Powerful knowledge

• Students will have a curiosity of the world around both in places and processes whilst appreciating its diversity. A similar view held by Barack Obama – ‘Its about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents’ (Obama 2012)
• Students will have an appreciation of the issues, challenges and possible solutions in the world around them at a range of scales. A focus supported by Reigeluth et al 1983 – ‘it is important that pupils are able to consider scale and have the ability to zoom in and zoom out in order to view processes and their impact from local, regional, national and international perspectives’
• Students will gain skills of analysis using a range of data that can be applied across a range of subjects and beyond school both in work and everyday life.
• Students will be able to assess and evaluate their own and others work to develop plans to enhance quality of knowledge, skills and understanding. To be able to review progress with a desire to improve.
• Students will demonstrate Christian values of empathy, tolerance and compassion.

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Curriculum intent

In Geography, our intent is for the curriculum to promote a curiosity about the world for our learners. The teaching of the subject is by teachers passionate about Geography who aim to harness curiosity in an enjoyable manner.  The curriculum will enable our learners to be confident to understand and ask questions about the world around them.  The intent is to develop a holistic knowledge of the subject at Key Stage Three in order to create a platform to build on at GCSE. It is our intent for Geography to be learned inside and outside of the classroom.  If our students do not pick Geography at GCSE, we want them to take a responsible attitude towards the world and adopt a life-long learning approach. We will support our learners to develop skills that are transferable across all subjects and employment in later life. We will develop knowledge in students to enable them to thrive in lessons and create schemata. Learning will be developed from the three core subjects to develop learners’ skills, knowledge and understanding. Learners will be inspired to continue the study of Geography Post 16. The learners will ‘think like a geographer’. A phrase that really means to know one context from another, to think of alternative futures and to consider their influence on decisions that will be made (Ofsted,2021).

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KS3

The curriculum is designed so that aspects can be linked. Locational knowledge for example in Year 7 map atlas skills unit is then used in Year 8 for rainforest location. In Year 8 sweatshops are introduced as part of the globalisation of fashion unit. This builds on knowledge of India first introduced during the India unit in Year 7.  All KS3 units are covered in some form at GCSE where the knowledge is used as a beginning point. Students are assessed using standardised tests and marking schemes both at midpoint and end of the unit. This assessment focuses on during feedback points to improve for future as well as success. This allows clear ‘understanding of assessment criteria’ (Ofsted 2021) to apply for future assessment. This repetition of style allows easy recall later in the Key Stage as well as GCSE so ‘that they have practised it to the point that they need give little conscious thought’ (Ofsted, 2021) Wording and question styles are designed to mirror GCSE exams differentiated to the Year group. So that progression can be seen within these of difficulty. Testing focuses on a combination of knowledge, understanding and skill again to mirror GCSE exams. Homework is focused on these assessments and uses the Doddle system to support and monitor students. In addition keyword homework supports literacy. Words reflect those likely to be used in the GCSE curriculum with an added focus on high frequency words. The department places emphasis on literacy throughout by using the school COPS policy. Particular focus is given during assessment on the demands of questions and the understanding of these. In addition the specific nature of language used in responses to fully access all parts of mark schemes by using language that makes arguments clear.

KS4

GCSE: Students follow the AQA Geography course 8035 which flows into the A-Level of course 7037. The course is taught by two specialist geography teachers. The exam is divided into 3 papers. The course is largely taught in the order of the papers and the order within the paper. This makes it clearer what to revise and when and what parts of the course questions are aimed at. As Ofsted 2021 noted ‘by learning each component in an ordered way’ This is particularly needed for Paper 2 which is slightly ambiguous for students to interpret. Optional units in Paper 2 choose subjects where knowledge and understanding is built upon from earlier years (Coastal Landscapes and River Landscapes). The option unit not studied has lower marks nationally and has less relevance to students – Glacial and Cold Environments. This choice is supported as ‘pupils are more motivated when they learn knowledge they can link to’ (Bent et al, 2014).  Neither is studied earlier in school. Paper 2 chooses options (World Food Resources) that has a greater interest to students. Option units at Paper 2 affect a small amount of marks. Paper 3 uses Llandudno as the location to gain ‘fieldwork experience’. This is close to school and accessible on a one day fieldtrip in a safe environment teachers are familiar with. Teacher’s expertise of coursework moderation is used to design the specific nature of the ‘fieldwork experience’. The teaching of all 3 papers focuses on knowledge, understanding and skills.

