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Geography - Curriculum Intent

 Implementation and Impact 

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Intent 

The purpose of studying Geography at ABT is to inspire in our pupils / students a curiosity about the world in which they live, promoting spirituality through a sense of wonder and fascination with the diverse range of physical and human environments. They will develop deep subject knowledge about diverse places, people, resources and natural environments. This will be coupled with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their knowledge about the world will enable them to have a deep understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the schemata that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

Our Geography curriculum is designed around the National Curriculum and influenced by the Geographical Association’s manifesto for Geography. It provides opportunities for pupils to develop their geographical skills, knowledge and understanding and progressively develop these as they move through Key Stages 3, 4 and 5. The key geographical concepts that underpin our curriculum include place, interdependence, sustainable development, risk and resilience among others. 

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Implementation 

We are a department with 3 dedicated subject specialists and our classes are taught in mixed ability groups for 2 lessons per week. We teach a variety of physical, human and environmental topics throughout Key Stage 3 and begin a new unit each half term. Each unit of work is carefully planned, with a medium-term plan outlining the content of the unit, the key vocabulary and the format of the unit’s assessment. Work is scaffolded to enable the progression of all pupils and extension tasks included to stretch and challenge all pupils, particularly the more able. Class teachers differentiate effectively to meet the needs of the pupils in their classes. Assessments take place during the school’s Year-group Assessment weeks, in order to assess progress and further evaluate teaching and learning strategies. In line with the rest of the school, formal summative end of year assessments also take place. All pupils are given the time and opportunity to reflect on each of their assessments and learning with the aim of reviewing their methods of learning and revising, addressing misconceptions and building resilience from making mistakes. 

We carry all these principles through Key Stages 4 and 5, where we follow the AQA exam specifications. KS4 classes have 3 periods per week and KS5 classes have 5 periods per week. 

In Geography we recognise the importance of acquiring geographical and fieldwork skills. In Year 8 we run a fieldtrip to Box Hill and the River Mole to study river landscapes and processes and the environmental impacts and sustainable management of tourism in rural areas. In KS4 pupils undertake rural / coastal fieldwork in Hastings, studying coastal landscapes, processes and management; and urban fieldwork in Stratford and the London Olympic Park, studying urban change and the impacts of regeneration. In KS5 pupils undertake a 3 day residential fieldtrip and individual day fieldtrips to enable them to develop the necessary skills to collect primary data for their NEA Independent Investigations. These opportunities enable pupils / students to develop and apply their skills, knowledge and understanding within both Human and Physical Geography. 

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Impact 

Geography is a successful subject at ABT. In KS3 the vast majority of pupils make progress either in line with or exceeding their target grades. Recent results at GCSE and A Level have been very encouraging and placed Geography as one of the higher attaining subjects for progress across the school. We consistently have approximately half the year group choosing to study Geography at GCSE, usually within three teaching groups. A number of these pupils continue studying Geography here at ABT at A Level. In recent years we have had a pleasing number of our geographers then opting to study geography or closely related disciplines at university. Through studying Geography our students gain valuable skills, much sought after by universities and employers, such as data collection, presentation skills, analytical and evaluative skills, essay writing, critical thinking and independent report writing. 

  

Geography Curriculum Overview 

Year 7 

  • Map Skills 

  • Global Fantastic Places 

  • The UK  – Our Fantastic Island Home 

  • Coastal Landscapes and Processes 

  • The Amazon Rainforest 

  • The Geography of the USA 

 

Year 8 

  • Population and Migration  

  • River Landscapes and Processes 

  • International Development 

  • Tectonic Hazards 

  • The Geography of Asia, with a particular focus on China 

  • Weather and Climate 

  • Fieldtrip to Box Hill / River Mole to study River Processes and Environmental Sustainability 

 

Year 9 

  • Antarctica  

  • Living off the Earth’s Resources 

  • Ecosystems and Climate Change 

  • Earning a Living (changes in the UK’s economy and industry over time) 

  • Urbanisation 

  • River Landscapes and Processes (start of AQA GCSE course) 

 

Year 10 

  • The Challenge of Natural Hazards: 

  • Tectonic Hazards 

  • Weather Hazards 

  • Climate Change 

  • Resource Management 

  • Energy Management 

  • Coastal Landscapes and Processes 

  • Coastal fieldtrip to Hastings 

  • The Urban World 

 

Year 11 

  • Urban Change in the UK 

  • Urban fieldtrip to Stratford and the London Olympic Park 

  • Ecosystems 

  • Tropical Rainforests 

  • Cold Environments 

  • The Development Gap 

  • Nigeria: A Newly Emerging Economy 

  • The Changing UK Economy 

  • Pre-release Material 

  

AQA A Level Geography 

Year 12 

  • Coastal Systems and Landscapes 

  • Natural Hazards 

  • Changing Places 

  • Global Systems and Global Governance 

  • Fieldtrips – to collect primary data for the NEA 

 

Year 13 

  • Water and Carbon Cycles 

  • Population and the Environment 

  • Fieldtrips – to collect primary data for the NEA 

  • NEA Independent Investigation (3,000 – 4,000 words) 

 

 

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