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Geography

At St Edward’s, the geography department aims to create a positive learning environment

Curriculum Intent

Our Geography curriculum has been devised to equip our students with the knowledge and skills to flourish in a changing world, so as they can make a positive impact throughout their life. Their study of Geography will give them opportunities to:

  • Interrogate information competently and confidently using a range of styles
  • Develop and awareness and understanding of place, appreciating that they vary and competing reasons behind it
  • Select and use relevant map skills
  • Communicate in a range of styles depending on audience, purpose and information
  • Have an understanding and be able to express the social, economic, environmental and political factors that shape the world
  • Be able to draw upon a range of skills to make a balanced decision and present appropriate solutions
  • Have a balanced understanding of the physical and human processes that influence place
  • Be inspired to want to have a deeper understanding of the world around them

Sequencing

The curriculum is sequenced to give a broad balance of physical and human geography elements, as well as giving consideration towards building progressively on developing skills across different topics. Whilst topics centre around specific locations (place), viewed as a whole, the geography curriculum will allow students to experience information on all of the world’s continents, giving a wide breadth to their studies. A common thread running throughout the curriculum is raising awareness of the relationships between people and their environment.

Assessment

Regular assessment is seen as an important component in helping students to learn. Formative techniques are a feature of every lesson, such as teacher questioning, recap and retrieval quizzes, live marking, multiple choice questions and peer and self-assessment. Summative assessment is designed to build upon knowledge and skills from previous as well as most recent topics, this is to allow students the opportunity to master and commit the information to long term memory. Both formative and summative assessment is used by the students and teacher to identify areas of strength and areas that require further attention.

Inclusivity

The curriculum has been structured to benefit all students and to be totally inclusive by giving everyone equal chances to experience a quality and rich education. Teaching to the top, Socratic questioning, vocab learning, knowledge focus, revision skills being taught discreetly, metacognition being a focus is trying to cater for all.

Specific consideration has been given to removing the barriers that students from certain groupings may otherwise experience:

  • Field work at all key stages has been made inclusive by minimising cost both financially as well as to their other subjects.
  • Resources are printed/provided by the teachers of students where this would otherwise be an issue

Topics

KS3

Year 7
Autumn 1Plastic wasteAutumn 2Ghana study of a less developed country
Spring 1UK weather and climateSpring 2UK cities
Summer 1Changing UK CoastsSummer 2Changing UK rivers
 
Year 8
Autumn 1Brazil physical geographyAutumn 2Brazil human geography
Spring 1Conserving our worldSpring 2Population dynamics -birth and death rates
Summer 1Population dynamics -MigrationSummer 2Volcanoes and earthquakes
 
Year 9
Autumn 1Changing industryAutumn 2Globalisation
Spring 1Geography of crimeSpring 2Sport changing places
Summer 1Global Health issuesSummer 2Geography of China

 

KS4

 

AQA GCSE Geography Year 10
Autumn 1

Physical Section A: The challenge of natural hazards

 

Tectonic hazards

Weather hazards

Climate change

Autumn 2

Human Section A: Urban issues and challenges

 

Urbanisation

Lagos case study

London case study

Sustainable urban living

Spring 1

Physical Section B:

The living world

 

Ecosystems

Tropical rainforests

Hot deserts

Spring 2

Human Section B: The changing economic world

 

Global development

Nigeria Newly Emerging Economy

Changing UK economy

Summer 1

Cont.….

Human Section B: The changing economic world

Summer 2

Physical Section C: Physical landscapes of the UK

 

Coastal landscapes

 
Year 11
Autumn 1

Physical Section C: Physical landscapes of the UK

 

River landscapes

Autumn 2

Human Section C: The challenge of resource management

 

Resource management

Food

Spring 1Field work analysis and exam preparationSpring 2Paper 3 Pre-release issues analysis
Summer 1Exam preparation  

 

Students have at least 4 opportunities for consolidation as well as assessment of new information. Formal assessments are in the style of examination questions and help to gain confidence with the command words used by AQA exam board.

KS5

Students will continue to cover a balanced range of physical and human geography topics.

Component 1 – Physical Geography 

  • Water and carbon cycles
  • Coastal systems and landscapes
  • Hazards

Assessed by 150 min examination (35% of grade)

Component 2 – Human Geography

  • Global systems and global governance
  • Changing places
  • Population and the environment

Assessed by 150 min examination (35% of grade)

Component 3 – Geography Investigation

  • Fieldwork requirements
  • Investigation requirements

Assessed by coursework (20% of grade)

Where the study of geography leads

You will find that geography is desired for most degree level courses and/or employment opportunities.  Further education – geographers go on to study higher level courses, including Foundation degrees, Undergraduate degrees and/or BTEC Higher Nationals.  Employment – geographers go into a wide range of jobs including: Advertising, Marketing, Education, Planning, Environmental Management, Retailing, Finance, Sales, Journalism, Social/Health Services, Law and Tourism.