Progression is monitored using regular standardised GCSE end of unit tests in all classes completed and marked at actual exam standard. Students exam access arrangement are consistent applied where appropriate. This allows focus on ‘any misconceptions the pupils have as well as any gaps in pupil’s knowledge’ (Ofsted, 2021). Feedback on exam technique is throughout the course but particularly focused on these.  Again use is made of the departments’ extensive and up to date AQA exam board marking experience to focus this area of teaching. The GCSE syllabus is delivered in a manner to allow children of all abilities to access it using a range of activities and learning styles to access it. Children with particular needs are taught using knowledge of them as individuals alongside best practice given by specialists within the school e.g. ASD base or SENCO. Where appropriate teaching assistants are integrated into the lesson both in planning and delivery to support individual student’s needs. Homework is focused on end of unit tests and past question from previous GCSE exams. In addition, quick low stake ‘AO1’ tests are performed during each unit to allow recall.

BTEC: Students follow the BTEC Level 2 Tech Award in Travel and Tourism and is taught by one specialist teacher.  The course is designed to give all learners a solid foundation of knowledge, skills, and understanding of the travel and tourism sector which is one of the fastest growing industries in the UK.

Pupils will investigate, plan and explore a stimulating introduction into the world of travel and tourism, the importance of travel and tourism to the UK, customer service and key destinations. Pupils will gain an insight into some of the key areas within the sector, including customer types, accommodation, tourism development and promotion, transport and visitor attractions. Assessment is mainly through task-based assignments so pupils can demonstrate their knowledge in real-world scenarios linked to the unit content (Component 1: The UK Travel and Tourism Sector and Component 2: Customer Needs in Travel and Tourism). Component 3: Influences on Global Travel, is an externally assessed unit by written exam at the end of year 11. The combination of units studied gives the right balance between challenge and engagement but also delivers practical knowledge and skills that can be built on, such as self-reflection, communication, teamwork and problem solving will also support their progress onto Level 3 Travel and Tourism or employment.

KS5

A Level:  Students follow AQA Geography 7037. Students also study AQA at GCSE resulting in a flow between the two courses.

Coursework NEA –Students are prepared for their independent coursework NEA by giving advice within AQA guidelines. Appropriate feedback is given to ensure questions and locations are chosen to undertake fieldwork. Students are instructed on how the coursework NEA is marked focusing on key areas and standards. Fieldwork is undertaken by the students independently over the summer holidays. This allows enough time to write coursework NEA up at the start of Year 13 so it is complete before Christmas to focus on exams. The two units that nearly all coursework NEA originates from are taught first in Year 12: Contemporary Urban Environments and Coastal Systems and Landscapes. The units they don’t cover in NEA coursework are taught last in Year 13 which also need greatest subject knowledge which is then fresher – Ecosystems under Stress / Globalisation and Governance. Ecosystems under Stress in addition links with Water and Carbon Cycle, with knowledge gained in the former alongside casestudies being using as a starting point in the later.  Expertise teaching coursework uses members of the departments moderation work for AQA.

Exams Paper 1 (Physical) & 2 (Human):  Two teachers deliver their own specialist area which reflects their geographical background. They are given equal teaching time. Optional units are selected to build on themes from GCSE – Hazards and Contemporary Urban Environments. These also again reflect teacher’s specialisms.   Each side of the course has its own scheme of learning and is adapted to suit the needs of the cohort each year. Both units focus on up to date and local Case Studies where appropriate resulting in a continually evolving course. Students are encouraged to read beyond the subject especially being aware of current events that can be applied to the units studied. A dedicated A-Level twitter feed supports this delivering quality appropriate news and articles. Exam technique unique to A-Level is taught throughout the course with a focus on 20 mark questions that is new to students and key to subject success due to their weighting in the exam. Extensive use of past and specimen questions is used to achieve this. Skills are taught as part of the delivery of knowledge and distinctly when appropriate.

Catholic Social Teaching

The Geography department celebrates Gods world and people. Content of lessons, teaching styles, student relationships and the management of the department has this as its core focus across all year groups. Geography cannot be taught without acknowledging its key aspects.

• Care for Creation
• Common Good
• Dignity of Person
• Solidarity
• Peace
• Dignity of Work and Participation
• Favourable Option for the Poor and Vulnerable

At KS3 each unit taught is linked to one of the key aspects (although most can and are easily referenced in all units) with time and focus exploring it further. In Year 7 the Indian Place study gives a focus to Solidarity. In Year Tropical Rainforests give a focus to Care for creation. Whilst in Year 9 the Tourism Unit focuses on the Dignity of the Person. This is an ongoing development area with resources and links.

