Geography

Key Stage 3

Intent

The intent behind the curriculum is to provide pupils with sound and clear understanding of current issues, changes and geographical enquiries. Pupils will develop a well-rounded knowledge of geography on a local, national and international scale. Pupils will explore the geographical significance of developments in their own local area as well as adding an in-depth understanding to national and international geographical events such the climate and ecosystems of other places in the world and fluvial processes and landforms. The course is structured to provide pupils with key geographical vocabulary and is taught through engaging content from the outset, starting with and building upon prior knowledge of map skills, a topic which pupils will use throughout their geography lessons in KS3 and KS4 as the cornerstone of the subject. Through careful planning and delivery of this content, pupils are supported in developing other aspects of subject knowledge such as how our use of resources can impact our future and the future of other countries around the globe. By the end of the key stage we intend to have developed learners that can identify geographical features and key geographical events that link to the wider world. We hope that our pupils become inquisitive learners who are able to think like geographers and can independently analyse and evaluate key geographical issues with clear intent, depth and understanding. Learners will understand how the world can change over time and be able to offer clear insight into the causes, impacts and responses of these. Embedded in the course are strong links with English through the use of PEE (point, evidence, explain) paragraphs and the use of connectives to expand answers. Also, embedded within the course are links with maths through the use of statistics, data and the analysis of these. Pupils will also be able to express their views and opinions and make judgements independently, key skills which can be transferred and applied in a variety of contexts.

 

Implementation

The KS3 course is topic based which means that learners are able to explore numerous locations within one topic. This allows learners to have an understanding of the topic in various locations. Content is taught via topic rather than place based as it provides an increasing level of challenge regarding geographical skills and geographical enquiry allowing them to compare and contrast locations. For example, within year 7 pupils discuss the use of water, food and energy around the planet which is a basis to a further topic discussing the role of globalisation in year 8. This enables the learners to build upon their skills acquired in the year 7 topic. Assessments have the look and feel of GCSE assessments combined with a similar structure regarding the type and demand of questions. The intention here is that pupils become familiar with the structure and the demands of the GCSE style questions by the time they reach year 11. All assessments have at least one 6 mark question.

 

Impact

The pupils will be well rounded geographers who are capable of analysing and evaluating geographical affairs and explaining the causes, effects and responses of events. The pupils will possess a bank of geographical knowledge at local, national and global scales establishing and detailing links between each. This will allow pupils to explain how society and the world is changing over time. Pupils will be able to  make informed decisions in the future using the skills and knowledge they have developed. They will develop a broad geographical vocabulary through the study of a variety of issues and case studies. This will help them digest information and ascertain whether or not it is relevant and/or reliable especially in the current climate of misinformation. From here they will be fully equipped with the ability to form and present their own opinions and arguments, preparing them for current global issues which they will face in their own futures such as climate change. 

Key Stage 4

Intent

At Key Stage 4, the intention is to support pupils in further developing the skills acquired at Key Stage 3 so that they are able to form and present detailed geographical arguments and justifications in areas such as the cause, effects and responses of geographical events on a local, national and global scale.  The units chosen have been selected to support engagement and as a results, provide pupils with a desire to explore the content in more depth as they seek to gather the evidence needed to answer the questions upon which the main geographical enquiry is based upon in paper 3. This is key in developing pupils’ ability to function as a geographer. The case studies highlight key geographical events that have led to global impacts and will enable pupils to get a better understanding of how this has shaped the responses upon individuals and society as a whole. 

Implementation

The focus in year 11 is mainly based upon GCSE Paper 3. The fieldwork aspect is also delivered in Y11 along with the Geographical Enquiry unit as Pre-Released Material is only available 12 weeks prior to the exam. These are the final units to be delivered as the intention is to cover the content at the point where pupils are becoming exam ready and, as a result, able to use content matter as a means to be able to use it as a foundation stone when answering enquiry questions in paper 3. The unit of Hot Deserts has been chosen as it links with and builds upon prior knowledge in KS3 along with the rivers topic. The scheme of work encourages pupils to develop the skills that will be required to tackle examination style questions at GCSE level without overwhelming pupils with exam papers and questions and thus threatening to have a detrimental impact upon engagement. Pupils have been exposed to GCSE style questions through assessment through Key Stage 3 and so the structure to these answers is already familiar and at Key Stage 4 they are given the opportunity to build upon this and add more substantial detail. Lessons adopt an enquiry based approach upon which pupils are required to gather evidence in order to justify the answers they give. 

Impact

Pupils will develop the ability to analyse and evaluate like a geographer and benefit pupils as these skills are transferable to other areas of the curriculum. They will possess a deeper understanding of how key geographical events and processes have changed, and are changing the world around us. This will secure a love of geographical learning and generate an interest in additional geographical events, not just those that are included in the St Peter’s curriculum. The study of Geography will enable pupils to identify issues in the current geographical climate and pressing environmental issues that will impact their generation. Our pupils will develop their critical thinking and be able to justify their ideas with the use of written word, a skill set that is essential to support them in further studies or in future employment that they should undertake