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Geography

Geography statement of intent

 

  1. Purpose of studying geography

We aim to provide a geography education that inspires pupils’ curiosity about the world and its people, that will foster their fascination with the world for the rest of their lives.  Pupils should gain knowledge of places, people, physical and human environments together with the physical and human processes that can explain how the world is interconnected.  As pupils mature and make progress, their knowledge and understanding about the world should deepen.  The geographical knowledge, understanding and skills learnt provide an approach that attempts to explain how the Earth’s physical and human landscapes are shaped at different scales around the world together with how they interconnect and change over time.

As a school we have a role in providing a geographical education for pupils to be responsible and informed citizens, not only in our in our local community, but also as global citizens.  Our primary goal is to teach and guide young people to be successful with their geographical learning in school and at home, and to reflect on the impact they have in the local, national and global community that they live in.

 

 

  1. Geography at KS3

Pupils should extend their knowledge of the world’s major countries and their physical and human features from primary school. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of an increasingly complex world around them. They should develop greater competence using geographical knowledge, concepts and geographical skills to analyse and interpret different data sources. In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.

The curriculum is primarily based on the teaching of geographical themes with complexity increasing as pupils mature through time.  For instance, in Year 7, pupils learn geographical skills and then apply them to other themes such as rivers and coasts.

Pupils’ study of geography at KS3 is an important preparation for study at GCSE because it provides important knowledge, understanding and skills needed to understand concepts at a higher level. 

  1. Geography at GCSE

At GCSE we aim to teach students four essential learning traits.  To know like a geographer, think like a geographer, study like a geographer and apply like a geographer.  To know like a geographer, pupils develop and extend their knowledge of locations, places, environments and processes at different scales.  Further, pupils develop their knowledge of social, political and cultural contexts.  We aim to teach pupils to think like a geographer by gaining an understanding of the interactions between people and environments and the change in places and processes over space and time.  These are interactions between geographical phenomena at different scales and in different contexts.  To learn like a geographer, pupils also develop and extend their competence in a range of skills including those used in fieldwork and investigative approaches to questions and hypotheses.  To apply like a geographer, pupils apply geographical knowledge, understanding, skills and data to places and topical issues, and develop evidenced arguments drawing on their geographical knowledge and understanding.

  1. Geography at GCE A Level

At A Level we teach students to develop their knowledge of locations, places, physical and human processes and environments at different scales, from local to global linked to examples and case studies.  Students learn to analyse the complexity of people-environment interactions at different scales and understand how these connections underpin some of the important environmental issues people are facing today.  Students are taught about the key concepts of causality, systems, equilibrium, feedback, inequality, representation, identity, globalisation, interdependence, mitigation and adaptation, sustainability, risk, resilience and thresholds as a way of analysing and evaluating their geography work.

We aim to develop students’ knowledge and ability to engage, as citizens, with topical issues.  Students should be confident and competent in selecting, using and evaluating a range of quantitative and qualitative skills and applying them.  Students should understand the important role of fieldwork as a tool to understand and generate new knowledge about the real world, and become skilled at planning, undertaking and evaluating fieldwork in places.  Students are taught to apply geographical knowledge, understanding, skills and approaches in a rigorous way to a range of geographical questions and issues, including those identified in fieldwork, recognising both the contributions and limitations of geography.  Finally, students should develop as critical and reflective learners, enabling them to give informed opinions, suggesting relevant new ideas, and providing evidenced arguments in a range of situations.

  1. Additional information

Pupils’ learning experiences in geography, are to a large extent built on constructivism, where they learn and build their own knowledge, understanding and skills through experiencing, observing and reflecting on previous learning.   In geography, when pupils encounter something new about the world, they often link it to a previous experience and adjust their view of the world.  We believe that pupils’ ability to ask geographical questions, explore places and concepts is an important part of their learning at Faringdon Community College.  In a way, the transition in learning from KS3 to GCSE and A Level shows constructivism in action.

Learning geography primarily takes place in the classroom, but fieldwork opportunities are planned where staffing and logistical practicalities permit it to take place, e.g. a Year 8 Big Pit fieldtrip to South Wales and a Year 9 fieldtrip to the Forest of Dean.  At GCSE pupils are untitled to two days of fieldwork during the course and that usually takes place both in Year 10 and 11 with a physical geography fieldwork coastal experience at Christchurch Bay in Year 10, and a human geography urban fieldwork experience within Bristol in Year 11.  These experiences are assessed in a GCSE exam.  In Year 12, a residential fieldwork experience is delivered in Pembrokeshire and is assessed in an AS exam or as part of a geographical investigation non-examined assessment with additional fieldwork undertaken during single days.

