Geography
At St Edward’s, the geography department aims to create a positive learning environment
Curriculum Intent
Our Geography curriculum has been devised to equip our students with the knowledge and skills to flourish in a changing world, so as they can make a positive impact throughout their life. Their study of Geography will give them opportunities to:
- Interrogate information competently and confidently using a range of styles
- Develop and awareness and understanding of place, appreciating that they vary and competing reasons behind it
- Select and use relevant map skills
- Communicate in a range of styles depending on audience, purpose and information
- Have an understanding and be able to express the social, economic, environmental and political factors that shape the world
- Be able to draw upon a range of skills to make a balanced decision and present appropriate solutions
- Have a balanced understanding of the physical and human processes that influence place
- Be inspired to want to have a deeper understanding of the world around them
Sequencing
The curriculum is sequenced to give a broad balance of physical and human geography elements, as well as giving consideration towards building progressively on developing skills across different topics. Whilst topics centre around specific locations (place), viewed as a whole, the geography curriculum will allow students to experience information on all of the world’s continents, giving a wide breadth to their studies. A common thread running throughout the curriculum is raising awareness of the relationships between people and their environment.
Assessment
Regular assessment is seen as an important component in helping students to learn. Formative techniques are a feature of every lesson, such as teacher questioning, recap and retrieval quizzes, live marking, multiple choice questions and peer and self-assessment. Summative assessment is designed to build upon knowledge and skills from previous as well as most recent topics, this is to allow students the opportunity to master and commit the information to long term memory. Both formative and summative assessment is used by the students and teacher to identify areas of strength and areas that require further attention.
Inclusivity
The curriculum has been structured to benefit all students and to be totally inclusive by giving everyone equal chances to experience a quality and rich education. Teaching to the top, Socratic questioning, vocab learning, knowledge focus, revision skills being taught discreetly, metacognition being a focus is trying to cater for all.
Specific consideration has been given to removing the barriers that students from certain groupings may otherwise experience:
- Field work at all key stages has been made inclusive by minimising cost both financially as well as to their other subjects.
- Resources are printed/provided by the teachers of students where this would otherwise be an issue
Topics
KS3
| Year 7 | |||
| Autumn 1 | Plastic waste | Autumn 2 | Ghana study of a less developed country |
| Spring 1 | UK weather and climate | Spring 2 | UK cities |
| Summer 1 | Changing UK Coasts | Summer 2 | Changing UK rivers |
| Year 8 | |||
| Autumn 1 | Brazil physical geography | Autumn 2 | Brazil human geography |
| Spring 1 | Conserving our world | Spring 2 | Population dynamics -birth and death rates |
| Summer 1 | Population dynamics -Migration | Summer 2 | Volcanoes and earthquakes |
| Year 9 | |||
| Autumn 1 | Changing industry | Autumn 2 | Globalisation |
| Spring 1 | Geography of crime | Spring 2 | Sport changing places |
| Summer 1 | Global Health issues | Summer 2 | Geography of China |
KS4
| |||
| AQA GCSE Geography Year 10 | |||
| Autumn 1 | Physical Section A: The challenge of natural hazards
Tectonic hazards Weather hazards Climate change | Autumn 2 | Human Section A: Urban issues and challenges
Urbanisation Lagos case study London case study Sustainable urban living |
| Spring 1 | Physical Section B: The living world
Ecosystems Tropical rainforests Hot deserts | Spring 2 | Human Section B: The changing economic world
Global development Nigeria Newly Emerging Economy Changing UK economy |
| Summer 1 | Cont.…. Human Section B: The changing economic world | Summer 2 | Physical Section C: Physical landscapes of the UK
Coastal landscapes |
| Year 11 | |||
| Autumn 1 | Physical Section C: Physical landscapes of the UK
River landscapes | Autumn 2 | Human Section C: The challenge of resource management
Resource management Food |
| Spring 1 | Field work analysis and exam preparation | Spring 2 | Paper 3 Pre-release issues analysis |
| Summer 1 | Exam preparation | ||
Students have at least 4 opportunities for consolidation as well as assessment of new information. Formal assessments are in the style of examination questions and help to gain confidence with the command words used by AQA exam board.
