Geography Curriculum

Curriculum Intent – Content and Structure

The intended outcomes of what we teach:

Our vision in delivering Geography at Wren is that students are: Global thinkers and local actors – understanding their place in the world. We therefore offer a wide-reaching curriculum which generates awe and wonder in the world around us. The curriculum provides opportunity to study at a range of scales from local, national and global locations, with a core focus on human relationships with the natural world, our impact upon it, our reliance on it and how we manage it, now and in the future. Learning activities are designed to enhance the growth mindset of students, helping them master core geographical skills, which they can then apply to their learning at GCSE and A Level, as well as transferable skills, which can be used across the school and lifelong learning.

Curriculum Implementation

Curriculum Content and Sequence

Years 7 and 8

Autumn	Spring	Summer
Content in Years 7 and 8 are taught as a combined course with History. Please see the Humanities Curriculum intent for further details.

Autumn

Spring

Summer

Content in Years 7 and 8 are taught as a combined course with History.

Please see the Humanities Curriculum intent for further details.

Year 9

Autumn

Spring

Summer

Hazards

Development

Rivers

Ice

Year 10

Autumn	Spring	Summer
Development Dynamics	Geography of the UK and Human and Physical investigation	Challenges of an urbanising world Rivers Fieldwork

Year 11

Autumn

Spring

Summer

Hazardous Earth

Urban Fieldwork

People and the environment, Battle for the biosphere, Forests under threat, consuming energy resources

Revision

Year 12

Autumn

Spring

Summer

Paper 1- Tectonic Hazards,

Coastal processes

Paper 2- Globalisation,

Shaping Places (Regeneration and rebranding)

Coastal processes

Shaping Places (Regeneration and rebranding)

