Geography

‘Geography is the subject which holds the key to our future’ (Michael Palin)

The Geography department strive to create the next generation of global citizens who will lead future change and educate others. We do this by creating a trusting, collaborative learning environment through our passion and love for the subject and for our craft. We value teamwork, creativity and personalised support in order to unlock and maximise our students’ potential. Through this, students will understand and care for the world in which they live.

It is important for all students to acquire a rich and varied knowledge base of both human and physical Geography that will enable them to make sense of the interconnected and interdependent planetary processes at a range of scales.  There is a determined effort for all students to feel included in the curriculum as well as challenged by the use of varied case studies and examples applied within lesson sequences. We encourage students to develop an analytical and evaluative understanding of the world through discussion and written responses focused on case studies and topical issues.

Our ambitious curriculum is designed to sequentially expose pupils to an increasingly complex set of knowledge that builds and develops in range, scale and understanding.  Through use of sequential planning pupils are encouraged to build schema to develop links between human and physical aspects that are interconnected and interdependent and will allow students to interpret patterns and processes in both the physical and human aspects of the subject.

It is important that pupils understand that locations, processes and events are unique and therefore deserve to be studied and understood whilst also appreciating that we are able to learn from and draw links between these concepts to explain and explore other places and outcomes.  It is a key aim for the Geography department that our curriculum allows students to be informed and engaged with current topical issues, empowering them to make decisions about actions, ask questions and be active British and global citizens. 

In Geography, we aim to inspire and create curious geographers who want to learn about, question and change the world we live in. Our wish is for our students to become the global citizens who will lead the future change. As such, our curriculum draws on a wide range of topical issue-based themes to explore topics such as the impact of globalisation, resources, weather and climate and exploration of the continent of Africa to contest the idea of a single story.

However, learning is not confined to the classroom; we offer field trips and out of class learning experiences, such as exploring microclimates around our school, a visit to Canterbury to investigate the impact of globalisation on the High Street, Ecosystems in the Sidcup Glades and River characteristics and management.

We also offer enrichment activities such as the Eco club and flag club, which enable students to explore issues around sustainability and develop their understanding of the world around them. Broader opportunities include participating in competitions such as the Young geographer of the year through the RGS and lectures. We are committed to providing a collaborative learning environment that values teamwork, creativity and a global outlook.

Key Stage 3

At Chis and Sid our aim is to inspire in our pupils a curiosity about the world and its people that will remain with them for the rest of their lives. Through this curiosity we aim to help students to engage with the big issues and challenges facing governments, industry and individuals the world over. We aim to develop students who are able to interpret and interact with the world around them, explaining the consequences of change and debating the viewpoints of challenges.

Geography has an important role in the understanding of current local, national and global issues, such as climate change and world trade and is increasingly recognised by governments and businesses as an important enabling subject. It must be remembered that the specific skills and expertise gained by geographers make them highly prized by employers.

Year 7 to 9 pupils study a range of human and physical geography units, with GIS and fieldwork opportunities throughout. They are encouraged to develop confidence with key geographical skills and to think like a geographer. The aim is to engage pupils in current debates and issues surrounding geographical topics. We endeavour to open their eyes to the varied environments, cultures and issues within our world and equip them with the necessary skills to critically engage in debate and discussion regarding global and local challenges.

Through the varied topics we study we aim to develop the intellectual and emotional character of our students enabling them to develop empathy and an understanding of sustainability and the consequences of our actions on others. Topics are drawn from both the physical and human components of the subject and allow students to investigate ecosystems, weather and climate, tectonic events, settlement development, globalisation and development issues. Within each unit of work students will engage in decision making tasks, extended writing and knowledge quizzes to assess progress and understanding.

They will work both independently and in groups developing analysis and data skills alongside the ability to evaluate and make justified judgements. Students will also be involved in different investigation both within and beyond the school gate to develop their data collection and analysis skills.