KS5
Students will continue to cover a balanced range of physical and human geography topics.
Component 1 – Physical Geography
- Water and carbon cycles
- Coastal systems and landscapes
- Hazards
Assessed by 150 min examination (35% of grade)
Component 2 – Human Geography
- Global systems and global governance
- Changing places
- Population and the environment
Assessed by 150 min examination (35% of grade)
Component 3 – Geography Investigation
- Fieldwork requirements
- Investigation requirements
Assessed by coursework (20% of grade)
Where the study of geography leads
You will find that geography is desired for most degree level courses and/or employment opportunities. Further education – geographers go on to study higher level courses, including Foundation degrees, Undergraduate degrees and/or BTEC Higher Nationals. Employment – geographers go into a wide range of jobs including: Advertising, Marketing, Education, Planning, Environmental Management, Retailing, Finance, Sales, Journalism, Social/Health Services, Law and Tourism.
Course Contact
Mr Craig Major
Subject Leader
Introduction
Our Geography curriculum has been devised to equip our students with the knowledge and skills to flourish in a changing world, so as they can make a positive impact throughout their life. Their study of Geography will give them opportunities to:
- Interrogate information competently and confidently using a range of styles
- Develop and awareness and understanding of place, appreciating that they vary and competing reasons behind it
- Select and use relevant map skills
- Communicate in a range of styles depending on audience, purpose and information
- Have an understanding and be able to express the social, economic, environmental and political factors that shape the world
- Be able to draw upon a range of skills to make a balanced decision and present appropriate solutions
- Have a balanced understanding of the physical and human processes that influence place
- Be inspired to want to have a deeper understanding of the world around them
Sequencing
The curriculum is sequenced to give a broad balance of physical and human geography elements, as well as giving consideration towards building progressively on developing skills across different topics. Whilst topics centre around specific locations (place), viewed as a whole, the geography curriculum will allow students to experience information on all of the world’s continents, giving a wide breadth to their studies. A common thread running throughout the curriculum is raising awareness of the relationships between people and their environment.
Assessment
Regular assessment is seen as an important component in helping students to learn. Formative techniques are a feature of every lesson, such as teacher questioning, recap and retrieval quizzes, live marking, multiple choice questions and peer and self-assessment. Summative assessment is designed to build upon knowledge and skills from previous as well as most recent topics, this is to allow students the opportunity to master and commit the information to long term memory. Both formative and summative assessment is used by the students and teacher to identify areas of strength and areas that require further attention.
Inclusivity
The curriculum has been structured to benefit all students and to be totally inclusive by giving everyone equal chances to experience a quality and rich education. Teaching to the top, Socratic questioning, vocab learning, knowledge focus, revision skills being taught discreetly, metacognition being a focus is trying to cater for all.
Specific consideration has been given to removing the barriers that students from certain groupings may otherwise experience:
- Field work at all key stages has been made inclusive by minimising cost both financially as well as to their other subjects.
