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KS3: Geography

Statement of Inquiry

People’s place and orientation in the world can be described using patterns and trends.

Key Concepts

Change

Assessment Criteria

A, B, C

ATLs

  • Interpret data

Links to Prior Learning

Linking back to KS1/2 knowledge of the British Isles and building off this using GIS and introducing fieldwork skills

Statement of Inquiry

People’s place and orientation in the world can be described using patterns and trends.

Key Concepts

Change

Assessment Criteria

D

ATLs

  • Make inferences and draw conclusions

Links to Prior Learning

Linking to atlas skills and wider knowledge of the globe from KS1/2 and layering with more in depth knowledge of Russia and the UK

Statement of Inquiry

Global connections are carefully managed, due to a range of social, cultural and economic factors.

Key Concepts

Connections

Assessment Criteria

D

ATLs

  • Consider ideas from multiple perspectives

Links to Prior Learning

Using Geography skills mastered in Unit 1 to investigate tourist destinations. Using critical thinking skills mastered in Unit 1 to discuss challenges caused by tourism and potential solutions.

Statement of Inquiry

Global interactions are not sustainable and need to be managed

Key Concepts

Global interactions

Assessment Criteria

LAT A/D

ATLs

  • Read critically and for comprehension
  • Use brainstorming and visual diagrams to generate new ideas and inquiries

Links to Prior Learning

Skills developed from KS2 and units 1 and 2 to introduce the location of the rainforest biomes. Links with unit 3 when evaluating the role of ecotourism

Statement of Inquiry

Global interactions are not sustainable and need to be managed

Key Concepts

Global interactions

Assessment Criteria

LAT B/C

ATLs

  • Access information to be informed and inform others
  • Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions

Links to Prior Learning

Building of KS2 knowledge of settlement

Statement of Inquiry

Communities experience and respond to processes and systems through scientific, technological and management intervention and innovation

Key Concepts

Systems

Assessment Criteria

A, D

ATLs

  • Use appropriate strategies for organising complex information

Links to Prior Learning

Linking to KS2 knowledge of climate zones and the location of the Middle East

Statement of Inquiry

Changes caused by natural processes are observed and explained using scientific and technical innovation

Key Concepts

Change

Assessment Criteria

A, D

ATLs

  • Structure information in summaries, essays and reports

Links to Prior Learning

Building off KS2 knowledge of location (UK and on different continents), lines of latitude and the water cycle to explain the location and formation of weather hazards.

Statement of Inquiry

There is a diverse range of features found at different times, places and in space

Key Concepts

Time, place and space

Assessment Criteria

B, C

ATLs

  • Write for different purposes

Links to Prior Learning

KS2 knowledge of location which is also covered in unit 1 and unit 2 of year 7

Statement of Inquiry

Globalisation has come about from global interactions

Key Concepts

Global interactions

Assessment Criteria

LAT B, C

ATLs

  • Evaluate evidence and arguments

Links to Prior Learning

Year 7 Unit 1-2, students use their maps skills to discuss global interactions

Year 6 Sustainable development.

Statement of Inquiry

Systems and processes within the natural environment shape human experiences across space and time

Key Concepts

Systems

Assessment Criteria

LAT A, D

ATLs

  • Use models and simulations to explore complex systems and issues

Links to Prior Learning

Water cycle in tropical rainforest, year 7 – Unit 4.

Statement of Inquiry

How scientific and technical innovations can interact with systems to create a sustainable environment.

Key Concepts

Systems

Assessment Criteria

A, B

ATLs

  • Transfer skills – using skills and knowledge in multiple contexts.

Links to Prior Learning

–

Statement of Inquiry

Systems and the power of the natural world shape space over time

Key Concepts

Systems

Assessment Criteria

B, C

ATLs

  • Present information in a variety of formats and platforms

Links to Prior Learning

River processes in Unit 3

Statement of Inquiry

Earth systems and processes require scientific and technological innovations to allow people to live in dangerous areas and survive the consequences of tectonic events.

Key Concepts

Systems

Assessment Criteria

D

ATLs

  • Give and receive meaningful feedback

Links to Prior Learning

Year 8 – Term 1 Weather hazards. Students have covered primary and secondary impacts, immediate and long term responses and strategies to mitigate impacts in contrasting countries of development.

Statement of Inquiry

As climatic systems change so does the pattern of where and how we live which require scientific and technological innovations.

Key Concepts

Systems

Assessment Criteria

A

ATLs

  • Gather and organise relevant information to formulate an argument

Links to Prior Learning

Year 7 – Sustainability.

Year 8 – Flooding, drought and glaciation.

Statement of Inquiry

Global interactions through trade affect and are affected by the diversity of culture and place.

Key Concepts

Global interactions

Assessment Criteria

A, D

ATLs

  • Draw reasonable conclusions and generalisations

Links to Prior Learning

Year 8 – Globalisation and South Africa.

Statement of Inquiry

Global experiences of conflict are interdependent.

Key Concepts

Global interactions

Assessment Criteria

A, D

ATLs

  • Make inferences and draw conclusions

Links to Prior Learning

Year 7 – Environmental sustainability, urbanisation and population in Brazil & Middle East.

Year 8 – Globalisation, natural hazards and disasters.

Statement of Inquiry

Demographic change is influenced by globalisation and a need to be more sustainable, and this in turn affects the management and intervention strategies that are implemented in different places.