The topics of study are:

• In year 7, students undertake 6 sections of work beginning with Map skills, Spheres and resources, globalisation, Eeather and climate, Coasts and Africa.
• In year 8, students understand 6 sections of work beginning with Climate crisis, Migration, Weather hazards, Amazon and Antarctica, Rivers and the Middle East
• In year 9, students undertake 5 sections of work beginning with Tectonic hazards, Factfullness and development, Superpowers- China and Russia and complete a decision-making unit on tourism.

Key Stage 4

Geography has an important role in the understanding of current local, national and global issues, such as climate change and world trade and is increasingly recognised by governments and businesses as an important enabling subject. It must be remembered that the specific skills and expertise gained by geographers make them highly prized by employers.

We follow the AQA Geography at GCSE, this is a linear course with final examination assessment via three separate papers at the end of Year 11. The course includes a balanced mix of human and physical geography and also gives students the opportunity to develop their skills in geographical writing, data analysis and making informed judgements. The content builds on topics studied through KS3 and provides students with the opportunity to extend and develop their understanding of the world around them. A key feature of the teaching within geography is to develop problem solving and thinking skills with an active approach to learning, helping students to become effective and independent learners. Throughout all topics pupils are introduced to different locations as case studies and examples by applying the theoretical geographical content to a specific location.

Paper 1: Living with the physical environment (wort 35% of your final grade)

• The challenge of natural resources which involves the study of food, water and energy resources. Students will consider the demands and challenges in relation to each resource type and link to global and UK based examples.
• The living world which involves the study of both a rainforest and cold environment. Within this topic students consider the key characteristics of the environment, climate and wildlife as well and the challenges and opportunities available based on case study locations. 
• Physical landscapes of the UK which is traditional rivers and coastal geographies, this focuses on processes and landforms found in these two different locations as well as the consequences of erosion and flooding on the people and environment.

Paper 2: Challenges in the human environment (worth 35% of your final grade)

• Urban issues and challenges involves consideration of the processes within our urban environments both within low income countries and the UK. Pupils will consider changes and challenges in urban contexts such as air pollution and slums and response that major global cities have made to these issues.
• The changing economic world is a topic concerned with global development and application of development concepts to an emerging nation such as Nigeria as well as the UK. Pupils will consider factors affecting development and how countries development has affected the quality of life if its population.
• The challenge of resource management begins by considering the distribution and challenges of energy, water and food supplies within the UK. Supply and demand and changing patterns of use and their consequences are studied. One resource is then studied at a global scale considering issues of supply and demand and inequality.

Paper 3: Geographical application (worth 30% of your final grade)

• Issue evaluation: this will involve a pre-release resources booklet which involves critical thinking and problem solving around an issue which changes every year.
• Field work and geographical skills:  are an integral component of the course enabling students to investigate contrasting landscapes through the enquiry process. The specific location of fieldwork will vary year to year depending on the demands of the syllabus but will involve both human and physical geography fieldwork.

Key Stage 5

Geography is a popular A Level subject with man y students pursuing their knowledge and understanding of the planet they live on. It is a subject that combines well with both arts and science subjects and is very diverse and skills rich. It is also highly valued by universities as an A Level choice. The Russell Group report published in 2011 names geography as one of the eight facilitating subjects. This is a subject most likely to be required or preferred for entry to degree courses and choosing facilitating subjects will keep more options open to you at university.

Within the subject you will learn in a wide variety of ways, using maps, GIS skills, data analysis, photos, videos, and podcasts, as well as attending lectures and study days. You will be encouraged to frame your own questions using higher level thinking skills and show your grasp of complex issues through report and essay writing. Fieldwork will be an essential part of your A Level course and you will be required to complete your own independent investigation on a syllabus subject of your choice as part of the assessment. Throughout the course examples and case studies will be applied to help contextualise your knowledge. The aim is to build on your knowledge of issues supporting a developed understanding of the many and varied challenges facing the global community. Teaching of the Geography course is split between two members of staff, with one focusing on the human syllabus content and the second focusing on the physical syllabus content.