Water cycle

Superpowers

Year 13

Autumn

Spring

Summer

Paper 1- Water Cycle, Carbon Cycle

Paper 2- Superpowers, Health and Human Rights

Carbon Cycle

Health and Human Rights

Paper 3 Revision

The Rationale for the Content and Sequence of what we Teach

Year	Why we Teach this Content and how the Content and Sequence of Topics Benefits our Students.
Year 7 and 8	History is taught chronologically through Years 7 - 9 because pedagogically it helps students develop their understanding. Learning also starts with British History before developing understanding at a more international level. We start with the Norman Conquest because it is a key foundation for British History and equips students with the core skill of causation. Then, we move into mapping the coast, which gives students fundamental skills of map reading and interpreting sources. Students use these skills to examine key coastal processes and how humans interact with coastal landscapes. Medieval Monarchs explores the role of power and agency, exploring what renders a monarch successful. We take an international approach here, considering both British and global monarchs. Geography shapes and constrains human development but at other times, human activity and ingenuity overcomes physical Geography (strong curriculum links to Superpowers in Year 8 and GCSE or A Level). Geography of the Middle East allows students to develop their understanding of the Middle East looking at conflict over natural resources. Students develop Geographical skills such as interpreting climate graphs and GIS maps. Finally, we consider two seismic events in medieval history: the Peasants’ Revolt and the Black Death, both of which have important contemporary parallels. We then explore the human and physical characteristic of UK landscapes and settlements with an enquiry into how London has been shaped by a range of economic activities and migration over time. Connecting to this focus on the local area, we conduct a local history enquiry on the Battle of Barnet.
Year 9	The first topic taught as a separate subject in Geography is Hazards because it gives students a fundamental understanding of physical processes, which shape our planet and then allow students to understand the impacts these have on the natural world and population. Students begin to develop an understanding of scale and how different places around the world are more vulnerable than others based on factors such as level of development and physical location. Development is the second topic at Year 9. This topic explores the diversity of counties within the African continent and that Africa is a continent, not a place. In exploring several country examples, students gain a knowledge and understanding of development and the factors that can hinder and accelerate this process. In addition, the main justification for the way in which it is taught is to prepare and develop the skills needed for the decision making paper at GCSE. Using this knowledge, they have developed students are presented with several options to address a development problem and use their skills to make and justify their choice. The content of this unit looks at wealth and inequality (themes touched on at Key Stage 3) and has a much more human geography focus while still developing global place placed based knowledge. This unit really develops moral and social thinking as students explore in more detail another example of conflict, arising from colonialism and the inequality this has brought. Rivers are taught as the third topic in Year 9, primarily because it is a key part of the British landscape, and it helps develop their locational and place based knowledge. The processes and impacts are widely studied at GCSE, so this gives students a solid foundation of knowledge. Human and physical Geography is taught as students look at rivers as a natural resource, source of conflict, flood risk and vulnerability. Ice allows students to develop a more global understanding of past and present processes that have shaped our landscape. This unit allows for further development of skills such as use of GIS and the recent incorporation of tablet activities, allowing students the opportunity to develop their research skills. There is a strong focus on climate change at both a local and global scale, which is a fundamental aspect of Geography. There is a focus on how we interact with these environments and how we can change them. Finally, students will look at applying their learning over the year to a Geographical Investigation, beginning to understand the process of fieldwork and route to enquiry.
Year 10	We have adopted a linear approach to the teaching at GCSE, which means that we alternate between components 1, 2 and 3 teaching by concepts, which can help develop understanding better. Students end with their learning for Paper 3 in Year 11, when they have a holistic understanding of the whole GSE course and can therefore be synoptic. Topic 2 - Development dynamics allows students to understand the scale of global inequality and looks at how physical and human factors allow countries to develop. It looks at the increasing role of globalisation and what it means to be a global citizen. Topic 6 - Learning outside the classroom. Students complete two investigations looking at local human and physical characteristics of a chosen environment; this enables them to develop research skills and analyse of data. Topic 4 - Evolving physical and human landscapes looks at geology and human processes over time. As a centre, we chose Rivers and urban environments (instead of coasts and rural environments) because of the proximity and accessibility of the rivers we study, but also has more relevance to our cohort. Similarly, with the study of urban areas, students are more able to relate to this experience first-hand. Topic 3 - Challenges of an urbanising world. Looking at the challenges of rapid urbanisation across HIC, MIC and LICs.
Year 11	Hazards is the first topic taught at Year 11 because it links human and physical process on a global scale. It is also one of the harder topics, which is better placed within the Year 11 teaching. Topic 6 - Learning outside the classroom. Students complete the second of two investigations, this time the urban study in the local human environment; considering the physical quality of life and how it varies. This involves collecting their own data (primary) and studying existing data e.g. census, index of multiple deprivation and historical photographs. It enables students to develop research skills and analyse of data. Paper 3 - Environmental issues, decision making paper. This is taught at the end of the course and develops student’s skills in comprehension, source analysis, extended writing and thinking synoptically. Revision, as well as recall tasks and exam practice completed regularly in lessons, time is planned for revisiting some of the more challenging aspects of the specification and the application of knowledge to exam tasks.
Year 12	Content is taught as per the specification, beginning with Tectonic Hazards, building on a foundation of knowledge from GCSE. As a centre we have chosen to teach Coasts instead of Glaciation, as it a good stepping stone from GCSE to A Level and it focuses on the human interaction with the environment. The coastal studies are more global as can be applied on a much greater scale than glaciation. Paper 2, focused on human geography, begins with the study of Globalisation; featuring contempory examples and examining the complexities of an interdependent world. Secondly, students study regenerating places (instead of diverse places) as it again follows on clearly from the GCSE and the investigation they undertake in an urban environment. It looks at how places vary economically and socially with change driven by local, national and global processes. Students focus on learning about the place in which they live, or study then put this in context to understand how changes have occurred there.
Year 13	Paper 2 has a choice aspect of Health, Human Rights and Intervention (or Migration, identify and Sovereignty). Originally, we chose this option as the legacy A Level we had taught Health for Unit 4 and therefore teaching staff had access to a range of resources and books in the Library for students. In addition to this it is linked clearly to Politics, another area of strength within the department. This unit has now proven to be delivered very successfully and students say it develops their understanding of measures of development and human welfare. Capitalising on their learning throughout Year 12, in Year 13 students complete a five day residential stay at a field studies centre. The students complete a programme of contrasting fieldwork investigations and techniques in all aspects from primary data, gathering and response framework design, to ArcGIS and statistical testing techniques. Having completed this, students choose, with strong support from the study centre and teaching staff, a title of their design. They then investigate their title using the skills they have learnt. Write up begins to be completed on the trip and is completed with guidance back in school. This study forms 20% of the A Level and feedback from the exam board has always been very complementary in the outcomes the students produce.

Key Stage 4 (KS4) and Key Stage 5 (KS5) only:

What exam board/syllabus do you teach?

KS4 – GCSE Geography – Edexcel B

KS5 – A Level Geography - Edexcel

Why have you chosen this syllabus?

