change and students are encouraged to draw conclusions as to how best to manage climate change in the future.
Key case studies include: Russia, Kenya, Bangladesh, China and Crete.
Fieldwork
During this topic students will undertake a school based fieldwork enquiry. This will focus on the sustainability of energy consumption and production and wether our school site would be an appropriate location for a wind turbine. Here students will collect, present, analyse and conclude on their data and its reliability.
Skills -
Students are learning to:
Develop clear geographical knowledge to demonstrate clear understanding of concepts/processes.
Interpret and explain patterns/trends associated with an unfamiliar resource clearly.
Evaluate an argument with reference to wider geographical concepts.
Middle East
Students study how the Middle East’s physical environment influences its population distribution and rate of development between contrasting countries. Opportunities and challenges created by oil are also explored.
Key case studies include: Lake Urmia and Dubai
Skills
Students are learning to:
Use precise geographical knowledge to demonstrate detailed understanding of concepts/processes
Interpret and explain patterns/trends associated with an unfamiliar resource in detail
Evaluate an argument explaining links to wider geographical concepts at different time and space scales
Urban World
Students begin their Geography GCSE studying global population changes. Causes of growth and decline in some areas and the development of Megacities. Case studies students learn about are Rio de Janeiro, Brazil and London, UK.
Skills -
Students are learning to:
Build on previously learnt knowledge at KS3 and apply understandings of geographical informational and issues to unfamiliar topics and case studies.
Develop their toolkit of foundational geographical skills and techniques, showing some understanding of their purpose.
Extend their ability to construct coherent arguments to draw conclusions supported by evidence within unfamiliar topics and case studies.
Rivers
Students are first introduced to physical Geography through learning about rivers. Students explore the hydrological cycle, formation of rivers and formation of features in the upper, middle and lower course. The second part of the scheme focuses on the causes of flooding, effects and management techniques. Students learn about the River Tees when studying the formation of river features and Boscastle when looking at the cause, effect and management of a river flood.
Skills
Students are learning to:
Build on previously learnt knowledge at KS3 and apply understandings of geographical informational and issues to unfamiliar topics and case studies.
Develop their toolkit of foundational geographical skills and techniques, showing some understanding of their purpose.
Extend their ability to construct coherent arguments to draw conclusions supported by evidence within unfamiliar topics and case studies.
Year 10
Hazards
The hazards scheme of work students study includes: tectonic, atmospheric and climate change. Students compare and contrast the effect of earthquakes between high and low income countries, evaluate the effects typhoons can have on newly emerging economies and justify which strategies are best to manage the effects of climate change.
Skills
Students are learning to:
Demonstrate accurate and appropriate knowledge, understanding and application of geographical information and issues
Use a basic range of geographical skills and techniques with some accuracy, showing some understanding of their purpose.
Construct coherent some coherent arguments to draw conclusions supported by evidence
Urban Fieldwork
Students complete two pieces of fieldwork during the GCSE course. The first piece builds on learning from the previous topic: urban world.
Students visit Barnsley where they look at regeneration and whether it has been a success.
After completing preliminary work in the classroom, students spend an afternoon on Cheapside, collecting data to then present and analyse back in the classroom.
Skills
Students are learning to:
Demonstrate accurate and appropriate knowledge, understanding and application of geographical information and issues
Use a basic range of geographical skills and techniques with some accuracy, showing some understanding of their purpose.
Construct coherent some coherent arguments to draw conclusions supported by evidence
Coasts
Building on their previous topic of ‘Rivers’, student study UK coasts. They look at causes of erosion, the effect erosion has on a coastline, management strategies and the conflict created by these.
Students study the Holderness coastline as an example of a coastline experiencing erosion, which extends from Flamborough Head in North Yorkshire, down to Spurn Head 50 miles south.
Skills
Students are learning to:
Demonstrate accurate and appropriate knowledge, understanding and application of geographical information and issues
Use a range of geographical skills and techniques accurately, showing understanding of their purpose
Construct coherent arguments to draw conclusions supported by evidence
The living World
Geographers in Year 11 begin by learning about biomes; why tropical rainforests are positioned along the equator and cold environments towards the north and south of Earth.
Students study in detail the country of Malaysia, the causes of deforestation there, effects it is having and management techniques being used to reduce rates of deforestation.
After studying tropical rainforests students learn about a contrasting biome: cold environments. Students learn about Svalbard, the most northernly permanently inhabited island in the world. They explore why people live there, the opportunities there and challenges people face in harsh conditions.
Skills -
Students are learning to:
Demonstrate relevant and broad knowledge, understanding and application of geographical information and issues
Use a range of geographical skills and techniques effectively with evaluation
Construct convincing arguments with occasional complexities to reach reasoned judgement with some substantiation.
Year 11
Economic World
At the beginning of this topic students study development, what defines development and how it’s measured across the world.
They’re then taught about the newly emerging economy, Nigeria. Students study Nigeria’s development over the past few decades, how TNCs are investing in it now and what the impact of that it.
Afterwards, students learn about the development of a contrasting country, the UK. Students learn particularly about London’s position in the UK and how the north and south of the country are unevenly developed.
Skills -
Students are learning to:
Demonstrate relevant and broad knowledge, understanding and application of geographical information and issues
Use a range of geographical skills and techniques effectively with evaluation
Construct convincing arguments with occasional complexities to reach reasoned judgement with some substantiation
Issue Evaluation
12 weeks before the GCSE exams, students are sent an ‘issue evaluation’ by the exam board. This is a 6-page document of which each year is on a different topic. Previously this has been on: water scarcity and distribution in the UK, development in tropical rainforests and squatter settlements. Students read this document in detail, then collaborate with their peers and teacher to share ideas and develop a wider understanding of the issue, in preparation for their examination.
Skills
Students are learning to:
Demonstrate relevant and comprehensive knowledge, understanding and application of geographical information and issues
Use and evaluate a wide range of geographical skills and techniques effectively
Construct sustained and convincing argument to draw well-evidence conclusions
Resource Management
The final topic students study links together all previously learnt content and skill development. Student engage with 3 resources, critical to human survival: Food, Water and Energy. Students examine the source, use and sustainability of these resources and impact the use of these could have on the future of planet Earth.
Skills
Students are learning to:
Demonstrate relevant and comprehensive knowledge, understanding and application of geographical information and issues
Use and evaluate a wide range of geographical skills and techniques effectively
Construct sustained and convincing argument to draw well-evidence conclusions