Course Contact

Mr Craig Major

Subject Leader

Introduction

Our Geography curriculum has been devised to equip our students with the knowledge and skills to flourish in a changing world, so as they can make a positive impact throughout their life. Their study of Geography will give them opportunities to:

  • Interrogate information competently and confidently using a range of styles
  • Develop and awareness and understanding of place, appreciating that they vary and competing reasons behind it
  • Select and use relevant map skills
  • Communicate in a range of styles depending on audience, purpose and information
  • Have an understanding and be able to express the social, economic, environmental and political factors that shape the world
  • Be able to draw upon a range of skills to make a balanced decision and present appropriate solutions
  • Have a balanced understanding of the physical and human processes that influence place
  • Be inspired to want to have a deeper understanding of the world around them

Sequencing

The curriculum is sequenced to give a broad balance of physical and human geography elements, as well as giving consideration towards building progressively on developing skills across different topics. Whilst topics centre around specific locations (place), viewed as a whole, the geography curriculum will allow students to experience information on all of the world’s continents, giving a wide breadth to their studies. A common thread running throughout the curriculum is raising awareness of the relationships between people and their environment.

Assessment

Regular assessment is seen as an important component in helping students to learn. Formative techniques are a feature of every lesson, such as teacher questioning, recap and retrieval quizzes, live marking, multiple choice questions and peer and self-assessment. Summative assessment is designed to build upon knowledge and skills from previous as well as most recent topics, this is to allow students the opportunity to master and commit the information to long term memory. Both formative and summative assessment is used by the students and teacher to identify areas of strength and areas that require further attention.

Inclusivity

The curriculum has been structured to benefit all students and to be totally inclusive by giving everyone equal chances to experience a quality and rich education. Teaching to the top, Socratic questioning, vocab learning, knowledge focus, revision skills being taught discreetly, metacognition being a focus is trying to cater for all.

Specific consideration has been given to removing the barriers that students from certain groupings may otherwise experience:

  • Field work at all key stages has been made inclusive by minimising cost both financially as well as to their other subjects.
  • Resources are printed/provided by the teachers of students where this would otherwise be an issue

Topics

KS3

Year 7
Autumn 1Plastic wasteAutumn 2Ghana study of a less developed country
Spring 1UK weather and climateSpring 2UK cities
Summer 1Changing UK CoastsSummer 2Changing UK rivers
 
Year 8
Autumn 1Brazil physical geographyAutumn 2Brazil human geography
Spring 1Conserving our worldSpring 2Population dynamics -birth and death rates
Summer 1Population dynamics -MigrationSummer 2Volcanoes and earthquakes
 
Year 9
Autumn 1Changing industryAutumn 2Globalisation
Spring 1Geography of crimeSpring 2Sport changing places
Summer 1Global Health issuesSummer 2Geography of China

 

KS4

 

AQA GCSE Geography Year 10
Autumn 1

Physical Section A: The challenge of natural hazards

 

Tectonic hazards

Weather hazards

Climate change

Autumn 2

Human Section A: Urban issues and challenges

 

Urbanisation

Lagos case study

London case study

Sustainable urban living

Spring 1

Physical Section B:

The living world

 

Ecosystems

Tropical rainforests

Hot deserts

Spring 2

Human Section B: The changing economic world

 

Global development

Nigeria Newly Emerging Economy

Changing UK economy

Summer 1

Cont.….

Human Section B: The changing economic world

Summer 2

Physical Section C: Physical landscapes of the UK

 

Coastal landscapes

 
Year 11
Autumn 1

Physical Section C: Physical landscapes of the UK

 

River landscapes

Autumn 2

Human Section C: The challenge of resource management

 

Resource management

Food

Spring 1Field work analysis and exam preparationSpring 2Paper 3 Pre-release issues analysis
Summer 1Exam preparation  

 

Students have at least 4 opportunities for consolidation as well as assessment of new information. Formal assessments are in the style of examination questions and help to gain confidence with the command words used by AQA exam board.

KS5

Students will continue to cover a balanced range of physical and human geography topics.

Component 1 – Physical Geography 

  • Water and carbon cycles
  • Coastal systems and landscapes
  • Hazards

Assessed by 150 min examination (35% of grade)

Component 2 – Human Geography

  • Global systems and global governance
  • Changing places
  • Population and the environment

Assessed by 150 min examination (35% of grade)

Component 3 – Geography Investigation

  • Fieldwork requirements
  • Investigation requirements

Assessed by coursework (20% of grade)

Where the study of geography leads

You will find that geography is desired for most degree level courses and/or employment opportunities.  Further education – geographers go on to study higher level courses, including Foundation degrees, Undergraduate degrees and/or BTEC Higher Nationals.  Employment – geographers go into a wide range of jobs including: Advertising, Marketing, Education, Planning, Environmental Management, Retailing, Finance, Sales, Journalism, Social/Health Services, Law and Tourism.

