Geography

By the end of Year 13, students will have deepened and widened their understanding of both physical and human processes, applying this understanding to interrogate people–environment interactions and people–place connections at all scales from local to global. The culture of intellectual curiosity will be evident.

Progressing from Year 12 our students will have developed a more nuanced understanding of these concepts. Students will engage with models, theories and generalisations, and develop a mature understanding of the significance of human values and attitudes. Currency which is essential for the future. They will apply their geographical knowledge, understanding, skills and approaches in a rigorous way to a range of geographical questions and issues, including those requiring synoptic understanding. Our Yr. 13 geographers have developed their character, leaving as critical and reflective learners, able to articulate opinions, suggest relevant new ideas and provide evidenced argument in a range of situations. Evaluating their own fieldwork, students display understanding of the rationale for the skills and approaches used, showing a considerable degree of independence in selecting and using a wide range of geographical methods, techniques and skills, involving both qualitative and quantitative methods. Year 13 allows students to build their knowledge of contexts, locations, places and environments, by extending the scope and scale of study, the variety of physical, social, economic, cultural and political contexts encountered, the depth of conceptual understanding required, and the range of spatial and temporal scales included.

Student leaving us will be able to effectively communicate their ideas and draw upon detailed connections between the human and physical environment. Advancing their knowledge from year 12, students will have drawn synoptic links between the different topics they have studied. The key concepts of geographical knowledge, thinking like geographers, studying like geographers and the application of geography have had every opportunity to develop. We are proud of our students' in-depth awareness of different cultures and diversity. We provide our geographers with the cultural capital necessary to be well informed, responsible and caring global citizens.

By the end of Year 12, students will be able to engage critically with real world issues and places, and apply their geographical knowledge, theory and skills to the world around them. Students will have grown as independent thinkers and as informed and engaged global citizens, who understand the role and importance of geography as one of the key disciplines relevant to understanding the world’s changing peoples, places and environments.

Through their physical geographical studies, Tectonics and Coastal Environments, students develop their knowledge of locations, places, processes and environments, at all geographical scales from local to global. Through human geographical studies, Globalisation and Regeneration, students recognise the complexity of people–environment interactions at all geographical scales, and appreciate how they underpin understanding of some of the key issues facing the world today. In Year 12 students develop their understanding of the concepts of place, space, scale and environment, these themes have underpinned GCSE.
Students improve their understanding of the ways in which values, attitudes and circumstances have an impact on the relationships between people, place and environment, and develop the knowledge and ability to engage, as citizens, with the questions and issues arising. Students develop the key skill of selecting and critically evaluating sources of information.

Students will have practiced a range of fieldwork techniques and have a good understanding of the fundamental role fieldwork plays in understanding and generating new knowledge about the real world. By the end of the year they will be skilled at planning, undertaking and evaluating fieldwork. At A-Level fieldwork, in particular, demands a high degree of responsibility from students for selecting research questions, applying relevant techniques and skills, and identifying appropriate ways of analysing and communicating findings. This currency is the foundation which forms the bridge between studying in Year 12 to Year 13.

By the end of year 11, students would have an in depth understanding of geographical processes and be able to illuminate the impact of change and of complex people-environment interactions. Students will be more confident in examination skills and techniques. Students will have a sophisticated understanding of the interrelationships between people and the environment. This will be evident at a range of scales. Students will be confident in their synoptic skills, drawing on a range of topics to answer the more challenging questions. This will be developed in the UK Challenges course. The curriculum we deliver undoubtedly enables our young geographers to become globally and environmentally informed and thoughtful, enquiring global citizens. They finish Year 11 with the currency and character to succeed.

By the end of Year 10, students will have focused on the knowledge, understanding and relevant geographical skills required at GCSE. Our curriculum ensures progression from Key Stage 3 and sets out the possibilities for development to A-Level.
Students are given the opportunity to understand more about the world, the challenges it faces and their place within it. In Year 10 students deepen their understanding of geographical processes, the impact of change and of complex people-environment interactions. The curriculum highlights the dynamic links and interrelationships between places and environments at different scales. Students develop their competence in using a wide range of geographical investigative skills and approaches, some introduced in Year 7-9 others learnt this year.

