Purpose of study
A high-quality geography education inspires in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The curriculum for geography ensures that all pupils:
· Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
· Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- Are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the programme of study.
Geography - Key stage 3
Pupils consolidate and extend their knowledge of the world’s major countries and their physical and human features. They understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they become aware of increasingly complex geographical systems in the world around them. They develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.
Pupils are taught to:
· Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities
· Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia
Human and physical geography
· Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
- physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
- human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources
· Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems
Geographical skills and fieldwork
· Build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field
· Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs
· Use Geographical Information Systems (GIS) to view, analyse and interpret places and data
· Use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.
Geography - Key stage 4
Eduqas GCSE (1-9) Geography B
WJEC Eduqas GCSE Geography B teaches pupils to think ‘like a geographer’. Pupils develop the skills necessary to conduct framed enquiries in the classroom and in the field in order to develop their understanding of specialised geographical concepts and current geographical issues.
Pupils are taught to think creatively, scientifically and independently through a distinctive problem-solving approach to the study of interactions between people and the environment.
Pupils are taught geographical knowledge across three themes:
1. Changing places – changing economies
· Urbanisation in contrasting global cities (whether urbanisation is a global phenomenon, challenges or urbanisation in two global cities, strategic management of the impact of urbanisation)
· Urban and rural processes and change in the UK (changes in urban and rural areas, distinctive features of urban areas, factors driving change, change in retail provision, issues with leisure use)
· A global perspective on development issues (global patterns of development, processes connecting countries at different levels of development, causes and consequences of uneven development, advantages of different types of aid project)
2. Changing environments – shaping the landscape
· Coasts and coastal management (development of distinctive coastal landscapes in the UK, coastline management and controversies, impact of climate change)
· Rivers and river management (development of distinctive river landscapes in the UK, flooding and consequences, river flooding risks management and controversies)
· Weather and climate (variability of UK climate, global atmospheric circulation and climate zones, global distribution of weather hazards, extreme weather events)
· Climate change – cause and effect (climate change during the Quaternary period, causes of global warming, consequences of climate change, variations in attitudes to climate change, the role of the UK in reducing the risk of climate change)
3. Environmental challenges
· Functions of ecosystems (Global relationships between climate and biomes, physical processes and interactions within ecosystems, use and management of ecosystems in the UK)
· Ecosystems under threat (uses of ecosystems, damage by human activity, sustainable management)
· Water resources and management (variations in supply and demand for water, responding to excessive demand, managing water supplies)
· Desertification (physical processes that make semi-arid regions vulnerable to desertification, human activity and desertification, management of environments vulnerable to desertification)
In addition, pupils will be taught about the geographical enquiry process and will undertake two fieldwork enquiries in a contrasting environment. Through the first fieldwork pupils will use one distinct geographical methodological approach (e.g. use of transects, change over time, qualitative surveys, geographical flows). Through the second fieldwork pupils will use on distinct geographical conceptual framework (e.g. place, sphere of influence, cycles and flows, mitigating risk, sustainability, inequality).
If you would like further information please contact...
Miss H Carpenter
Lead Teacher of Geography