• Paper 1: Physical geography (worth 30% of your final grade)

Throughout Year 12 the physical components under the topic heading ‘Dynamic Landscape’ includes the study of both ‘Tectonic Processes and Hazards’ and ‘Landscape Systems, Processes and Change’ will be studied. This enables a study of cause, impact and response, considering the changing nature of landscape and risk over time and study of the factors that influence change. Pupils will consider the role of different players and how risk is affected by both human and physical factors.

Within Year 13 you will study ‘Physical systems and sustainability’ which focusses on both global systems of carbon and water leading onto issues such as water and food security and threats to ecosystems.

• Paper 2: Human geography (worth 30% of your final grade)

The human component under the heading of ’Dynamic Place’ includes the study of ’Globalisation’ and ’Shaping Places’. This includes studying the cause and consequences of globalisation and how why places are shaped and changed as well as meanings and identities attached to different places. Pupils will consider how cultural and demographic issues can be managed.

Within Year 13 you will study ‘Human Systems and Sustainability’. You will learn about geopolitics considering hard and soft power, superpowers as well as cause and consequences of migration, identity and sovereignty. This considers many issues facing global political powers and global organisations.

• Paper 3: Synoptic paper (worth 20% of your final grade)

A synoptic paper based upon a geographical issue within a place based context that links to the compulsory content of both physical and human geography- Water and carbon cycle, Tectonics, Globalisation and superpowers.

• NEA: Coursework (worth 20% of your final grade)

An independent geographical investigation will be undertaken by each student who will develop their own enquiry question based on areas of study and use the enquiry process to draw conclusions.

Key Stage 3

Eco club

Flag club

Year 7 Fieldwork to Canterbury (in conjunction with RS)

Year 7 Fieldwork on microclimates

Year 8 Fieldwork on Ecosystems

Year 8 Fieldwork on Rivers

RGS competition for the Young Geographer of the year

GA Physical Geography competition

*Other lectures/conferences which arise and subject to change every year

Key Stage 4

Field trip on Coastal challenges

Fieldtrip on Urban change

*Possible revision conferences and webinars which arise and subject to change every year

*Possible international geography fieldtrip which is subject to change every year

Key Stage 5

A 4 day residential trip to Flatford Mill, Suffolk

Fieldwork on Place

Fieldwork on Carbon

Royal Geographical Society lectures

Tectonics conference

*Possible international geography fieldtrip which is subject to change every year

Key Stage 3

Years 7-9 are assessed throughout the year using a variety of assessment methods. This will be predominantly formal end of unit tests throughout the year in exam conditions as well and an end of year exam which will be testing students on all content from the year. This will also test geographical skills and some numeracy. There will also be mid unit assessments which will vary from extended writing, research based and fieldwork. All assessments follow the school assessment policy which compares attainment to their CATs grading using the progress levelling tracker. All assessments provide high quality feedback which is personalised to the student. This will focus on identifying their strengths and weaknesses and a follow-on task will be issued.

Key Stage 4

Students will be tested formally with exam questions in timed exam conditions- this is designed to best prepare them for their exams as well and work on exam strategy including timing allocations for questions. Their progress is tracked and compared to their target grades. This will happen midway and at the end of each unit. All assessments provide high quality feedback which is personalised to the student. This will focus on identifying their strengths and weaknesses and a follow-on task will be issued. 

Students will also sit an end of year 10 exam which will involve two papers: a content paper and a skills paper. There will also be mocks in year 11.

Key Stage 5

Students will be tested formally with exam questions in timed exam conditions- this is designed to best prepare them for their exams as well and work on exam strategy including timing allocations for questions. Their progress is tracked and compared to their target grades. Students will also be continually assessed throughout predominantly through exam questions submitted for Homework. All assessments provide high quality feedback which is personalised to the student. This will focus on identifying their strengths and weaknesses and a follow-on task will be issued. 

Students will also sit and end of year 12 exam which will involve two papers: a physical and human paper. There will also be mocks in year 13.