Not only do pupils develop their geographical knowledge and understanding of the world, but they also learn and develop new graphical, cartographic and statistical skills to be able to interpret patterns in the world around us.  Learning geography at KS3, GCSE and A Level not only provides pupils with important academic skills, but also skills that are highly sought after by employers such as report writing, verbal discussion, using computers to analyse data, decision making and evaluating issues.

Assessment takes place regularly at KS3, GCSE and A Level and informs pupil progress.  Assessment can take a variety of forms from questioning, homework activities, end of unit tests or more formal end of year or mock exams.

 

The geography curriculum Years 7-11

Term number

7

National Curriculum

8

National Curriculum

9

National Curriculum and GCSE AQA

10

GCSE AQA

11

GCSE AQA

1

 

 

Map skills

 

Assessment 1

Population

 

Assessment 4

International Development

 

Assessment 7

UK physical landscapes

Coastal landscapes in the UK Assessment 10

Coastal fieldwork trip

Assessment 11

The urban world

 

 

Assessment 15

 

2

 

 

Rivers

 

Glacial and cold environments

 

Use of natural resources

 

 

River landscapes in the UK

Assessment 12

Urban fieldwork trip

Assessment 16

The changing economic world

Assessment 17: mock exam

3

 

Africa and Uganda

 

Assessment 2

Climate change

 

Assessment 5

Plate tectonics and hazards: earthquakes and volcanoes

 

Assessment 8

Natural hazards

Tectonic hazards

Weather hazards

The changing economic world

 

Assessment 18

 

The challenge of resource management

4

 

Coasts

 

 

 

Economic activity

 

GCSE: an introduction to the living world

Introducing ecosystems

Introducing tropical rainforests

 

Assessment 9

Climate change

Assessment 13

 

The living world revision

Ecosystems

Tropical rainforests

Food

Pre-release issue evaluation

5

 

 

Weather and climate

 

Assessment 3

Asia and China

 

Assessment 6

An introduction to cold environments

 

Cold environments

 

Revision

6

 

Fantastic places

 

Urbanisation

An introduction to hot deserts

 

The urban world

 

Assessment 14 end of Year 10: Unit 1

Not in school

 

Revision resources for KS3

Books

ISBN 978-0-00-756287-9 Collins KS3 Revision Geography

ISBN 978-0-19-849476-8 OUP KS3 geography

ISBN 978-0-19-844604-0 geog. 1 student textbook OUP

ISBN 978-0-19-848915-3 geog. 2 student textbook OUP

ISBN 978-0-19-848991-7 geog. 3 student textbook OUP

 

Websites

BBC bitesize KS3 geography https://www.bbc.co.uk/bitesize/subjects/zrw76sg

Education quizzes for KS3 geography https://www.educationquizzes.com/ks3/geography/

Geography all the way https://www.geographyalltheway.com/ks3_geography.htm

3D geography https://www.3dgeography.co.uk/

 

Revision resources for GCSE

Books

ISBN 978-0-19-836661-4 GCSE geography AQA OUP

ISBN 978-0-19-842346-1 GCSE geography AQA revision textbook OUP

ISBN 978-0-19-842348-5 GCSE geography AQA Exam practice OUP

 

Websites for GCSE

AQA geography GCSE https://www.aqa.org.uk/subjects/geography/gcse/geography-8035

BBC Bitesize geography http://www.bbc.co.uk/education/subjects/z2f3cdm

S-Cool GCSE revision http://www.s-cool.co.uk/gcse/geography

Cool geography http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm

Revision World http://revisionworld.com/gcse-revision/geography

 

The geography curriculum in Years 12 and 13 for GCE AS and A Level

 

Term number

Year 12

Year 13

 

Physical geography

Human geography

Physical geography

Human geography

1

Coastal landscapes and systems

Changing places

Water and carbon cycles

Contemporary urban environments

2

Coastal landscapes and systems

Changing places

Water and carbon cycles

Global systems and governance

3

Hazards

Changing places

Water and carbon cycles

Global systems and governance

4

Hazards

Contemporary urban environments

Revision

Revision

5

Revision and exam (AS Level)

Revision and exam (AS Level)

Revision

Revision

6

Independent fieldwork investigation

Contemporary urban environments

Exam (A Level)

Exam (A Level)

 

Revision resources

Books

ISBN 978-1-4718-5869-7 Malcolm Skinner - one textbook for the whole course published by Hodder

ISBN 978-0-19-836651-5 Simon Ross - physical geography published by OUP

ISBN 978-0-19-836654-6 Simon Ross and Alice Griffiths - human geography published by OUP

ISBN 978-0-19-843258-6 Bob Digby and Tim Bayliss – Exam Practice and Skills

Websites

A Level AQA website https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037

AS Level AQA website https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7036

A Level geography https://www.alevelgeography.com/

S-Cool A Level https://www.s-cool.co.uk/a-level/geography

 

 

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