Geography
Geography is the study of relationships between physical and human phenomena that give rise to spatial patterns on the surface of the earth.
Geography is a unique discipline that concerns itself with the relationships between the study landscape, flora and fauna, the atmosphere, people and culture, the built environment and political territories and this allows students to think about the world in new ways.
Key Stage 3 overview
The Key Stage 3 Geography curriculum has been designed based on location, where topics are taught in relation to distinct environments and then within a variety of places of our planet. This is to ensure everything can be drawn together into a cohesive whole. We are aware that in the modern age, media and popular culture has a direct impact on our view of place in the world, so our curriculum aims to provide students with knowledge that will prevent our students having a one-dimensional view of a location.
Key Stage 4 overview
‘In different parts of the planet, different geographical features are among the dominant factors in determining what people can and cannot do’ Tim Marshall
For students who want to continue to develop their understanding and aid their curiosity of the world around them, GCSE Geography will support this by building on their core knowledge and skills gained in Key Stage 3. The two-year course will expose students to real issues and the human and physical forces which shape and change our fascinating world.
In Year 10, students will build upon their foundational geographical knowledge by focusing on Paper 1 topics of ‘Living with the Physical Environment’. This knowledge will become concrete, with typical use of geographical skills before applying those skills to other circumstances, areas and concepts in Year 11. In Year 11, students will continue to develop their understanding of the world through Paper 2 topics, which focus on ‘Challenges in the Human Environment’. Some of the knowledge covered in Year 11 is abstract and this will allow students to become inquisitive and to develop their critical thinking skills beyond their case studies.
The purpose of paper three is to provide students with an opportunity to show their breadth of understanding of geography as a discipline. Students will be able to draw together knowledge, understanding and skills and apply this to a range of scenarios. This will allow students to not only make well-reasoned arguments about the issues faced today, but to embark on two successful fieldwork opportunities to physical and human environments.
You can download Knowledge Organisers for each year group from our Knowledge Organisers page.
For queries about the Geography curriculum please contact Jermaine Lambert j.lambert@harrisgarrard.org.uk.
Further details of the curriculum can be found below.
Primary
“You can travel the seas, poles and deserts and see nothing. To really understand the world, you need to get under the skin of the people and places. In other words, learn about geography. I can’t imagine a subject more relevant in schools. We’d all be lost without it.” Michael Palin.
Geography is an exciting subject that through geographical enquiry helps us better understand the people, places and environments in the world. The programme of study for Geography states “a high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives”.
It is a subject that seeks answers to fundamental questions such as:
- Where is this place?
- What is it like? (and why?)
- How and why is it changing?
- How does this place compare with other places?
- How and why are places connected?
Geography draws on its vast range of vocabulary to identify and name places, the features within them and the human and physical processes at work there. Such core knowledge provides the building blocks of deeper explanation and understanding; providing entry points to geographical conversations about the world. We describe this as ‘thinking geographically’ and explicitly teach this to our pupils through our use of knowledge organisers.
We aim that every pupil leaves our primary with the key building blocks to allow them to read, speak and write like a geographer.
Miss Anderson, AAP & Primary Geography Lead
Year 7
Students start their geographical journey by developing locational knowledge, to make sense of the world in which they live. These maps are crucial as they allow students to begin to understand places, patterns and physical differences in environments. The polar environment of Antarctica is our first topic. This remote region has wondered Geographers for years and is out of reach for many. Students will explore the physical wonders of this land, as well as how human processes are now more than ever negatively impacting the southernmost continent.
In Term 2, students will learn about the Northeast African nation of Sudan. Students explore this contrasting environment through the use of photograph analysis, global lines of latitude and climate graphs. Sudan will introduce students to the key concepts of development and resource management, as well as a focus on how both human and physical processes can change the landscape of a country.
To look at an area of contrasting development, students will finish their study by exploring the most populous country in the world; China. As China is emerging as a global economy, it is imperative students are aware of the industries within China, as well as how physical processes such as tectonic activity, could alter the future of the next superpower. Throughout the course of Key Stage 3, students will also learn how China is now one of the world’s major trading partners, overtaking the USA and exerting its influence on typically Western landscapes.
Year 8
In Year 8, students have time to study in detail how physical processes have shaped the landscape of the UK over tens of thousands of years. For a small island nation, the UK is a perfect country to study in relation to coastal, river and glaciated landscapes and how these factors have influenced settlements and growth of urban environments over time. Due to the breadth of the topic, students will have multiple opportunities to develop their map skills, with specific focus on grid references, contour lines and scale on Ordnance Survey Maps. Within the topic of the UK, students will not develop a London-centric view, instead they will explore the Scottish Highlands, the impact of deindustrialization within South Wales and the future of renewable energy along the Sefton Coast. Students will also develop their analytical skills through exploring the possible future of the UK, considering the changes in its industrial and political policies.