Key Stage 3

Horrible Geography series

Progress in geography Key stage 3. David Gardner ISBN: 9781510428003

Key Stage 4

Exam Specification:

AQA | Geography | GCSE | Geography

BBC Bite size 

https://www.bbc.com/education/examspecs/zy3ptyc

Wide World magazine: 

https://www.hoddereducation.co.uk/Product/9781471891182.aspx

AQA GCSE (9-1) Textbook: ISBN 9781471859922

Time for Geography website: 

https://timeforgeography.co.uk/

Key Stage 5

Exam specification:

Edexcel A level Geography (2016) | Pearson qualificationshttps://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html

Use the following websites to find podcasts, lectures and discussions on a wide range of geographical issues:

https://www.ft.com/podcastshttps://podcasts.apple.com/gb/podcast/rgs-ibg-ask-the-experts/id1196746426?mt=2https://www.geography.org.uk/GeogPod-The-GAs-Podcasthttps://www.rgs.org/all/?categories=SchoolMemberLecture

Edexcel A level Geography Book 1 fourth Edition. Cameron Dunn, Kim Adams, David Holmes, Simon Oakes, Michael Witherick, Sue Warn ISBN: 9781398312555

Edexcel A level Geography Book 2 fourth Edition. Cameron Dunn, Kim Adams, David Holmes, Simon Oakes, Sue Warn, Michael Witherick ISBN: 9781308312562

Key Stage 3

• Natural History museum
• David Attenborough documentaries such as ‘Planet Earth’
• Engage with knowledge organisers provided by school
• Revision websites and you tube
• Mind maps, key words, flashcards

Key Stage 4

• David Attenborough documentaries
• Iain Stewart documentaries
• Helen Czerski documentaries
• Engage with revision websites e.g. BBC bitesize
• Seneca learning courses

Free Homework & Revision for A Level, GCSE, KS3 & KS2 (senecalearning.com)

• Mind maps, key words, flashcards, exam questions and mark schemes, study exemplar answers

Key Stage 5

• Seneca learning
• You tube: Curious geographer
• Past paper questions (insert link)
• RGS online free lectures

Royal Geographical Society - Royal Geographical Society (with IBG) (rgs.org)

• Mind maps, key words, flashcards, exam questions and mark schemes, study exemplar answers

• Key Stage 3

Blue, black, purple and red pens

Colouring pencils

Rubber

Ruler

Highlighters

Glue stick

Compass

Calculator

Fieldwork appropriate clothing

• Key Stage 4

Blue, black, purple and red pens

Colouring pencils​

Rubber,

Ruler

Glue stick

Compass

Calculator

​Fieldwork appropriate clothing

• Key Stage 5

Blue, black, purple and red pens

Colouring pencils​

Rubber

Ruler

Highlighters

Glue stick​

Compass

Calculator

Fieldwork appropriate clothing

Key Stage 3

Encourage students to engage with the suggested Curriculum Reading Journey and explore wider geographical reading options. Encourage students to engage with geography in the news and discuss this with them- see if they can make geographical links between topics. Take students to educational sites out of school e.g. museums. Highlight geographical points of interested when you go on holiday. Research the geography of the area you visit and discuss these with them. Engage with geography magazines such as the National Geographic

Key Stage 4

Encourage students to engage with the suggested Curriculum Reading Journey and explore wider geographical reading options. Encourage students to engage with geography in the news and discuss this with them- see if they can make geographical links between topics. Take students to educational sites out of school e.g. museums. Highlight geographical points of interested when you go on holiday. Research the geography of the area you visit and discuss these with them. Encourage students to constantly look over their notes and link these to exam questions. Subscribe to geographical magazines such as Wide World (this can be arranged through school).

Key Stage 5

Encourage students to engage with the suggested Curriculum Reading Journey and explore wider geographical reading options. Encourage students to engage with geography in the news and discuss this with them- see if they can make geographical links between topics. Take students to educational sites out of school e.g. museums. Highlight geographical points of interested when you go on holiday. Research the geography of the area you visit and discuss these with them. Attend RGS (Royal Geographical Society) lectures- these can also be free and online. Subscribe to geographical magazines such as Geography Review (this can be arranged through school) or the Geographical magazine.