“The Lord God took the man and put him in the garden of Eden to work it and keep it”
“I am a citizen not of Athens or Greece but of the world”
Roots taught throughout the Key Stages
All Schemes of learning aim to develop students ability to “think like Geographers” and have been designed to:
Extend their locational knowledge and deepen their spatial awareness of the world’s countries through the use of maps and GIS.
Develop Place Knowledge and understand geographical similarities, differences and links between places through the study of human and physical geography of regions within Africa and China.
Understand how human and physical processes interact for example the impact of humans on our climate through our “Action Now” topic or how humans have increased the likelihood of disasters in “Man V’s Nature”
Develop Geographical Skills by exposing students to a range of data both collection and presentation. This is generally achieved through the stand alone skills lessons at the end of each topic.
KS3 is designed to develop students' understanding of the world and the important role they play within it. The curriculum is designed to ensure that teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress through the school, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Geographical knowledge and skills are progressive and are sequenced to provide the framework that provides explanation of how the Earth’s features at different scales are shaped, interconnected and change over time.
We seek to inspire a curiosity and fascination about the world and its people which will remain with them for the rest of their lives. Students are to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development.
People vs Nature (Natural Hazards)
You are what you eat (Farming, resource management)
Ecosystems (Rainforests, Cold and Hot Deserts)
Fieldwork – The Lake District
Development and Globalisation
Action now (Issues regarding Stewardship, sustainability, global citizenship)
Issue evaluation – tropical rainforests
Key Stage 4 is designed to build upon the Geographic skills students have acquired in Key stage 3 whilst also providing the opportunity for students to understand more about the world, the challenges it faces and their place within it. The topics at Key Stage 4 deepen students' understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence in using a wide range of geographical investigative skills and approaches. Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens.
Resource Management and food
Economic World cont.
Pre-release and revision
At Key Stage 5 students have the ability to be inspired by their geographical understanding, to engage critically with real world issues and places, and to apply their geographical knowledge, theory and skills to the world around them. Students have the ability to grow as independent thinkers and as informed and engaged citizens, who understand the role and importance of geography as one of the key disciplines relevant to understanding the world’s changing peoples, places and environments.
Changing Places- The study of relationships and connections between people, the economy, society and the environment help to explain why places are constantly changing. In addition, the meanings and representations attached to places help to shape actions and behaviours affecting that place.
Global Systems and Governance- Students study the way in which global systems shape relationships between individuals, states and environments.
Water and The carbon Cycle- Students study the physical processes which control the cycling of both water and carbon between land, oceans and the atmosphere.
Coasts- Students develop an understanding how physical processes have created coastal environments and how the development of human activity may cause conflict with this.
Hazards- The study of the causes and impacts of a range of natural hazards and the conflicts that are arising as human expansion increasingly places lives at risk.
Contemporary Urban Environments- focuses on urban growth and change which are seemingly ubiquitous processes and present significant environmental and social challenges for human populations. The section examines these processes and challenges and the issues associated with them, in particular the potential for environmental sustainability and social cohesion.
Water and Carbon Cycles
Contemporary Urban environments
NEA and fieldwork (4 days) 1 day in Liverpool, 3 days local area
Global Governance cont. Submission of the NEA