GEOGRAPHY

Why study Geography?

Students can only have an awareness of where they are in the world if they have a comprehensive knowledge of the world. We use concepts of space and place as examples of the ‘lenses’ through which geographers view the world in order to understand how the world works. Where do they sit compared to other people? How does their experience, their status, and their identity compare with the rest of the world? Geography helps students understand how the world works and gives a solid grounding before they go to visit places. Geography teaches the students to investigate how other cultures work and how the world can be dangerous as well as beautiful. Geography teaches students to be aware that the world is constantly changing and that being factual and precise can be as important as being imaginative. In short, Geography surrounds us in everyday life and helps students understand their place in the world and how local actions can have global effects.

How will I study Geography?

Students study geography by looking at the world through the big questions. Why do people migrate? How should the Frontierland Site in Morecambe be developed? Can Antarctica truly be protected? To answer any of the big enquiry questions, students must first develop a sound understanding of the key geographical concepts that underpin them. The geomorphological processes underpinning the physical geography enquiries, an understanding of the unequal resources and implications around the world and most importantly human stakeholder decision making.

What will I study at Key Stage 3?

Over the three-year KS3, students cover a wide range of human and physical topics which demonstrate the interconnectedness of the world and its people. Case studies and enquiries cover concepts at a variety of scales, local, national, and international. Geography lessons equip 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.

In year 7 students learn about the importance of traditional map skills in a digital world before applying those new skills to a study of coastal landscapes and a consideration about the processes, landforms and contemporary planning issues in their local area. From there students learn about the rainforest environment and investigate some of the issues facing the Amazon which are widely publicised through the media. Students are encouraged to ‘think like a geographer’ before coming to conclusions and making decisions. Globalisation forms the basis for the next topic as pupils consider their everyday lifestyle and interconnectedness with the rest of the world through the resources they consume and the choices they make. Students then study weather and climate and particularly how the UK’s climate has changed and may change in the future before finishing the year investigating China and it’s future place in the world economically and environmentally.

In Year 8 students begin by investigating how the world’s population has changed before considering migration, the viewpoints of all the stakeholders and considering future responses through the major migration examples over the last few years. Students then continue to develop their skills of enquiry based learning and thinking like a geographer by looking at some of the world’s major environmental concerns including climate change, plastic pollution and energy issues. A recognition of how human and physical processes interconnect is developed through a study of plate tectonics and earthquakes in particular, before considering how we live in an unequal world and how the development gap has been caused, how it can be measured, and how it could be closed. Students finish the year looking at river processes and management before investigating the splendour, complexity, interconnectedness and diversity of Asia.

Year 9 sees students further build on their skills and study tourism issues in both LICs and HICs and how tourism can close the development gap explored in Year 8. Urban environments are then investigated looking at both Mumbai and London and the contemporary issues relating to decline and regeneration. Students then compare to very different environments, first looking at cold environments and protection issues relating to Alaska and Antarctica, then Africa as a diverse continent with a rich history. The year is ended looking at the world’s resources and consideration whether our food, fuel and water needs can be met in the future.

What will I study at Key Stage 4?

At KS4 students follow the AQA GCSE Geography programme of study. This builds on the foundation they developed throughout KS3 and is spread across three different papers. Paper one focuses on the physical landscape and how humans are interconnected and affected by the earth’s physical processes. There are three topics, UK Physical Landscapes (rivers and coasts), The Living World (tropical rainforests and cold environments) and The Challenge of Natural Hazards. Paper 2 focuses on issues in the human environment through studies of Urban Issues and Challenges, The Changing Economic World and Managing Resources. For the last paper, students demonstrate their geographical skills and developed ability to ‘think like a geographer’ to explore fieldwork investigations and a contemporary issue evaluation and decision making exercise.

Assessment at Key Stage 4

Examination Board: AQA 601/8410/3

Paper 1: Living with the physical environment

Overview	Focus
Written exam (1 hour 30 minutes) 88 marks 35% of GCSE	The challenge of natural hazards; The living world; Physical landscapes in the UK; Geographical skills)

Paper 2: Challenges in the human environment

Overview	Focus
Written exam (1 hour 30 minutes) 88 marks 35% of GCSE	Urban issues and challenges; The changing economic world; The challenge of resource management; Geographical skills

Paper 3: Geographical applications

Overview	Focus
Written exam (1 hour 15 minutes) 76 marks 30% of GCSE	Issue evaluation; Fieldwork; Geographical skills

Enrichment

The department offers subject-specific enrichment clubs and organises a range of fieldwork trips throughout the year. These include field work visits to rural areas such as the Lake District to study rivers and coastal areas such as Morecambe to study regeneration. Pupils are able to take part in school-wide competitions, as well as representing the school in local and national competitions designed to increase their engagement and enhance their subject knowledge. An example of this would be the recent Cop26 Water Aid UK. They also participate in online academic events hosted by the Geographical Association. Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model.

Careers

The study of Geography can lead to future careers ranging from landscaping, Countryside Officer, Urban Developer to Ecologist, Conservationist and Community Cohesion Officer. Famous Geography graduates include Theresa May (Prime Minister), Ben Fogle (TV presenter, Ambassador for WWF).