The Green School for Girls

Let your
Light shine

Matthew 5:16

Geography

FACULTY OF HUMANITIES


Head of Geography Mrs J Virani

CURRICULUM VISION

 Our intent is for students to become better global citizens where they have an appreciation and understanding of the everchanging physical and human world around them, but more importantly, the interactions between them.

 In particular our students will:

  • be able to use geographical skills and knowledge to understand these connections between the human and physical environment and how they impact/are impacted by this, now and in the longer term.

What is Geography?

Geography is everything around us. It is the study of the interactions between the physical and human environment, past and present, which gives us an idea of how our dynamic world is being shaped for the future.

Why do we study Geography?

Studying geography can provide an individual with a holistic understanding of our planet and its systems. Those who study geography are better prepared to understand topics impacting our planet such as climate change, global warming, desertification, El Nino and water resource issues, among others. With their understanding of political geography, those who study geography are well-positioned to comprehend and explain global geopolitical issues that occur between countries, cultures, cities and their hinterlands, and between regions within countries.

What do we study? 

  • In Key Stage 3, we study a range of Physical and Human Geography topics, focusing on a variety of places and skills.
  • In Key Stage 4, we follow the Edexcel B course, which deepens the knowledge learned at Key Stage 3. For example, students learn topics about Biomes, Tectonics and Development in much more detail. They also have the opportunity to complete 2 days of fieldwork.
  • At Key Stage 5, we continue following the Edexcel course,  offering 4 days of compulsory fieldwork, which is usually a residential trip. The field work and data skills students learn at A Level is an excellent foundation for students entering Higher Education or undertaking apprenticeships.

To view a full summary of our KS3 and KS4 Geography curriculum please click here

To view information about A-level Geography at the Green School Sixth Form please click here

CURRICULUM IMPLEMENTATION

How do we study Geography? 

Students can enjoy a combination of independent work, group projects and discussions. In lessons there is a focus on students working to describe and analyse then share their results and ideas with a group. Geography involves a variety of IT, field and analytical approaches including techniques such as Geographical Information Systems (GIS) and app technology. Fieldwork and virtual fieldwork is an integral part to Key Stage 3 and exam courses.

Presentation of Work 

Each student’s book  should be neat, legible and contain their very best work. Date and title of each lesson must be underlined. At the beginning of the year, students will be issued with the topics that will be studied and a list of keywords for each topic, which they should make regular use of.  When students are completing feed forward they must use green pen to feedback. This should be done regularly, to ensure students are reflecting on and improving their work.

Home Learning

Home Learning is key in mastering the skills learned in lessons. It allows time away from the classroom for students to think about the concepts being covered in detail.

Co - curricular Activities

Minimum 2 days compulsory fieldwork for New GCSE Edexcel B 2016 Specification – this is examined in paper 2. Please note that there will normally be a cost associated with the trip for this fieldwork.

Minimum 4 days compulsory fieldwork at A Level for the Edexcel Specification - this is for their Unit 4 coursework. Please note that there will normally be a cost associated with the trip for this fieldwork.

How parents/carers can support their children

  • making use of Google Classroom to ensure students are meeting deadlines and making use of additional resources posted
  • reading the news with them and discussing it so students are aware of current geographical affairs
  • perhaps subscribing to a geographical magazine or app - eg. Geography Review Magazine, National Geographic for Kids, or for older students, reading The Economist which often covers many current geopolitical issues.

Recommended Reading

KS3:

  • ‘How Bad Are Bananas? The Carbon Footprint of Everything’ by Berners-Lee, M (2010)
  • ‘The Burning Question: We can't burn half the world's oil, coal and gas. So how do we quit?’ Burners-Lee & Clark (2013)
  • ‘The Usborne Geography Encyclopedia’, Usborne Publishing, by Doherty, G (2013)
  • ‘What’s Where in the World’ by Dorling Kindersley (2013)
  • ‘DK Pocket Eyewitness Rocks and Minerals’, by Dorling Kindersley (2012)
  • ‘Everything Weather. National Geographic Kids’ by Furgang, K (2012)
  • ‘Horrible Geography Collection’, Scholastic, by Generi, A
  • ‘Ultimate Explorer Guide for Kids’, QED Publishing, by Miles J (2015)
  • ‘Mission Explore’, Geography Collective by Morgan-Jones, T (2010)
  • ‘Everything Volcanoes and Earthquakes’ National Geographic Kids
  • National Geographic for Kids Magazine

 KS4:

  • ‘Can We Protect People from Natural Disasters?’ Heinemann Educational, by Chambers, C (2016)
  • ‘GCSE Geography Edexcel B’ Student Book, Oxford University Press, Digby, B et al (2016)
  • ‘Tsunami: Perspectives on Tsunami Disasters’, Heinemann Educational Books, by Graham, I (2014)
  • ‘Hurricane: Perspectives on Storm Disasters’, Heinemann Educational Books, by Langley, A (2014)
  • ‘Planet Earth II’, BBC Books, by Moss, S (2016)
  • National Geographic Magazine
  • ‘Amazon’ by Bruce Parry (2009)
  • ‘The Incredible Human Journey’, Bloomsbury Publishing (KS5) by Roberts, A (2010)
  • ‘Earthquake: Perspectives on Earthquake Disasters’, Heinemann, by Rooney, A (2014)
  • ‘Adventures in the Anthoropocene: a Journey to the Heart of the Planet We Made’, Vintage, by Vince, G (2016)
  • ‘Antarctica: an Intimate Portrait of the World's Most Mysterious Continent’, Bloomsbury, by Walker, G (2013)
  • ‘An Integrated Approach’ (4th revised ed.) Nelson Thornes (KS5) , by Waugh, D (2009)

CURRICULUM IMPACT

Assessment

Formative assessment will take place in lessons through discussion and plenaries. 

Summative assessment takes place at the end of a topic where strengths and improvements are identified and students respond to this feedforward. 

There are formal examinations at the end of each year.

Careers Leading on from Geography

 The multifaceted nature of Geography can pave the way for students into all sorts of industries – ranging from architecture, charities and foundation work, government jobs, earth sciences, teaching and town planning to name a few.

Geography is a well respected facilitating subject at university which would compliment many career paths.

To view more information about our school Careers programme please click here