Geography
Curriculum Intent
Our intent for the curriculum is to underline and promote the vitally important role that Geography plays in understanding how the world works in an increasingly globalised society and economy. Key stage 3 Geography at Bishop Stopford’s School is a springboard not just towards further study at GCSE and A level but also to aid our students in their journey to becoming well-rounded adults who can contribute positively in their local and global community.
Knowledge, application and skills are at the core of our 21st century curriculum. We will support the students to develop the essential employability, enterprise & transferable skills in information technology and data/resource analysis and interpretation through the curriculum content and how it is taught and delivered. Our curriculum will both reflect and learn from the diverse cultural mix of our school and community and also help to enhance our pupil’s cultural capital through the extensive range of topics and themes it will cover. We will also tackle difficult issues which will give the students the opportunity to discuss and debate social, moral, cultural and spiritual questions.
Student Learning Journey
Linking to Key Stage 2 learning is of paramount importance.
The key stage 3 geographical journey makes a progression from Key Stage 2 with a strong focus on the key strands from previous learning:
- Locational knowledge - the world’s countries, using maps to focus on regions of study
- Understanding geographical similarities and differences through the study of human and physical geography of the United Kingdom
- Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
- Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Geographical skills and fieldwork
- Use of maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
- Use of eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
- Use of fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Key Stage 3 Geography
At Key Stage 3, in line with the National Curriculum students will deliver a dynamic and modern Geography curriculum in such a way that it fosters an environment and attitude that allows self-reliant, confident and independent learners to flourish. We will set high standards and aspirational targets whilst ensuring that the needs of all learners are supported inside and outside of the classroom. There are three broad strands within the Geography curriculum that will begin in Key stage 3 and develop towards their future: 1. Contextual world knowledge of locations, places & geographical features 2. Understanding of the conditions, processes & interactions that explain geographical features, distribution patterns, & changes over time & space 3. Competence in geographical enquiry, & the application of skills in observing, collecting, analysing, evaluating & communicating geographical information.
In Year 7 students will focus on linking prior knowledge from KS2 learning. The overall aim is for all student to gain access to the foundations of physical and human geography through developing a range of skills that can be developed throughout the key stage. A range of exposure to place and location is used to extend knowledge and apply some of these skills further.
In Year 8 students will build on the foundations and make the connections to more complex aspects of human and physical geography. A more focused approach is applied to case study countries within the national curriculum requirements of further studies of the African and Asian continent.
By the end of Year 9 students will be able to extend their learning to build upon the foundation and connective learning in Year 7 and 8. Deeper investigation into physical and human geography topics that draw upon prior learning and encourage debate are useful to extending knowledge. Geographical skills are developed further with the overall aim to equip students with skills that can enhance their life and impact on their local and wider community.
The Geography department has a strong commitment to engagement of students through specific application of concepts using learning outside the classroom in local areas and field study venues further afield.
Key Stage 4 Geography
At Key Stage 4, in line with the AQA specification we deliver a dynamic and modern Geography curriculum in such a way that it continues the students learning journey and further fosters the environment and attitude that allows self-reliant, confident and independent learners to flourish. We set high standards and aspirational targets whilst ensuring that the needs of all learners are supported inside and outside of the classroom. There are three broad strands within the Geography curriculum that will begin in Key stage 4 and develop towards their future:
- Living with the Physical Environment
- Living with the Human Environment
- Competence in geographical enquiry, & the application of skills in observing, collecting, analysing, evaluating & communicating geographical information. Learning through physical investigation is an important part of the syllabus and is reflected in school fieldtrips.
Key Stage 5 Geography
At Key Stage 5, in line with the AQA specification we intend to deliver a dynamic and modern Geography curriculum in such a way that it fosters an environment and attitude that allows self-reliant, confident and independent learners to flourish. We will set high standards and aspirational targets whilst ensuring that the needs of all learners are supported inside and outside of the classroom. There are three broad strands within the Geography curriculum that will begin in Key stage 5 and develop towards their future: 1. Physical Geography 2. Human Geography 3. Fieldwork investigation. Learning through physical investigation is an important part of the syllabus and is reflected in school fieldtrips.
How is Geography taught?
All lessons will start with a retrieval activity, designed to recall prior learning, embed memory of key concepts and contextualise the new learning that is about to take place. This will also be applied to learning that has taken place previously in the course to highlight the relevance of constantly revisiting learning and making connections. The learning within the lesson will be progressive, enabling students to develop new knowledge and apply it. Relevant current news and case study examples are used to engage students and enhance learning. Teaching and learning is scaffolded to ensure every student can access the curriculum and is in line with the whole school approach of applying the DTT model for learning, using formative and summative assessment to identify and address gaps in learning.
Summative assessment is in line with the school calendar assessment calendar and students are advised as to how they will be assessed to allow them to prepare appropriately. Assessment is reflective of learning content and allows for students to be stretched and challenged in their learning. Students receive constructive feedback and overall progress information.
Home learning
Home learning is based on developing the understanding and skills that are learnt within the classroom. In Geography, flipped learning is an important part of this and allows students to come prepared to further develop and apply their knowledge. All additional home learning is set online using Google classroom and in line with the school schedule.