Geography

Intent

To develop great geographers:

  • Enable all our geographers to understand the physical processes that shape the world around them
  • Assess the complex range of human processes that influence their everyday lives
  • Promote a curiosity in our pupils so they are always searching, stretching themselves outside of their comfort zone and experience things they haven’t before
  • Skilled young geographers who are confident in using different sources of geographical data
  • Through the planning and sequencing of lessons geographers are able to reach justified decisions and reasoned conclusions about geographical issues make decisions at a variety of scales.
  • Be empathetic who care for our world at all scales and can think beyond how they feel to consider other points of views so they can have a positive impact on their own and others futures, to be positive global citizens for future learning and employment.

Implementation

  • Teach our powerful knowledge in a variety of creative and inspiring ways
  • Teach lessons that allow pupils to demonstrate their independence and follow their curiosity
  • Teach lessons which actively promote geographical literacy and oracy
  • Provide opportunities for pupils to embed core knowledge and actively recall this
  • Provide opportunities for pupils to gain fluency with geographical skills

Year 7 and 8

Year 7

  • Passport to Geography (location)
  • From here to there and back again (map skills)
  • Nottingham
  • South America
  • Weather

Year 8

  • Africa
  • Risky World
  • Asia

GCSE

​Overview

Course outline

The physical geography element of the course includes:

  • Survival threats: extreme weather, tectonic hazards (earthquakes & volcanoes), climate change.
  • What is special about the UK landscapes: roaring rivers and dramatic coasts.
  • Destroying our planet: how humans exploit the rainforest.
  • The stage for World War Three: Antarctica.

The human geography element of the course includes:

  • Poor world cities: hidden gems? – challenges and opportunities for people living there .
  • Rich world cities: has the shine gone dull? - challenges and opportunities for people living there.
  • Is it ok for some people to be poor? – tackling the poverty crisis.
  • Will we run out of puff? – resource issues focusing on food, energy and water.

There will be a minimum two full days of fieldwork which covers the following elements:

  • Human Geography: a local investigation and Physical Geography: a regional investigation.

Assessment details

There will be 3 exams:

  • Physical Geography and Geographical Skills (35%)
  • Human Geography and Geographical Skills (35%)
  • Fieldwork (30%)

Additional Information

A GCSE in Geography will develop a range of transferable skills including:

  • IT, communication, independent research and strong presentation skills
  • Team work and time management

These could be useful in the following areas: Expedition leader, travel writer, TV researcher, conservation worker, architect, urban planner, environmental consultant, financial risk assessor, transport/logistics manager, diplomat, human rights officer, armed forces, surveyor, town planner, environmental engineer (all fields of engineering), marketing, social worker, hydrologist, hazard prediction and management and weather presenter.

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