Key Stage 3

This year we are introducing the new Geography National Curriculum to our students, which allows us to introduce new topics through a skills based approach which will engage our students in learning about the world that they live in. The overriding aim for the curriculum is that;

The learning and the undertaking of activities in geography must contribute to achievement of the curriculum aims for all young people to become:

  • successful learners who enjoy learning, make progress and achieve
  • confident individuals who are able to live safe, healthy and fulfilling lives
  • responsible citizens who make a positive contribution to society.

Set within the context of this wider Key Stage Three curriculum ethos; we will be teaching our students through a varied range of styles which will allow each student’s preferred learning style to be catered for. This approach will involve many of the following skills within each unit of work:

Numeracy, literacy, ICT, thinking skills, groupwork, mind mapping, creative writing, mysteries, oral communication, problem solving, and role plays.

In addition the students will be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of Geography.

Our curriculum provides opportunities for pupils to:

  • build on and expand their personal experiences of geography.
  • explore real and relevant contemporary contexts.
  • use a range of approaches to enquiries.
  • use varied resources, including maps, visual media and geographical information systems.
  • undertake fieldwork investigations in different locations outside the classroom, individually and as part of a team.
  • participate in informed responsible action in relation to geographical issues that affect them and those around them.
  • examine geographical issues in the news.
  • investigate important issues of relevance to the UK and globally using a range of skills, including ICT.
  • make links between geography and other subjects, including citizenship and ICT, and areas of the curriculum including sustainability and global dimension.

In summary, our curriculum is designed to embrace the importance of Geography as highlighted in the QCA Geography Programme of Study 2007

‘The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils’ own experiences to investigate places at all scales, from the personal to the global.’

How will the curriculum be organised?
The curriculum is organised into six overarching themes;
My World, The Human World, The Physical World, The Environmental World, The Sustainable World. Each half term has a specific unit focus which allows the students to place their learning within a defined context (as detailed in the pages to follow)

How are the classes organised?
In years 7 classes taught in geography are mixed ability form groups to allow students to develop their geographical knowledge, understanding and skills. In years 8 and 9 students are set into four blocks of three classes allowing teachers to deliver the schemes of work at the appropriate level for each group in preparation for possible GCSE teaching.

How is Homework set?
The Geography department ensures that each piece of homework is a valid, worthwhile exercise which will serve to complement the classroom learning experience. Each Year group have 12 homework tasks spread over the academic year corresponding to 2 per half term. All homeworks are available through the department website where students are guided to the resources to support them. The tasks may focus on specific skills which support the learning of geography; in particular literacy, numeracy, research, graphicacy and enquiry.

We have four generic homework tasks which can be applied to any of our topics, these are entitled ‘Earth Week’, ‘Lesson report’, ‘Mind Map’ and ‘Internet Research’.

How will we be able to check progress?
Throughout Key Stage 3 each student will be asked to complete a range of assessments which will either take place in class or be given as homework exercises. In addition, each student will sit an examination during each year to test knowledge and understanding of geographical skills, themes and places.

By the end of Key Stage 2 the performance of the majority of students should be within the range of Levels 3 to 5 and by the end of Key Stage 3 within the range of 4 to 7. Level 8 is available for very able students and to help teachers differentiate exceptional performance at Key Stage 3.

As students progress through the curriculum teachers will set challenging but realistic targets for each student. These are shared with the students and can be seen on the front of their books. Progress is reviewed regularly to ensure that students are making good progress and underachievement is notified through the whole school reports once per term.

At the end of each year, teachers will have built up sufficient knowledge about a student's performance across a range of assessments to make a judgement in relation to the National Curriculum Attainment Target level descriptions.

Year 7

The Geography course followed by Year 7 students entering The Kingsway School will endeavour to build upon skills, themes and places covered in the Primary Sector and will be tailored to the requirements of the National Curriculum.

Term 1a - My World
To develop a sound knowledge of the world we study of the continents, oceans, countries and places that make up the global world. A change in scale with a focus on Europe and the European Union; and how our relationship with our continental neighbours works. A sense of place within British Isles and North West England allows students to complete the journey to their local area.

Term 1b - The Sustainable World
Local study of their home and school environment and how it can to be managed sustainably. Lessons on sustainability enable students to work in teams to develop a plan to improve their eco credentials. The important local issue of transport management in Greater Manchester is also explored encouraging the students to use a range of problem solving ideas.

Term 2a - My Maps
Developing skills which allow students to understand, use and create maps. Increased confidence with their own mapwork skills and understanding how these might be applied to everyday life will help to equip the students with one of the most important geographical tools.