Year 10 see a focus on human geography and people-environment issues. The year is again divided into three sections: Firstly students study Changing cities – this covers an overview of global urban processes and trends and detailed case studies of London, this is contrasted with Mexico City. The second topic is Global development – this covers an overview of the causes, consequences and challenges of uneven global development. Students carry out a detailed case study of India. The year finishes investigating resource management. This topic starts with an overview of the global and UK distribution of food, energy and water. It then moves to a detailed study of energy resource management contrasting the Energy Mix’ of the UK, Germany and China. By the end of year 10, students will have practiced developing their exams skills enabling them to confidently tackle the more demanding 8-mark questions. Knowledge, thinking and study skills have improved as has their ability to apply this to the examination questions requiring extended answers.

Year 9 brings together physical geography and people-environment processes and interactions. The year is divided into three sections. Firstly, students study the changing landscapes of the UK – an overview of the distribution and characteristics of the UK’s changing landscapes, including an introduction to the geology of the UK, and detailed studies of both coastal and river landscapes and processes. This clearly builds on the knowledge gained in the Tectonics studies of Year 8. This is followed by: Weather hazards and climate change – an overview of the global circulation of atmosphere and climate change over time and two detailed studies of tropical cyclones and drought, looking at both developed countries and emerging or developing countries. Climate change is one of the key challenges facing the globe, our students will be able to explain what climate change is and how it will impact people and the environment today and in the future.

Students are able to build on their introduction to weather from Year 7. Links to previous topic is further developed when students take a deeper dive into ecosystems, biodiversity and their management. This is achieved through an overview of the distribution and characteristics of global and UK ecosystems. Students will develop excellent knowledge of deciduous woodlands in the UK and tropical rainforests.

Students finish Year 9 with the necessary skills and a detailed understanding of the key geographical concepts which give them a vital understanding of the world they live in. Year 9 has allowed students to apply their geographical skills in comparative studies at different locations around the globe through a variety of topics and themes.

For those opting to study Geography further they have the excellent platform to launch their GCSE journey, and all students leave Year 9 with an understanding of their role and responsibilities as global citizens.

By the end of year 8, students will be able to coherently explain their points of view, often supporting this with links to key contemporary case studies. Key vocabulary is developed and applied accurately. Natural hazards and tectonics are studied in the Autumn term. They identify the causes, impacts and management of a range of case studies at a variety if scales. Students build on the key skills learnt in Year 7, utilising a range of cartographic techniques, graphical skills and image handling strategies. Field work in the local area provides opportunities to highlight contrasts and further develop key geographical skills. Students will challenge stereotypes when studying the Development Gap, Population and Globalisation, bringing a deeper understanding of diversity around the globe. The year finishes with students reflecting on the UK’s position amongst the pantheon of superpower states. Through their geographical studies their knowledge has been widened, geographical skills deepened, they are thinking like geographers and their ability to apply geography has been tested.

By the end of year 7, students will have a sound understanding of their place in the world we live. They are aware of considering this at different scales; local, national and global. This is achieved through studying how our climate is changing and weather hazards. Students investigate sustainability in their local area. Cartographic skills will be introduced as will data handling techniques. These key skills form the foundation for future investigations. This work is linked to news articles and current events where possible. Current developments are utilised to investigate energy security and the need to diversify the UK’s energy mix. Students will be able to assess the impact of their actions at a different scale. Human interactions with the wider world are further developed through investigating two distinct ecosystems which are threatened by human activity. Students will be able to make judgements concerning the need for and impact of management techniques. Students will have an increased awareness of cultural differences around the world, by studying desert populations. Year 7 culminates with students applying the skills learnt in a local area study. Issues are identified, data collection programs constructed, data collected, presented analysed and evaluated. Key skills that are critical for their future geographical studies.

This is the start of our students learning journey to becoming global citizens and understanding global issues. New geographical knowledge, thinking and studying skills have been introduced. Students start to apply this to simple situations.