Detailed comparisons were made between Edexcel A and B before the removed GCSEs were introduced, and it was decided we would stay with Edexcel B as the topics create the foundation for the Edexcel A Level. The main reason in choosing Edexcel B was to keep the decision making paper, which students at Wren had performed well on under the legacy GCSE (Edexcel A did not have this). Edexcel B is an enquiry based learning framework, which encourages an investigative approach to each of the key ideas. Students are encouraged to use integrated geographical skills including maths and statistics in order to explore geographical questions and issues.

Edexcel B provides an engaging real world focus in which students are encouraged to make geographical decisions by applying their knowledge, understanding and skills to current issues concerning the environment and people. The fieldwork aspect is engaging and manageable where the fieldwork is aligned with the core content of the course and students have clear assessment objectives, so they know what they are working towards.

At KS5, Edexcel is continued at A Level because it develops understanding from GCSE and has the Synoptic Paper 3. The Edexcel A Level is an issue based syllabus that looks at contemporary geographical questions such as globalisation, response to hazards, water insecurity and climate change. It is co-teachable at AS and A Level. It has a NEA, which makes up 20% of the marks at A Level (replacing the legacy specification Unit 4). It also builds on, developing the fieldwork skills the students learnt at GCSE and continues to support progression from KS4. The specification encourages students to make links between different themes, ideas and concepts embedded in the compulsory content allowing them to develop as independent and curious learners.

In what ways is it suited to your students?

The syllabus is suitable to our students as it challenges the more able but also allows the department to break down the learning for the lower ability students. There is a range of MCP, to 8 mark extended answers. Less emphasis is based around PSD and more about QWC and assessment in writing.

Curriculum Implementation

The subject specific habits and behaviours we develop (or intend to develop) in our students

Subject Specific Habits and Behaviours

How we embed these in our students

Empathetic learners

Collaborative learners - fieldwork at GCSE

Independency skills-fieldwork write up and NEA at A level

Reflective

Sense of Justice

Globally aware of current issues both human and physical

From Key Stage 3 to Key Stage 5, students learn about real life issues and the development gap between HIC and LICs. Students look at cause and effect and put themselves in the shoes of others.

Students work in small groups to collect their data for the fieldwork and work together.

Students critically engage with data and key terms used in topic such as development and what bias exists within Geography. This allows students to be reflective of what is taught academically coming from some specific narrative.

Whilst giving students the opportunity to explore Geography from different points of view, gives students a stronger understanding and awareness of key global issues, such as climate injustice and social inequality.

Academy Ethos

Academy Curriculum Intent

How our department’s curriculum content and teaching approaches reflect the whole Academy ethos

A Curricular and Pastoral commitment to Micah 6v8: Do justice, love kindness, and walk humbly with your God

High Expectations of students’ behaviour for learning, learning progress, and respect for our community.

A commitment to make learning enjoyable, engaging, relevant and challenging.

A commitment to develop knowledge, skills and character.

Consistency and fairness in approach and routines.

Excellent and developing subject knowledge which inspires confidence in students.

Effective collaboration across all parts of the academy.

Highly skilled teaching which deepens understanding and stimulates curiosity.

A willingness to embrace research and innovation in order to enhance the learning potential of our students.

Recognising and rewarding effective use of learning habits as well as academic achievement.

Use of Behaviour Watch and Behaviour Policy to ensure classroom environment is peaceful and purposeful. So pupils fee valued in the contribution and supported and included.

Use of a varied programme of learning activities which involve working independently but also in groups with support for all to contribute and some to lead.

SOW’s are carefully selected to cover a range of topical and challenging issues to encourage global citizenship

SOW offer a range of learning strategies to develop intrinsic and extrinsic skills

All teachers follow behaviour protocol to embed effective behaviour for learning.

Students carry out independent research projects to further develop their understanding.

Use of CPD hours to develop new understandings of different pedagogy and learning styles

Effective use of learning habits - 9s and postcards home after assessments and essays.