- Resources are printed/provided by the teachers of students where this would otherwise be an issue
Topics
KS3
| Year 7 | |||
| Autumn 1 | Plastic waste | Autumn 2 | Ghana study of a less developed country |
| Spring 1 | UK weather and climate | Spring 2 | UK cities |
| Summer 1 | Changing UK Coasts | Summer 2 | Changing UK rivers |
| Year 8 | |||
| Autumn 1 | Brazil physical geography | Autumn 2 | Brazil human geography |
| Spring 1 | Conserving our world | Spring 2 | Population dynamics -birth and death rates |
| Summer 1 | Population dynamics -Migration | Summer 2 | Volcanoes and earthquakes |
| Year 9 | |||
| Autumn 1 | Changing industry | Autumn 2 | Globalisation |
| Spring 1 | Geography of crime | Spring 2 | Sport changing places |
| Summer 1 | Global Health issues | Summer 2 | Geography of China |
KS4
| |||
| AQA GCSE Geography Year 10 | |||
| Autumn 1 | Physical Section A: The challenge of natural hazards
Tectonic hazards Weather hazards Climate change | Autumn 2 | Human Section A: Urban issues and challenges
Urbanisation Lagos case study London case study Sustainable urban living |
| Spring 1 | Physical Section B: The living world
Ecosystems Tropical rainforests Hot deserts | Spring 2 | Human Section B: The changing economic world
Global development Nigeria Newly Emerging Economy Changing UK economy |
| Summer 1 | Cont.…. Human Section B: The changing economic world | Summer 2 | Physical Section C: Physical landscapes of the UK
Coastal landscapes |
| Year 11 | |||
| Autumn 1 | Physical Section C: Physical landscapes of the UK
River landscapes | Autumn 2 | Human Section C: The challenge of resource management
Resource management Food |
| Spring 1 | Field work analysis and exam preparation | Spring 2 | Paper 3 Pre-release issues analysis |
| Summer 1 | Exam preparation | ||
Students have at least 4 opportunities for consolidation as well as assessment of new information. Formal assessments are in the style of examination questions and help to gain confidence with the command words used by AQA exam board.
KS5
Students will continue to cover a balanced range of physical and human geography topics.
Component 1 – Physical Geography
- Water and carbon cycles
- Coastal systems and landscapes
- Hazards
Assessed by 150 min examination (35% of grade)
Component 2 – Human Geography
- Global systems and global governance
- Changing places
- Population and the environment
Assessed by 150 min examination (35% of grade)
Component 3 – Geography Investigation
- Fieldwork requirements
- Investigation requirements
Assessed by coursework (20% of grade)
Where the study of geography leads
You will find that geography is desired for most degree level courses and/or employment opportunities. Further education – geographers go on to study higher level courses, including Foundation degrees, Undergraduate degrees and/or BTEC Higher Nationals. Employment – geographers go into a wide range of jobs including: Advertising, Marketing, Education, Planning, Environmental Management, Retailing, Finance, Sales, Journalism, Social/Health Services, Law and Tourism.
Course Contact
Mr Craig Major
Subject Leader
Introduction
Our Geography curriculum has been devised to equip our students with the knowledge and skills to flourish in a changing world, so as they can make a positive impact throughout their life. Their study of Geography will give them opportunities to:
- Interrogate information competently and confidently using a range of styles
- Develop and awareness and understanding of place, appreciating that they vary and competing reasons behind it
- Select and use relevant map skills
- Communicate in a range of styles depending on audience, purpose and information
- Have an understanding and be able to express the social, economic, environmental and political factors that shape the world
- Be able to draw upon a range of skills to make a balanced decision and present appropriate solutions
- Have a balanced understanding of the physical and human processes that influence place
- Be inspired to want to have a deeper understanding of the world around them
Sequencing
The curriculum is sequenced to give a broad balance of physical and human geography elements, as well as giving consideration towards building progressively on developing skills across different topics. Whilst topics centre around specific locations (place), viewed as a whole, the geography curriculum will allow students to experience information on all of the world’s continents, giving a wide breadth to their studies. A common thread running throughout the curriculum is raising awareness of the relationships between people and their environment.
Assessment
Regular assessment is seen as an important component in helping students to learn. Formative techniques are a feature of every lesson, such as teacher questioning, recap and retrieval quizzes, live marking, multiple choice questions and peer and self-assessment. Summative assessment is designed to build upon knowledge and skills from previous as well as most recent topics, this is to allow students the opportunity to master and commit the information to long term memory. Both formative and summative assessment is used by the students and teacher to identify areas of strength and areas that require further attention.