The AQA syllabus at GCSE allows opportunity for the application of the core values again. The evaluative nature (AO3) required of many questions can be and is based around many of them. This includes amongst others the Development unit of Paper 2 and Living World section of Paper 1. These units have people and the environment at their heart which form the basis of Catholic Social Teaching. This is further developed by those students who choose A Level Geography. Units such as Globalisation and Governance again focus on people (especially the winners and losers of globalisation) and their impact on the world both good and bad.

The teaching of the Geography department is highly inclusive where the needs of all are met. This is especially true of those with SEND and other extra need. The focus on people and good relationships is also equally applied to staff and their management. People come first, be it staff, students, or visitors to the school.

A curriculum for all

The curriculum is designed so that students of all abilities can access it by using a range of activities to suit all learning styles. Children with particular needs are taught using knowledge of them as individuals alongside best practice given by specialists within the school e.g. ASD base or SENCO. This includes the provision of special resources that are accessible for specific needs. Topics are signposted at the beginning to allow students to organise themselves and visualise their learning. This is further supported by frameworks to give focus and additional structure in revision. Regular knowledge recall exercises allow students to embed knowledge. These systems continue through all key stages to sixth form. Teaching Assistants are very much part of the delivery of the subject and are integrated into lessons both in planning and supporting students. It is taken into account that ‘few teaching assistants have the same geographical knowledge as the teacher’ (Pook, B 2017). Knowledge of students and in particular their learning styles is used to support their KS4 option decisions within the department guiding them towards GCSE Geography or BTEC Travel and Tourism. Literacy is supported with the focus of keywords within unit studies. Tests ensure time is spent understanding these. The departmental moto is emphasized within lessons and communication ‘Understanding the world around you’ as part of ‘research showing that pupils are more motivated when they learn knowledge they can link to’ (Bent et al, 2014). Personal experience of the world around them is used to generate this. Where possible students are taken on outside educational visits to further embed knowledge, understanding and skills. These cover all keys tages through to sixth form. Students with SEN or PP are highly encouraged to take part in these and supported financially where appropriate.  Included within this is topicality in the news drawing out the geography behind news stories. The nature of many units makes geography a highly visual subject that is used to enhance learning through image and other media. Within the department there are 2 specialist geography classrooms designed to meet the needs of all students both visually and equipment wise. These also provide a reassuring constant to those pupils who need structure and familiarisation of rooms and seating plans.

The effective use of Teaching Assistants across the department

We are fortunate to have a Teaching Assistants who have secure knowledge of many geographical themes and concepts. Weekly planning meetings ensures that all staff are have clear expectations of support needed. Teaching Assistants will support students of all abilities and needs, predominantly across KS4 classes. The underlying theme is to provide the ‘least support first’ and to enable students to build levels of independence across the subject. This involves pre-teaching core concepts and scaffolding techniques which is used with a range of students. Teaching Assistants also play a vital role in the development of literacy across the department, working through tier three vocabulary with students at the beginning and end of most lessons. They also support pre-teaching specific students to enable them to gain confidence in a specific concept or exam question prior to the lesson, which enables targeted intervention to be formally assessed. We also believe that all students should have equal access to teaching staff, involving an inclusive approach, where the support of teaching assistants is well planned and justified. Non specialist teaching assistants also play a vital role across the department and are provided with clear instructions at the start of each lesson. This enables them to target specific students, based on prior knowledge and formative assessment methods, providing subsequent feedback at the end of the session. Geographical skills and out of class enrichment activities are attended by our link Teaching Assistant who works strategically with enable students of all ability levels and needs to gain the maximum outcome from the experience. This often involves pre-teaching specific concepts and skills prior to the experience.

Diversity and Inclusion

The nature of Geography is a celebration of the world. The Geography Department emphasises this through its content and teaching. In particular it celebrates place and people across the whole world and aims to give students a greater understanding. In particular it focuses on similarities across people and places as well as links to themselves to Chester and the UK. It aims to dispel misconceptions students may have of the world.

Cross curricular integration

A – Level Economics – Both subject cover similar content areas. The Contemporary Urban Unit of Geography cover s urban inequality which is also found within unit 3 of Economics.

This economic unit also covers globalisation including areas such as trade, causes of globalisation and evaluation of globalisation. This links to the Globalisation unit of human Geography. Also Unit 2 of Economics includes China, EU, ASEAN and India as directed studies all of which can be found in various locations within Geography Globalisation and Governance.