In contrast to the UK, pupils will learn about one of the most biodiverse locations on Earth and also the largest country in South America; Brazil. Throughout this topic, students will be encouraged to compare the geography of Brazil to that of the UK. Like China, Brazil is one of the main developing nations and even though their wealth was gained in a different way, students will decipher how this also produced socio-economic challenges, as well as opportunities. An example of this is through the estimated one quarter of Brazil’s population who live within favelas, a form of informal settlement. Students will also explore aspects of sustainability and physical processes by being able to explain how plants, animals and indigenous tribes have adapted to living in this ecological paradise.
Year 9
Year 9 begins with a focus on the Middle East. The Middle East is often portrayed in recent history as a region of contested borders, separated by geography and religion, where oil is its most valuable commodity and war is rife. But by the end of this unit, students will be able to describe how and why there has been a shift from traditional lifestyles around the Persian Gulf, to modern day settlements and how the West has influenced typical Arabian life. Students will explore and critically analyse the impacts of having vast reserves of oil and gas and enquire if the Middle East will fall to the natural resource curse, or if it will be able to develop tertiary industries, such as tourism and host world-renowned events.
In Term 2, students will learn about an area which has, and continues to, experience rapid economic development; the USA. As the world’s only superpower and an area of cultural familiarity, our topic of the USA intends to expose students to the global influence of the USA, its agricultural and technology industries and distinctive physical landscape, as well as socio-economic issues that do not always reach the news. Building upon their foundational knowledge of tectonic hazards, students will also learn about super volcanoes and analyse the impacts an eruption would have spatially.
The final topic at Key Stage 3 is fieldwork. Fieldwork is an essential aspect of geographical study. It requires that students undertake learning outside of the classroom and develop an understanding of the interaction between physical and human geography. Students begin their fieldwork enquiry by developing the ability to describe different forms of data, methods and risks while undertaking fieldwork. Students will have a range of opportunities to collect appropriate data, before justifying their selected presentation technique and analysing their findings. The study of fieldwork gives students the opportunity to extend their geographical understanding by relating their learning to real experiences.
Year 10
In Year 10, students will learn about ‘Living with the Physical Environment’. This unit begins by understanding the physical processes that create some of the world’s most dangerous hazards and allows for a discussion over the impacts they have on a range of scales and locations. The course continues to examine a range of fragile environments, which were interdependent ecosystems that are now heavily influenced by the presence and actions of humans. Physical landscapes in the UK are re-visited, building upon the foundational knowledge gained in Key Stage 3.
Throughout this year, global issues such as: climate change, sustainable management of rainforests and desertification will be covered. This will allow students to make decisions on how to sustainably manage landscapes for future generations. In addition, geographical skills are used to locate, describe and compare contrasting environments.
Year 11
In Year 11, students tackle aspects of current human geography, with a large focus on local and international urban change. Around 200 years ago, only 1 in 30 people lived in urban areas. Today, more than half of the world’s population – almost 4 billion people – live in towns and cities. By the end of the century, more people could be living in urban spaces than are alive today. Our urban landscape is constantly changing, but these spaces that are illuminated for 24 hours a day provide us with new challenges and opportunities to explore and solve.
This unit begins by exploring global urban trends, through the lenses of two contrasting, yet developing cities of London in England and Lagos in Nigeria. Students will uncover how even areas that are continents apart still experience similar urban issues and are open to an array of opportunities due to their growth and international links. We then move on to look at the ever-changing socio-economic development of the world. This global change brings great improvement to quality of life, but also exposes countries who are struggling to close the gap caused by uneven development. Students will develop their critical analysis skills by learning ways in which to tackle development issues by revisiting West Africa’s most powerful nation – Nigeria – and then the disparities found within the UK.
Careers
Geographers are trained to be good decision-makers who look at all aspects of a situation. Some jobs make direct use of geographical knowledge such as those in tourism, town planning and environmental management and teaching.
Geographers can
- make a concise report
- handle data
- ask questions and find answers
- make decisions about an issue
- analyse material
- organise themselves
- think creatively and independently
Geographers are:
- good communicators
- spatially aware
- socially, economically and environmentally aware
- problem solvers
- good team players
- computer literate
- well rounded, flexible thinkers
Possible careers for Geographers include:
- Town Planning
- Social Work
- Market researh
- Housing
- Estate agents
- Disaster management
- Civil engineering
Geography is also useful for law, journalism, medicine and working in the media for example because it combines the understanding of the facts of the sciences with the perception of the arts.
Find out more about the careers programme at Harris Garrard Academy.