Inclusivity
The curriculum has been structured to benefit all students and to be totally inclusive by giving everyone equal chances to experience a quality and rich education. Teaching to the top, Socratic questioning, vocab learning, knowledge focus, revision skills being taught discreetly, metacognition being a focus is trying to cater for all.
Specific consideration has been given to removing the barriers that students from certain groupings may otherwise experience:
- Field work at all key stages has been made inclusive by minimising cost both financially as well as to their other subjects.
- Resources are printed/provided by the teachers of students where this would otherwise be an issue
Topics
KS3
| Year 7 | |||
| Autumn 1 | Plastic waste | Autumn 2 | Ghana study of a less developed country |
| Spring 1 | UK weather and climate | Spring 2 | UK cities |
| Summer 1 | Changing UK Coasts | Summer 2 | Changing UK rivers |
| Year 8 | |||
| Autumn 1 | Brazil physical geography | Autumn 2 | Brazil human geography |
| Spring 1 | Conserving our world | Spring 2 | Population dynamics -birth and death rates |
| Summer 1 | Population dynamics -Migration | Summer 2 | Volcanoes and earthquakes |
| Year 9 | |||
| Autumn 1 | Changing industry | Autumn 2 | Globalisation |
| Spring 1 | Geography of crime | Spring 2 | Sport changing places |
| Summer 1 | Global Health issues | Summer 2 | Geography of China |
KS4
| |||
| AQA GCSE Geography Year 10 | |||
| Autumn 1 | Physical Section A: The challenge of natural hazards
Tectonic hazards Weather hazards Climate change | Autumn 2 | Human Section A: Urban issues and challenges
Urbanisation Lagos case study London case study Sustainable urban living |
| Spring 1 | Physical Section B: The living world
Ecosystems Tropical rainforests Hot deserts | Spring 2 | Human Section B: The changing economic world
Global development Nigeria Newly Emerging Economy Changing UK economy |
| Summer 1 | Cont.…. Human Section B: The changing economic world | Summer 2 | Physical Section C: Physical landscapes of the UK
Coastal landscapes |
| Year 11 | |||
| Autumn 1 | Physical Section C: Physical landscapes of the UK
River landscapes | Autumn 2 | Human Section C: The challenge of resource management
Resource management Food |
| Spring 1 | Field work analysis and exam preparation | Spring 2 | Paper 3 Pre-release issues analysis |
| Summer 1 | Exam preparation | ||
Students have at least 4 opportunities for consolidation as well as assessment of new information. Formal assessments are in the style of examination questions and help to gain confidence with the command words used by AQA exam board.
KS5
Students will continue to cover a balanced range of physical and human geography topics.
Component 1 – Physical Geography
- Water and carbon cycles
- Coastal systems and landscapes
- Hazards
Assessed by 150 min examination (35% of grade)
Component 2 – Human Geography
- Global systems and global governance
- Changing places
- Population and the environment
Assessed by 150 min examination (35% of grade)
Component 3 – Geography Investigation
- Fieldwork requirements
- Investigation requirements
Assessed by coursework (20% of grade)
Where the study of geography leads
You will find that geography is desired for most degree level courses and/or employment opportunities. Further education – geographers go on to study higher level courses, including Foundation degrees, Undergraduate degrees and/or BTEC Higher Nationals. Employment – geographers go into a wide range of jobs including: Advertising, Marketing, Education, Planning, Environmental Management, Retailing, Finance, Sales, Journalism, Social/Health Services, Law and Tourism.
Course Contact
Mr Craig Major
Subject Leader
08.35 - Students allowed on site
08:45 - 09:10 Tutor Time
09:15 - 10:10 Period 1
10:15 - 11:10 Period 2
11:10 - 11:35 BREAK
11:40 - 12:35 Period 3
12:40 - 13:35 Period 4
13:35 - 14:10 LUNCH
14:15 - 15:15 Period 5
16:30 - Students off site
St Edward’s School Term Dates