Term 2b - The Physical World
Investigating local weather changes and how extreme weather events can create problems for people around the world will engage the students with a strong sense of wonder about the power of the atmosphere.

Term 3a and b - The Environmental World
Engaging the students in a balanced debate about our future energy use. Explore the possible consequences of decisions made by people around the world to climate change.

Additional - Geography in the News
This will focus on the investigation of topical geographical issues which have come to the attention of the world media.

Year 8

This year builds on the skills, knowledge and understanding learnt in Year 7 with a view to developing the critical thinking of the students into local, national and global issues which affect them both directly and indirectly.

Term 1a and 1b - The People World
The world’s population growth and the different methods adopted to manage it are investigated in contrasting countries. Migration issues are raised and perceptions challenged.

Term 2a - My World
Latitude and longitude are used to locate places, including countries and capital cities, from around the world. Investigation of the world’s challenging environments and how life adapts to the extreme conditions.

Term 2b - The Human World
The MEDC Urban World - Living in cities offers different opportunities and problems to the people living there. Students explore how urban areas grow and change. Contrasts and similarities between different areas of Manchester are examined.

Term 2b - The Physical World
An exploration of the Amazon Rainforest as an example of a diverse ecosystem. The issues of management and sustainability are debated.

Term 3a and b - The Human World
The LEDC Urban World - The students explore how people in the developing world are seeking a better quality of life. We study locations like Lagos in Nigeria and how the city is coping with rapid population growth.

Additional - Geography in the News
This will focus on the investigation of topical geographical issues which have come to the attention of the world media.

Year 9

In Year 9 the course allows the student the opportunity to synthesise the range of skills acquired in the previous years and apply them to topics and issues which are located outside of the student’s immediate vicinity. This year is a transition to GCSE and as such students are given experiences which will allow them to challenge themselves with many of the key themes they will study in Years 10 and 11.

Term 1a - The Sustainable World
Britain’s countryside is under pressure as never before; rural life is changing and in many cases threatened by the urban world. The sustainability of the Peak District National Park is explored by our annual field visit and follow up enquiry carried out in the style of a GCSE controlled assessment.

Term 1b - The Physical World
How do people live with the threat of volcanoes and earthquakes? This unit explores the difficult decisions that people around the world make to ensure their own survival against the earth’s most powerful forces.

Term 2a - The Human World
Communities around the world are all seeking to improve their lives though many find their route to economic development barred by lack of control over money and resources. Raised awareness of the unequal world and how wealth is both generated and shared is explored. A specific focus on Kolweny Kingsway; our link school in Kenya.

Term 2b - The River World
Water is both a blessing and, at times, a curse for communities around the world. In this topic we look at how nature’s rivers shape the landscape but cause increasing flood problems for people living close by.

Term 3a and b - The Coastal World
In preparation for their GCSE field work, we explore the topic of coastal geomorphology and management with a specific focus on the Holderness in Yorkshire; home to Europe’s fasting eroding coastline.

Additional - Geography in the News
This will focus on the investigation of topical geographical issues which have come to the attention of the world media.

GCSE

The aims of our GCSE course are for students to:

  • Actively engage in the process of geography to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds
  • Develop their knowledge and understanding of geographical concepts and their relevance to our changing world
  • Develop spatial awareness to appreciate the importance of the location of places and environments from local to global
  • Appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures
  • Develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive
  • Develop and apply their learning to the real world through fieldwork and other out of classroom learning
  • Use geographical skills, appropriate technologies, enquiry and analysis.

There are a wide range of geographical themes within this subject:

Physical Geography

  • Physical Landscapes (Water cycle, flooding, river/coastal landforms, processes and management)
  • Natural Hazards (Earthquakes and Volcanoes)
  • Living World (Global Climate, Ecosystems e.g. Tropical Rainforests, Hot Deserts)

Human Geography

  • Urban Issues and Challenges (Cities and services around the world),
  • The Changing Economic World (Development, employment, economic activities and environment)
  • Resource Management (Food, Water, Energy)

Assessment
There is no examination tier of entry

  • Paper 1 June Year 11 (35%) - Physical Geography
  • Paper 2 June Year 11 (35%) - Human Geography
  • Paper 3 June Year 11 (30%) - Geographical Skills (Decision making and Fieldwork)

Fieldwork
The collection of primary physical and human data and the production of a report. Data collection on a two day residential field visit to Scarborough costing ~£75.

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