Key Concepts

Change

Assessment Criteria

B, C

ATLs

  • Identify trends and forecast possibilities

Links to Prior Learning

Year 7 – Urbanisation and population in Brazil.

Year 8 – Globalisation.

Statement of Inquiry

Population change has influenced the way global resources are managed which lead scientific and technological innovations to create a more sustainable world.

Key Concepts

Change

Assessment Criteria

A, D

ATLs

  • Identify obstacles and challenges

Links to Prior Learning

Year 7 – Environmental sustainability & urbanisation and population in Brazil.

Year 8 – Globalisation and World of Water

KS4: GCSE Geography

Vision Statement

Our ever-changing, communication and trade driven world has changed how we live; every day we read  newspaper articles, watch television programmes and hear stories of how the world is changing or the impacts of climate both physical and economic. Studying Geography will enable pupils to acquire and apply knowledge and understanding of physical and human processes; also interactions and outcomes over space and time through the study of places and environments.

Development of higher order skills including critical understanding of how the physical environments interact with human activities to produce unique dynamic patterns from a very local area to global scales, will challenge and stimulate. In a rapidly changing world, Geography will ensure that all pupils have a greater   understanding of their place within it and the skills to evaluate global situations. This will broaden their knowledge to make them an exceptional member of society.

The department is passionate about fulfilling the Academy’s ethos of promoting and developing holistic learners that understand the world around them. We want to develop modern British citizens that have an understanding and appreciation of the wider-world around them.

Course Outline/Assessment Methods

Paper 1 - 37.5%

The Physical Environment

Written examination: 1 hour and 30 minutes (37.5% of the qualification)

  • Topic 1: The changing landscapes of the UK – 1A: Coastal landscapes and processes, 1B: River landscapes and processes
  • Topic 2: Weather hazards and climate change
  • Topic 3: Ecosystems, biodiversity and management

The Human Environment

Written examination: 1 hour and 30 minutes (37.5% of the qualification)

  • Topic 4: Changing cities – London and Mexico City
  • Topic 5: Global development
  • Topic 6: Resource management –Energy resource management and/or Water resource management

Geographical Investigations: Fieldwork and UK Challenges

Pupils must carry out at least 2 days fieldwork in two contrasting locations. This will include collecting data, analysing trends and  investigating patterns of the world around us.

Linked Sixth Form Courses:

  • Geography
  • Environmental Studies
  • Environmental Science
  • Biology
  • Chemistry
  • Geology

Future Course/ Career Opportunities:

  • Conservationist
  • Market Researcher
  • Teacher
  • Surveyor
  • Estate Manager
  • Cartographer
  • Pollution Analyst     
  • Hydrologist
  • Geologist

Departmental Performance:

  • 2022/23: 9-4 = 44%
  • 2021/22: 9-4 = 64%
  • 2020/21: 9-4 = 58%
  • 2019/20: 9-4 = 52%

KS5: A Level Geography

Vision Statement

Our ever-changing, communication and trade driven world has changed how we live; every day we read newspaper articles, watch television programmes and hear stories of how the world is changing or the impacts of climate both physical and economic. Studying Geography will enable pupils to acquire and apply knowledge and understanding of physical and human processes; also interactions and outcomes over space and time through the study of places and environments.

Development of higher order skills including critical understanding of how the physical environments interact with human activities to produce unique dynamic patterns from a very local area to global scales, will challenge and stimulate. In a rapidly changing world, Geography will ensure that all pupils have a greater understanding of their place within it and the skills to evaluate global situations. This will broaden their knowledge to make them an exceptional member of society.

The department is passionate about fulfilling the Academy’s ethos of promoting and developing holistic learners that understand the world around them. We want to develop modern British citizens that have an understanding and appreciation of the wider-world around them.

Course Outline/Assessment Methods

Paper 1: 9GEO/01

Exam length: 2 hours 15 minutes

  • Section A: Tectonic Processes and Hazards
  • Section B: Topic 2: Landscape Systems, Processes and Change. This includes two optional sub-topics from which students do: 2B Coastal Landscapes and Change.
  • Section C: Topic 5: The Water Cycle and Water Insecurity and Topic 6: The Carbon Cycle and Energy Security.

Exam length: 2 hours 15 minutes

  • Section A: Topic 3: Globalisation.
  • Section B: Topic 7: Superpowers.
  • Section C: Topic 4: Shaping Places. This comprises two optional subtopics from which students do: 4A Regenerating Places.
  • Section D: Topic 8: Global Development and Connections. This comprises two optional sub-topics from which students do: 8B Migration, Identity and Sovereignty.

Exam length: 2 hours 15 minutes

Synoptic assessment of geographical skills, knowledge and understanding (within a place-based context) from compulsory content drawn from different parts of the course.

Skills for Success:

  • The ability to communicate effectively both orally and in writing
  • To complete research, data analysis and fieldwork enquiry
  • The ability to analyse and process information from a range of sources
  • Project management skills, including effective time management
  • Cultural awareness and current debates

Future Course/ Career Opportunities:

  • Carers
  • Social Worker
  • Lawyer
  • Engineer,
  • Storm Chaser
  • Air Host Pilot,
  • Travel Agent
  • Town Planner

Departmental Performance:

  • 2022/23: A*-C = 100%
  • 2021/22: A*-C = 78%
  • 2017/18: A*-C = 83%