Course Contact

Mr Craig Major

Subject Leader

Introduction

Our Geography curriculum has been devised to equip our students with the knowledge and skills to flourish in a changing world, so as they can make a positive impact throughout their life. Their study of Geography will give them opportunities to:

  • Interrogate information competently and confidently using a range of styles
  • Develop and awareness and understanding of place, appreciating that they vary and competing reasons behind it
  • Select and use relevant map skills
  • Communicate in a range of styles depending on audience, purpose and information
  • Have an understanding and be able to express the social, economic, environmental and political factors that shape the world
  • Be able to draw upon a range of skills to make a balanced decision and present appropriate solutions
  • Have a balanced understanding of the physical and human processes that influence place
  • Be inspired to want to have a deeper understanding of the world around them

Sequencing

The curriculum is sequenced to give a broad balance of physical and human geography elements, as well as giving consideration towards building progressively on developing skills across different topics. Whilst topics centre around specific locations (place), viewed as a whole, the geography curriculum will allow students to experience information on all of the world’s continents, giving a wide breadth to their studies. A common thread running throughout the curriculum is raising awareness of the relationships between people and their environment.

Assessment

Regular assessment is seen as an important component in helping students to learn. Formative techniques are a feature of every lesson, such as teacher questioning, recap and retrieval quizzes, live marking, multiple choice questions and peer and self-assessment. Summative assessment is designed to build upon knowledge and skills from previous as well as most recent topics, this is to allow students the opportunity to master and commit the information to long term memory. Both formative and summative assessment is used by the students and teacher to identify areas of strength and areas that require further attention.

Inclusivity

The curriculum has been structured to benefit all students and to be totally inclusive by giving everyone equal chances to experience a quality and rich education. Teaching to the top, Socratic questioning, vocab learning, knowledge focus, revision skills being taught discreetly, metacognition being a focus is trying to cater for all.

Specific consideration has been given to removing the barriers that students from certain groupings may otherwise experience:

  • Field work at all key stages has been made inclusive by minimising cost both financially as well as to their other subjects.
  • Resources are printed/provided by the teachers of students where this would otherwise be an issue

Topics

KS3

Year 7
Autumn 1Plastic wasteAutumn 2Ghana study of a less developed country
Spring 1UK weather and climateSpring 2UK cities
Summer 1Changing UK CoastsSummer 2Changing UK rivers
 
Year 8
Autumn 1Brazil physical geographyAutumn 2Brazil human geography
Spring 1Conserving our worldSpring 2Population dynamics -birth and death rates
Summer 1Population dynamics -MigrationSummer 2Volcanoes and earthquakes
 
Year 9
Autumn 1Changing industryAutumn 2Globalisation
Spring 1Geography of crimeSpring 2Sport changing places
Summer 1Global Health issuesSummer 2Geography of China

 

KS4

 

AQA GCSE Geography Year 10
Autumn 1

Physical Section A: The challenge of natural hazards

 

Tectonic hazards

Weather hazards

Climate change

Autumn 2

Human Section A: Urban issues and challenges

 

Urbanisation

Lagos case study

London case study

Sustainable urban living

Spring 1

Physical Section B:

The living world

 

Ecosystems

Tropical rainforests

Hot deserts

Spring 2

Human Section B: The changing economic world

 

Global development

Nigeria Newly Emerging Economy

Changing UK economy

Summer 1

Cont.….

Human Section B: The changing economic world

Summer 2

Physical Section C: Physical landscapes of the UK

 

Coastal landscapes

 
Year 11
Autumn 1

Physical Section C: Physical landscapes of the UK

 

River landscapes

Autumn 2

Human Section C: The challenge of resource management

 

Resource management

Food

Spring 1Field work analysis and exam preparationSpring 2Paper 3 Pre-release issues analysis
Summer 1Exam preparation  

 

Students have at least 4 opportunities for consolidation as well as assessment of new information. Formal assessments are in the style of examination questions and help to gain confidence with the command words used by AQA exam board.

KS5

Students will continue to cover a balanced range of physical and human geography topics.

Component 1 – Physical Geography 

  • Water and carbon cycles
  • Coastal systems and landscapes
  • Hazards

Assessed by 150 min examination (35% of grade)

Component 2 – Human Geography

  • Global systems and global governance
  • Changing places
  • Population and the environment

Assessed by 150 min examination (35% of grade)

Component 3 – Geography Investigation

  • Fieldwork requirements
  • Investigation requirements

Assessed by coursework (20% of grade)

Where the study of geography leads

You will find that geography is desired for most degree level courses and/or employment opportunities.  Further education – geographers go on to study higher level courses, including Foundation degrees, Undergraduate degrees and/or BTEC Higher Nationals.  Employment – geographers go into a wide range of jobs including: Advertising, Marketing, Education, Planning, Environmental Management, Retailing, Finance, Sales, Journalism, Social/Health Services, Law and Tourism.

Course Contact

Mr Craig Major

Subject Leader

08.35 - Students allowed on site
08:45 - 09:10 Tutor Time
09:15 - 10:10 Period 1
10:15 - 11:10 Period 2
11:10 - 11:35 BREAK

11:40 - 12:35 Period 3
12:40 - 13:35 Period 4
13:35 - 14:10 LUNCH
14:15 - 15:15 Period 5
16:30 - Students off site

St Edward’s School Term Dates

St Edward’s School Term Dates