Geography

We have planned the Key Stage 3 curriculum in such a way as to prepare students for the Eduqas A Geography GCSE specification that we study at Key Stage 4.

At Key Stage 3, we intend to ensure that all students:

• Develop contextual knowledge of the location of globally significant places – including their defining physical and human characteristics and ‘big ideas’ such as Place, Space and Interconnection;
• Understand the processes that give rise to key physical and human geographical features of the world;
• Utilise and manipulate data, using maps and diagrams, using Geographical Information Systems (GIS), collecting, analysing and presenting data, using aerial photographs, globes, atlases, interpreting Ordnance Survey maps and grid reference skills;
• Develop skills in extended writing; critical thinking is encouraged and supported across all Key Stages.  The use of extended writing is incorporated into all schemes of work.  Students are encouraged to think creatively, pose questions, collect and record evidence, synthesise and analyse results and make conclusions;
• Work constructively with others - paired and group work planned for in all schemes of work across Key Stage 3 – students are encouraged to develop their oracy skills; working together – teachers actively plan collaborative projects for students, planning and promoting for effective independent enquiry and the asking of geographical questions;
• Undertake fieldwork so that primary data can be acquired, processed, presented and analysed.

Mastery learning chunks the subject matter and learning content into units across Key Stage 3, with clearly specified learning objectives.  We have consciously ‘interweaved’ content to ensure repetition over a long time scale, keeping the geographical fundamentals in student’s minds so that they use their knowledge again and in different contexts.  Whilst we all follow the same schemes of work, Geography teachers are encouraged to plan according to the needs and interests of their students to ensure that the foundations for GCSE learning are strong.

The changing position and importance of Geography in the school curriculum is reflected in the content studied across all Key Stages.  At Key Stages 1 and 2, the National Curriculum is designed to develop geographies of imagination, as well as developing local geographical knowledge and basic skills of investigation.  As a result, students arrive at St Gregory’s with a sound understanding of their world.

We are aware that Key Stage 3 can be the final experience of school Geography, therefore we aim to ensure all students leave us with the essential and necessary geographical skills they need for all further education and employment.

Key Stage 3 Geography Curriculum Map

Course Code:  WJEC Eduqas GCSE Geography A:  C111QS
Exam Board Specification: http://www.eduqas.co.uk/qualifications/geography/gcse-a/

The overarching aims of this qualification are that students develop the ability to think 'like a Geographer'.  Students will develop the skills to conduct enquiries in the classroom and in the field in order to develop their understanding of specialised geographical concepts and current geographical issues. Fieldwork is an essential aspect of geographical education and of this qualification. Students will consolidate and extend their understanding of geographical concepts learned in the classroom by engaging with enquiries conducted outside of the classroom and school grounds. Furthermore, students are challenged to apply what they have learned through specific fieldwork in local contexts, to the wider context of UK Geography.

The Geography specification we study (Eduqas A) develops and extends students' knowledge of locations, places, environments and processes, at a range of different scales.  Students build upon their locational knowledge of the UK, the continents and oceans acquired during Key Stage 3.  We build on subject content and the course is designed in such a way as to ensure progression in the following ways:

• broadening and deepening understanding of locational contexts, including greater awareness of the importance of scale and the concept of ‘global’;
• a greater emphasis given to process studies that lead to an understanding of change;
• a greater stress on the multivariate nature of 'human-physical' relationships and interactions;
• a stronger focus on forming generalisations and/or abstractions, including some awareness of theoretical perspectives and of the subject’s conceptual frameworks;
• an increased involvement of students in planning and undertaking independent enquiry in which skills and knowledge are applied to investigate geographical questions;
• enhancing competence in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material.

Key Stage 4 Geography Curriculum Map

‘The ingenuity with which we continue to reshape the surface of our planet is very striking. But it's also sobering. It reminds me of just how easy it is for us to lose our connection with the natural world.  Yet, it's on this connection that the future of both humanity and the natural world will depend. And it is, surely, our responsibility to do everything within our power to create a planet that provides a home not just for us, but for all life on Earth’ (David Attenborough 2016).

The two-year AQA Geography A level course has been chosen because we feel that it will excite minds, challenge perceptions and stimulate investigative and analytical skills learned during Key Stages 3 and 4. It is a real mix of human, physical and environmental geography. The specification supports and enhances students’ learning from many GCSE courses in Geography.  However, the course is relevant and contemporary and is therefore suitable for students who haven’t previously studied the subject.

Key Stage 5 Geography Curriculum Map