Geography

- Contextual world knowledge of locations, places and geographical features.
- Understanding of the conditions processes and interactions that explain features and distributions, patterns and changes over time and space.
- Competence in geographical enquiry the application of skills in observing collecting, analysing, mapping and communicating geographical.
Our students will show progression in Geography through the following criteria:
- Demonstrating greater fluency with world knowledge by drawing on increasing breadth and depth of content and contexts.
- Extending from the familiar and concrete to the unfamiliar and abstract.
- Making greater sense of the world by organising and connecting information and ideas about people, places, processes and environments.
- Working with more complex information about the world, including the relevance of people’s attitudes, values and beliefs.
- Appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures.
- Increasing the range and accuracy of investigative skills, and advancing their ability to select and apply these with increasing independence to geographical enquiry.
Through the programme outline above our students will develop essential tools for learning which can be applied across subjects and in the wider world. Students will be inspired to continue the study of Geography at KS4 and Post 16 and learners will ‘think like a geographer’.
Implementation of Curriculum
Geography is introduced to our students at primary school as an enquiry based project, cross curricular or through sessions taught within Humanities. At CFGS we have the task of taking their foundation geographical skills, knowledge and developing more developed skill set which allows them to gain a wider and deeper knowledge and understanding about the world around us. We implement this through engaging lessons, well developed resources, effective teaching strategies which are accessible to all. Our SOW reflect a variety of topics with a balance between physical, human and environmental geography. Our topics have been developed to inspire students, hold their interest and develop in them a love for learning. Our SOW develop their geographical skills and knowledge and enables them to ‘think like a geographer’. We do this though a number of skills which include; investigative, cartographic, numeracy, statistical, data analysis, literacy and decision making skills.
Our assessments have taken into account the range of skills, knowledge and understanding needed to make progression. By identify key areas and applying different assessment objectives and weightings to each of the key areas across key stages. Thus ensuring a range of key skills, knowledge and understanding are covered and assessed to prepare a student for the challenges of KS4 and KS5. In this way different rates of progression through each skill set can be recognised and responded to as outlined in the Geography Curriculum map for KS3 and the SOW for KS4 and KS5.
The geographical S/K/U have been mapped across the key stage three and across the different units of work at KS4 and KS5. Assessment is built into the existing schemes of work, tasks are worked towards in lessons and then produced independently, or in groups, as a consequence of the learning that has taken place. A range of activities will be used to assess geographical S/K/U development in order to ensure all learning styles are catered for.
Impact of Curriculum
In Geography the curriculum will make a profound, positive impact to the outcomes of every student. It will give our students a skill set which allows them to become confident and inquisitive learners. Our curriculum is quality assured through qualitative and quantitative measures such as:
- Attainment data
- Observing lessons
- Dynamic planning
- Work reviews
- Student voice
- Student data for KS4/5
- Student options at KS4 and KS5
- Attendance data
- Behaviour data
KEYSTAGE 3
Progression Map
YEAR 7 | YEAR 8 | YEAR 9 | |
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Contextual world knowledge of locations, places and geographical features |
Developing and extensive framework knowledge of the world, including globally significant physical and human features and places in the news.
Recognise, describe and appreciate importance of wider geographical location (physical and human features) in understanding places.
Knowledge and understanding of aspects of the geography of the UK and wider world. |
Using knowledge and understanding to describe & begin to analyse physical and human characteristics in range of locations, contexts & scales.
Understand that places and people can be affected by actions and events in other places e.g. globalisation leading to production of cheaper materials in the developed world. Many factors, including people’s values and attitudes influence decisions made about places. Understand the concept of sustainable development. |
Have extensive knowledge relating to a wide range of places, environments and features at a variety of appropriate spatial scales, extending from local to global. Have knowledge of different environments and climates and their impact on people.
Understand how consideration of sustainable development can affect people’s lives as well as the planning and management of environments & resources. Understanding the pros and cons of resource extraction. |
Understanding processes and interactions that explain features, distributions patterns and changes over time. |
Understand in some detail what a number of places are like, how and why they are similar and different, and how and why they are changing.
They know about some spatial patterns in physical and human geography, the conditions which influence those patterns, and the processes which lead to change. They show some understanding of the links between places, people and environments.
Understanding the implications of wealth on quality of life in differing geographical locations. Recognise different groups of people have differing opinions. Recognise and describe simple geographical patterns. |
Understand and develop an explanation how physical and human processes interact and understand that issues such as sustainable development are complex.
Describe different how conflict can occur and that people sometimes have different perspectives on how to use the environment.
Understanding the role of different institutions (IMF and World Bank) in HICs and LICs in managing development. Knowledge and understanding of the barriers LICs encounter on the road to development. Critical thinking skills. Analyse different options and reach conclusions that fit the evidence. |
Understand and explain the physical and human conditions and processes which lead to the development of, and change in, a variety of geographical features, systems and places.