BTEC Business – Covers corporate responsibility and ethics which links to Globalisation critique at A Level

GCSE Business – Unit 6 covers Global Economic Climate which links to aspects of UK Economy at GCSE  such as links to the world and deindustrialisation.

Science

• Ecosystems – pupils learn about the impact of the damage being done to coral reefs around the world and the impact of this. This unit is taught in Geography around October/November and the ideas are then built on in Science during the summer term.
• Weathering – brief introduction to weathering in year 7 Geography built on in Science in year 8
• Climate Change and sustainability during the summer term in conjunction with this topic which is taught in Science during the summer term, allowing ideas to be reinforced.
• Energy Y9 in Science – pupils will later study renewable energy and sustainable transport in year 11 Geography (Resources section Paper 2)
• Y9 Tectonics – pupils study earthquake theory and later revisit this in GCSE Science in year 11
• Climate change (the evidence for it, its cause, impact and the response to it) during year 10 Geography Paper 1 Hazards section and build upon it in Chemistry towards the end of year 11 in the Atmosphere topic and the Ecology in Action.
• GCSE Ecosystems, Tropical Rainforests and Hot Deserts – Pupils study food chains and food webs and the adaptations of organisms to tropical rainforests and deserts in year 10 Geography (Paper 1 Living World section); this is further developed in the Biology topic Ecology in Action towards the end of year 11 where students study the adaptations of organisms towards their environment.
• Students study carbon and water cycles following similar knowledge areas as A-level Biology and building upon GCSE Biology topic Ecology in Action towards the end of year 11.

A  Level Media – A Level students interpret sources such a ‘Capital’ and ‘Ghost Town’ using skills present in both areas. These skills are emphasised when completing work primarily on Changing Places unit. In addition, how places are represented and influenced is a common theme between both subjects.

GCSE Literature – Analyses poetry and meaning in similar way to Changing Places A Level unit.

Developing Literacy

Reading – Students are encouraged to read beyond the classroom from a range of Geographical themed literature. Within the department there are books available for students to borrow outside class and use within lessons. Students in particular higher in the school are asked to question the reliability of sources and question bias.

Writing – Students are explicitly taught how to structure writing responses to assessment questions using a range of tools including scaffolding and model answers. Focus is given to paragraphs and the construction of these related to the question asked.

Vocabulary development – All units in KS3 have keywords list that focus on specialist and high frequency terms. The meaning and spelling of these lists are assessed. Key terminology is emphasised in particular in assessment both understanding command words and using Tier 3 as part of student responses. This focus is continued over into GCSE and A Level teaching.

Digital Literacy – Students are taught key digital skills across all age groups in order to enhance their Geographical understanding. These include research and presentation skills. Opportunities are given to regularly use IT within lessons. Platforms used include Firefly and Digimaps.

Transition learning opportunities

KS2 to 3

Year 7 on entering the school are all given a standardised Geography baseline test which is focused on skill rather than knowledge. Results show a very clear ability in geography.

On entry students complete a geographical audit of previous learning focusing on geographic processes, places and skills to inform teaching. Awareness of Geography taught at primary school is enhanced by offering support and guidance to local primary schools where sought.

KS 3 to 4

The content of KS3 is intended to lay thew foundations of knowledge and skills to ensure a smooth and successful transition to KS4. Core graphical skills are taught throughout KS3 that link to the GCSE AQA Syllabus. In addition, key concepts such as cause, effect and responses to casestudies are also embedded. Where appropriate command and high frequency words for GCSE are part of the KS3 units when appropriate. This can particularly be found on Keyword tests for Years 7 to 9. Assessment at KS3 builds as students move through the stage. Assessments are based on GCSE exam technique using the same command words and answer structure.

KS 4 to 5

Students study AQA exam board across both Key Stages. By following AQA exam board across both stages students are experienced in a similar approach to assessment in external exams. Student opting for A Level Geography are given summer work to complete that complements the syllabus. This follows on from an option evening where the content of the course and demands are explored in depth. This is also communicated to students in class.

Careers and PHSE Links      

Careers and further study are visually strong throughout the department. Large displays of famous geographers (also communicated daily on X in past) and careers are found in the department area. Emphasis in teaching is placed on the wide skill and knowledge base the subject offers. Links are made to careers wherever possible in teaching through specific units taught as well as the (independently verified) high employment levels of Geographers. Field trips are linked to careers when the opportunity arises. Links to further education are highlighted with visits to Chester University Geography Department. These include World Wise Quiz with Year 9 and Improving Exam Performance with Year 12.