Implementation

Academy Ethos

Micah 6v8: Do justice, love kindness, and walk humbly with your God
	Curriculum Content Opportunities	Curriculum Delivery Opportunities
Justice	Year 7 Engaging with notions of a more just and inclusive curriculum, through for example a commitment to studying medieval monarchs from across the globe. Medieval society – Black Death and Peasants Revolt; Feudal system – diversity of experience Conflict over water sources and Israeli-Palestine Coastal defences – Happisburgh Norman Conquest – Harrying of the North – was William right to punish the North so severely? British Values – Geography of the UK Sequential teaching of History is inclusive – broader access to justice Year 8 Steps have been taken to ensure a more just and inclusive curriculum at Year 8 e.g. studying of Black Tudors, closer focus on social injustice in exploration of Industrial Revolution, a new unit on Britain’s migration story to be introduced. Mary I – individual justice – does she deserve her nickname? (Why do female monarchs get remembered differently to male monarchs/ held to different standards?) Tudors – individual liberty and right to practice religion Civil War – trial of Charles I – accountability; French Revolution – broader ideas of justice, freedom, liberation etc. Superpowers – conflict between Ukraine and Russia; soft power vs hard power Natural resources – global inequality and impact of global warming and water-security Slavery – why it was abolished – modern day values not imposed on the past. Utilising resources from ‘Justice to History’ Jack the Ripper – Addressing the historical imbalance in the presentation of Jack the Ripper’s victims by focusing our enquiry on the victims, using Hailie Rubenhold’s seminal revisionist work ‘The Five’. Year 9: Hazards: Vulnerability of LICs such as Haiti/Philippines and how this is worsened by humans Access to resources and conflict over water sources such as The Nile & Mekong. Ice- impacts of global warming and the impacts this has Development- inequality, wealth gap and socio economic development of LICs KS4: Further study of Development and how equality varies globally Divide between rural/urban areas in one chosen emerging country (India) and regional inequality in the UK KS5: Systems of inequality and the impact of post-colonial politics Rising population pressure of water security	Empathy Inclusive of backgrounds/ability Building knowledge of inequality Team work – work in variety of pairings/groups Creating a culture where students are unafraid to get things wrong By building a knowledge of other countries/cultures, we build greater tolerance and understanding of other values Empathy and global citizenship-understanding what global inequality is. Awareness and reflective skills- explore their role with inequality and understand relationship between developed and developing country Debating
Kindness	Year 7 Lack of kindness – challenges faced by monarchs when unpopular decisions are made e.g. Harrying of the North. Can there be kinder approaches to monarchy e.g. Magna Carta? Year 8 Lack of kindness – challenges faced by monarchs when unpopular decisions are made e.g. Marian burnings. Natural resources – kindness to our planet vs Industrial Britain. Superpowers – co-operation between powers. Elizabeth’s Religious Settlement – was this a kind solution? Economic Activity and Slavery – exploitation (sweatshops and the Middle Passage) understanding the role of low skilled worker in LIC-reflecting on the role we play as consumers in the fast fashion world. Abolition of slavery. Year 9 NGOs and Governmental Organisations responding to hazards and disaster relief - Red Cross and charity donations. Development opportunities and how bottom up development can impact countries development. Protecting fragile ecosystems- challenges and opportunities. Students look at disease, conflict and other factors impacting on development. KS4 Conservation of fragile ecosystem and local and national strategies to protect biodiversity in Tropical rainforests and Taiga KS5 Natural allocation of natural resources hinder progress of certain countries. Add to that globalisation and neo liberal economic the wealth gap will continue to increase.	Problem solving on issues that the world face.
Humility	Year 7 Consideration of nature of life as a peasant in medieval England – lack of material possessions The power of medieval monarchs an underlying theme e.g. did Richard II show humility during the Peasants Revolt? Be thankful for what is often taken for granted in terms of quality of life and standard of living Year 8 Actions of monarchs – Elizabeth learning from past Tudors’ mistakes; Charles I’s lack of humility Superpowers – lack of humility leading to tension; increasing use of soft power and cultural (positive?) attributes Year 9 Hazards - students use humility to understand how impacts will differ so vastly for HIC & LIC. Students develop an appreciation of the natural resources such as volcanoes being a foe but also providing resources. Students are aware of how lucky we are in the UK to have natural resources such as water and how the physical geography carves out the landscape that we live and use. Challenges and opportunities of glacial environments, students think about how different their life would be in a glacial location Understanding challenges of living in a LIC, students develop an understanding of the importance of education, healthcare and access to jobs leading to better levels of development. KS4 Students become empathetic learners through their learning of an in depth study into an emerging country and megacity (India and Mumbai) Paper 3 looks at both physical and human issues in a global context over extraction of resources, climate change, wealth gap KS5 Local and global collaboration to tackle climate injustice and water insecurity	Exposed to the concept of multiple correct views. There is not always one correct answer. The humility to view other arguments as valid. Mapping the Coast – problem solving – students encounter challenges. Natural resources – power or lack of power of man vs. nature. Use of video clips and news reports about NGOs in LIC and disaster response. Case study approach where students get to formulate an opinion and challenge opposing views. Exposed to conflicting views of global development and international security. Encouraged to critically question and challenge academia.

Please click here to access the full Geography curriculum document.

Geography Curriculum