Can explain various ways in which places are linked and the impact such links have on people and environments. Understanding different approaches to development (top down and bottom up intermediate technology).
Understand the complex nature of the development gap and assess why certain countries face barriers to development (social, economic, political and environmental). Understand alternative approaches to development & implications for quality of life in different places. Make connections between different geographical phenomena they have studied. Assess the merits of different views concerning human and environmental issues and justify views |
Geographical enquiry and the application of skills in observing, collecting, analysing, evaluating (GIS) and communicating information. |
Be able to carry out investigations using a range of geographical questions, skills and sources of information including a variety of maps, graphs and images.
Can express and explain their opinions and recognise why others may have different points of view. Awareness that different places have both similar and different characteristic.
Use more advanced map skills such as 6 figure grid references and contours to identify and describe places and you can draw labelled sketch maps. Make use of ICT to research a topic e.g. search the Internet. Can carry out a range of fieldwork techniques e.g. sketching and making simple maps. Use of GIS to apply and enhance these skills. |
Be able to use a wide range of map skills, including digital maps to describe and explain places and geographical patterns e.g. migration.
Can demonstrate decision-making skills, including using GIS. Can carry out fieldwork accurately using a range of equipment and data aids. Use of GIS to develop knowledge and understanding of patterns and trends in data. Applying data/information to maps and diagrams. |
Be able, with increasing independence, to choose and use a wide range of data to help investigate, interpret, make judgements, analyse and draw conclusions about geographical questions, issues and problems, and express and engage with different points of view about these.
Use of GIS to enhance knowledge and understanding. Interpreting maps and data to recognise complex patterns and trends. Relationships between different sets of data. Applying complex data and information to maps and diagrams to aid understanding and application if GIS skills. |
Keystage 3 Overview and Assessment
TERM & THEME | YEAR 7 |
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Autumn Term 1 & 2 Introduction to Geography & Extreme Environments |
National Curriculum links:
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Spring Term 1&2 Map Skills & Carbon Footprints |
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Summer Term 1 Carbon Footprints |
National Curriculum links:
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Summer Term 2 School Environment |
What is my school environment like? To be able to carry out a school project on improving the school environment. Which will include:
National Curriculum links:
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TERM & THEME | YEAR 8 |
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Autumn Term 1 & 2 Tectonic Hazards T1A: Earthquakes T1B: Volcanoes |
National Curriculum links:
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Spring Term 1 Super Power Geography Russia |
National Curriculum links:
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Spring Term 2 Trade and Development India and China |
National Curriculum links:
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Summer Term 1 |
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Summer Term 2 Coasts |
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TERM & THEME | YEAR 9 |
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Autumn Term 1 Brazil |
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Autumn Term 2 Population |
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Spring Term 1 & 2 Sustainable Cities |
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Summer Term 1 & 2 Extreme Weather |
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KEYSTAGE 4
The aims and objectives of the KS4 course is to enable students to build on their Key Stage 3 knowledge and skills to:
- Develop and extend their knowledge of locations, places, environments and processes, and of different scales, including global; and of social, political and cultural contexts (know geographical material)
- Gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer)
- Develop and extend their competence in a range of skills, including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer)
- Apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real-world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments, drawing on their geographical knowledge and understanding (applying geography).
Geographical Skills: Students develop a range of geographical skills, including mathematics and statistics skills, throughout their course of study. These skills are assessed across a number of GCSE units of work.
TERM & THEME | YEAR 10 |
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Autumn Term 1 Development Dynamics |
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Autumn Term 2 The UK's evolving human landscape |
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Spring Term 1 The UK's evolving human landscape |
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Spring Term 2 The UK's evolving physical landscape |
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Summer Term 1 The UK's evolving physical landscape |
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Summer Term 2 Challenges of an urbanising world |
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TERM & THEME | YEAR 11 |
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Autumn Term 1 Challenges of an urbanising world & Hazardous Earth |
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Hazardous Earth & People and the biosphere |
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Forests under threat |
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Consuming energy resources |
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Revision |
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Revision |
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EXAM BOARD AND WEIGHTINGS
Exdexcel B Geography
Papers 1 and 2 Examination (37.5% each unit)
The examination papers for these units are resource based and require knowledge recall and explanations. You will have maps, photographs and diagrams to help you answer some of the questions. Questions will range from short questions up extended writing questions. These papers are based on content in Unit 1 and Unit 2 only.
You will be required to carry out two separate fieldwork activities for which you will need to answer exam questions in Unit 2.
Paper 3 Examination (25%)
Making Geographical Decisions, is a decision-making exercise based on a resource booklet given in the examination. It will consist of a colour resource booklet on a geographical issue or location. Questions will assess your understanding of the resources in relation to environmental issues and sustainability.
