Intent and Aims of Learning for Geography
The study of Geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact and how a diverse range of economies, societies and environments are interconnected.
Teaching and learning in Geography at Sexey’s aims for all young people to become:
- Successful learners – who progress and achieve
- Confident individuals – who lead safe and healthy lives
- Responsible citizens – who make a positive contribution to society
Key Stage 3 Curriculum Plan
Geography is a compulsory subject at KS3. Students follow Schemes of Work that take their inspiration from the National Curriculum for England. A number of units are studied in a year. These units do vary in length, but generally last one half term and allow for progression of knowledge, skills and understanding.
Units in Year 7 are intended to build on and consolidate KS2 experiences and stimulate interest in enthusiasm for Geography thus local places and distant places are studied, skills are developed and a variety of topics are covered. Students come to Sexey’s with varying experiences of KS2 geography, therefore the Year 7 courses are designed to establish their understanding and to develop their awareness of the subject, competence in basic skills and their existing geographical knowledge and help them develop a ‘personal geography’ and appreciation of place (The UK) Skills and knowledge are further developed by the map skills unit and by studying a distant place (Australia unit) and beginning the study of physical geography (‘Rivers and flooding’ unit). The specific units covered are:
- Unit 1- Fantastic Places and Map Skills
- Unit 2 – River Landforms and Flooding
- Unit 3 – Population and Migration
- Unit 4 – Oceans
- Unit 5 – Australia
Progression in Year 8 and Year 9
Units in Year 8 focus on studies at national and international scales and focus on a mix of human and physical themes. Year 9 has a strong global focus and brings together in-depth understanding of important concepts i.e. sustainable development. The Year 9 scheme is intended as a conceptually demanding and enriching experience for our Students.
Year 8 units studied:
- Unit 1 – Ecosystems
- Unit 2 – Development and China
- Unit 3 – Extreme Weather and Hurricanes
- Unit 4 – Africa
- Unit 5 – Russia
- Unit 6 – Changing resources and food insecurity
Year 9 units studied:
- Unit 1 – Restless Earth – Volcanoes
- Unit 2 – Geography of the Middle East
- Unit 3 – Hot Deserts
- Unit 4 – Resource and energy management
- Unit 5 – Coasts
Details of assessment criteria for Key Stage 3 can be found here.
Key Stage 4 Curriculum Plan
Students follow the AQA GCSE Geography specification. Geography is a popular option at GCSE and groups are taught by specialist Geography teachers.
Teaching at Key Stage Four
Lessons and schemes of work are designed to be varied in content, resource and activity. The Key Stage Four course provides a conceptual basis for in-depth exploration of issues and places. Students are offered an opportunity to participate in fieldwork in Year 11 when they visit Snowdonia National Park. Fieldwork skills undertaken in Snowdonia are assessed through a GCSE examination.
The specific units studied at GCSE are:
• Paper 1 – Physical Geography
o Natural Hazards
o Living World
o Physical Landscapes (Optional unit – Cold Environments)
• Paper 2 – Human Geography
o Urban Environments
o Economic World
o Resource Management (Optional unit – Food Insecurities)
• Paper 3 – Decision making and Fieldwork Skills
Spiritual, Moral, Social or Cultural Opportunities
Geography at Sexey’s provides the opportunities for students to study a wide range of emotive issues that allow students to consider any SMSC implications of the issues. Explicitly; units that investigate development, access to food, conflict in the middle East, pollution in oceans, over population, human rights, migration all allow students to explore that SMSC aspects of all units.
Most Able Opportunities
All topics covered allow for students to be challenged at all levels. At the higher end, this can take the form of challenge tasks and using knowledge/skills in different context. The expectations for all students is high with appropriate scaffolding and modelling of tasks delivered by the teacher in order to ensure the maximum progress of all.
Special Educational Needs and Disability Opportunities/Support
- High-quality teaching
- Differentiated work and assessment
- Personalised resources if required
- Seating plan to suit needs and abilities
- Exam Access Arrangements with extra time for students who require it
- Additional intervention and support with TA
- Mr Dan Glover
- Miss Emily Pascoe
- Mrs G Townsend
Updated September 2020