Geography

Geography Curriculum Overview

Click here to download our Geography Curriculum Overview.

Aim

Here at Southmoor Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success.  We want our students to enjoy the challenges that learning offers.

Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.

Intent

The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The Geography curriculum is planned to enable all students to develop knowledge and skills in the following areas:

• Broadening their understanding of different places in the dynamic, interconnected world we live in
• Knowing how the physical landscape is shaped by different processes
• Appreciating the interconnections between humans and different environments
• Being able to analyse and interpret data from a range of sources
• Communicating using precise, geographical conventions
• Building and applying their geographical knowledge and skills to conduct well planned Geographical Investigations

Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;

• Resilience (Aiming High, Staying Positive, Learning from Mistakes)
• Collaboration (Teamwork Leadership Communication)
• Creativity (Originality, Problem Solving, Independent Study)

The British Values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.

Sequence and structure 

Our curriculum is split into Key Stage 3 (years 7 and 8) and Key Stage 4 (years 9, 10 and 11). Our longer school day and generous allocation of curriculum time ensures a strong foundation of knowledge and skills to ensure success at KS4, whilst those students who do not continue to study Geography at KS4 have acquired breadth of knowledge and skill.

• Key Stage 3 Curriculum

  KS3	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 7	Introduction to the UK	The people of the UK	Our physical world	World cities	Physical landscapes in the UK	Global issues
  Year 8	Weather and climate in the UK	Work, rest and play in the UK	Our living world	Focus on Africa	Challenges and opportunities in the UK	Our unequal world

  We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively ad enrich learning.

• Key Stage 4 Curriculum

  Our Key Stage 4 Curriculum

  At Key Stage 4 students follow the AQA.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 9	The challenge of natural hazards Natural hazards Tectonic theory Tectonic hazards LIC and HIC earthquake case study	The challenge of natural hazards Global atmospheric circulation Tropical storms with case study Weather hazards in the UK Climate change	The living world Ecosystems Nutrient cycle Tropical rainforests	The living world Cold environments	Physical landscapes in the UK Coastal processes Coastal landscapes Coastal engineering	Physical landscapes in the UK River processes River landscapes River engineering
  Year 10	Urban issues and challenges Urban issues LIC case study LIC urban planning	Urban issues and challenges HIC case study Urban regeneration Urban sustainability	The changing economic world Economic development and quality of life Global development gap NEE case study – TNCs	The changing economic world Economy of the UK Modern industrial developments North south divide	The challenge of resource management UK resources – food, water, energy	The challenge of resource management – Energy security and insecurity Sustainability
  Year 11	Geographical enquiry and fieldwork Seaham regeneration and hard engineering	Gap analysis revision Areas of weakness form mock exams	Gap analysis Revision Areas of weakness from Mock exams	Gap analysis revision Areas of weakness from Mock exams Paper 3 – Issue Evaluation – pre-release.	Gap analysis revision Areas of weakness from Mock exams EXAMS	EXAMS

  For more information about the specific details of our curriculum, please refer to the subject specific pages of our website.

How does our Curriculum cater for students with SEND?

Southmoor is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.

Specific approaches which are used within the curriculum areas include:

• Seating plans to allow inclusion
• Use of differentiation in lessons including challenge and support, differentiated tasks and differentiated reading materials.
• Where possible, use of additional support from adults is planned and communicated in advance.
• Intervention strategies are used when required.
• Written and verbal feedback to stretch and support pupil progress.
• Ensure all resources are accessible to all pupils
• Homework tasks to promote literacy and independent study.
• Use of data to support planning
• Group work
• Questioning and class discussion

How does our curriculum cater for disadvantaged students and those from minority groups?

As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Geography, we;

• Provide targeted support for underperforming pupils
• Use data to identify gaps and underperforming pupils.
• Discuss strategies and implement these in order to address pupils needs
• Ensure homework is accessible and where needed resources and support are provided outside of lesson time.
• Provide revision materials to pupils to reduce financial burdens on families.

How do we make sure that our curriculum is implemented effectively?

The Geography curriculum leader is responsible for designing the Geography curriculum and monitoring implementation.

The subject leader’s monitoring is validated by senior leaders.

Staff have regular access to professional development/training to ensure that curriculum requirements are met.

Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.

Curriculum resources are selected carefully and reviewed regularly.

Assessments are designed thoughtfully to assess student progress and also to shape future learning.

Assessments are checked for reliability within departments and across the Trust.

Members of the department mark for the AQA exam board and provide CPD to the rest of the department to improve reliability of data.

Gap analysis spreadsheets are used to identify areas of development for pupils and the Geography department. Analysis of topics, concepts, skills and case studies is used to ensure pupils have a comprehensive coverage of a curriculum which is both coherent and rigorous. The curriculum at KS3 and KS4 is presented in a sequence which allows pupils to move from simple, familiar, local concepts to more complex, unfamiliar, global ones. The curriculum offers a range of topics to help build skills and knowledge at KS3 to provide a foundation to build upon at KS4. A change to cold environments and Glaciation topics at KS4 will allow pupils to study a broader range of topics, as river and desert environments are covered within the KS3 curriculum.

Implemented within the Geography curriculum are links to future careers. Within lessons we aim to build employability skills to enable pupils to transfer these when leaving school and looking for employment and future careers. We teach teamwork and the importance of clear communication, map and mathematical skills, the use of GPS and effective research skills. As part of the whole school careers program, pupils are expected to implement the skills acquired during lessons to plan their own journey to an interview in London and abroad. Class based discussion around the employment opportunities associated with Geography are held at both KS3 and KS4 level, linking both careers and voluntary work to gain experience, to the natural disasters’ units taught in year 8 and at GCSE.

How do we make sure our curriculum is having the desired impact?

• Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
• Termly assessments-analysis and evaluation meetings
• Lesson observations
• Learning walks
• Book scrutiny
• Regular feedback from Teaching Staff during department meetings
• Regular feedback from Middle Leaders during curriculum meetings
• Pupil surveys
• Parental feedback
• External reviews and evaluations