Fieldwork Opportunities
As part of the preparation for Unit 2 exam students carry out physical and human geography fieldwork. This will be based on key enquiry questions from the specification notes below.
Investigating river processes and pressures
Investigating how and why drainage basin and channel characteristics influence flood risk for people and property along a river in the UK.
Investigating dynamic urban areas
Investigate how and why quality of life varies within urban areas.
ENRICHMENT OPPORTUNITIES AT KEYSTAGE 4
Edexcel B KS4
Edexcel Pearson GCSEs Geography B (9-1) from 2016
KEYSTAGE 5
Edexcel A Level Geography
The aims and objectives of the A level course is to enable students to build on their KS4 knowledge and skills to:
- Develop knowledge of locations, places, processes and environments, at all geographical scales from local to global
- Recognise and be able to analyse the complexity of people–environment interactions at all geographical scales
- Develop understanding of, and ability to apply, the concepts of place, space, scale and environment, that underpin both the national curriculum and GCSE
- Gain understanding of specialised concepts which include the concepts of causality, systems, equilibrium, feedback, inequality, representation, identity, globalisation, interdependence, mitigation and adaptation, sustainability, risk, resilience and thresholds
- Improve 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
- Become confident and competent in selecting, using and evaluating a range of quantitative and qualitative skills and approaches
- Understand the fundamental 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 appropriate situations
- 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
- Develop as critical and reflective learners, able to articulate opinions, suggest relevant new ideas and provide evidenced argument in a range of situations
- Develop a deep understanding of both physical and human processes
- Build on and reinforce conceptual understanding underpinning GCSE
- Show a considerable degree of independence in selecting and using a wide range of geographical methods, techniques and skills, involving both qualitative and quantitative methods
- Undertake fieldwork that encourages them to apply and evaluate theory in the real world, and that 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.
Geographical Skills:
This specification requires students to:
- Understand the nature and use of different types of geographical information, including qualitative and quantitative, primary and secondary, images, factual text and discursive/creative material, digital data, numerical and spatial data and innovative forms of data, including crowd-sourced and 'big data' and including dot maps, kite diagrams, linear and logarithmic scales, dispersion diagrams, aerial, oblique, ground, satellite images, GIS
- Collect, analyse and interpret such information, and demonstrate the ability to understand and apply suitable analytical approaches for the different information types including, qualitative approaches such as coding and sampling and quantitative approaches such as measures of dispersion, measures of correlation and association from the following statistical tests: t-tests, Spearman’s rank, Chi-squared, Gini Co-efficient, Lorenz curve
- Undertake informed and critical questioning of data sources, analytical methodologies, data reporting and presentation, including the ability to identify sources of error in data and to identify the misuse of data
- Communicate and evaluate findings, draw well-evidenced conclusions informed by wider theory, and construct extended written argument about geographical matters.
Fieldwork
A Level students must complete a minimum of four days of fieldwork. Fieldwork must be carried out in relation to processes in physical and human geography. This is a Department for Education (DfE) requirement.
In the non-examination assessment component, students are required to undertake an independent investigation that involves (but need not be restricted to) fieldwork, producing a written report. Students’ investigations will incorporate fieldwork data (collected individually or as part of a group).
Full details of the required fieldwork skills are provided in Appendix 2: Fieldwork skills.
TERM & THEME | YEAR 12 |
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Autumn Term 1 & 2 Globalisation
Tectonic Process and Hazards |
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Spring Term 1 & 2 Regeneration
Coastal Landscapes and Change |
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Summer Term 1 & 2 |
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TERM & THEME | YEAR 13 |
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Autumn Term 1 & 2 Superpowers
The Water Cycle and Water Insecurity |
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Spring Term 1 & 2 Migration Identity and Sovereignty
The Carbon Cycle and Energy Security |
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Summer Term 1 & 2 |
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EXAM BOARD AND WEIGHTINGS
- Paper 1: Assessed by an external exam, 2 hour and 15 minutes long worth 30%
- Paper 2: Assessed by an external exam, 2 hour and 15 minutes long worth 30%
- Paper 3: Assessed by an external exam, 2 hour and 15 minutes long worth 20%
- NEA: Independent investigation worth 20%
NEA: In the non-examination assessment component, students are required to undertake an independent investigation that involves fieldwork, producing a written report. Students’ investigations will incorporate fieldwork data (collected individually or as part of a group). The independent study is 20% of the overall A level grade.
WHO'S IN THE TEAM?
Geography is taught by specialists all with Geography degrees. Their enthusiasm for the subject is evident.
Please contact us at Geography@central.towerhamlets.sch.uk
Ms. R. Begum, Teacher of Geography/Student Council Co-ordinator
Ms. H. McKenzie, Teacher of Geography
Ms. H. Houghton, Teacher of Geography
Ms. R. Rehman, Second in Charge of Humanities