Geography
| Geography | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Year 07 | Geographical skills | A place called Rugby | Climate change | Climate change | Rivers | Fieldwork exersize |
| Year 08 | Urbanisation | Globalisation | Africa Study - Physical | Africa study - Development | Tectonic Hazards | Atmospheric Hazards |
| Year 09 | The Living World - Ecosystems | The Living World - Tropical rainforests | The Living World - Cold environments | The Challenge of resource managament - The UK | The Challenge of resource management - Global energy | Geographical skills and Decision-making exercise -GIS |
| Year 10 | The challenge of natural hazards Tectonic Hazards | The challenge of natural hazards - Atmospheric Hazards | The challenge of natural hazards - Atmospheric / Uk Physical landscapes - Rivers | UK Physical landscapes - Rivers | Uk physical landscapes - coastal landscapes | Uk physical landscapes - coastal landscapes amd GCSE Fieldwork on coastal landscapes |
| Year 11 | Urban issues and challenges | Urban issues and challenges | UK Economic change | Global economic change | Revision | |
| Our Geography curriculum aims to inspire curiosity and fascination about the world and its people that will remain with pupils for the rest of their lives. Through our carefully sequenced curriculum, pupils will develop: 1. A deep understanding of their place in the world, from local to global scales. Pupils will explore how places develop and change over time, examining the complex relationships between human and physical processes at different levels. Pupils will appreciate the impact of distant global events on their local economy and experiences. 2. An appreciation for sustainability and the value of Earth's resources. Pupils will investigate how humans interact with environments and the importance of responsible stewardship of our planet's natural systems. 3. The ability to collect, analyse and interpret geographical data. Pupils will develop critical thinking skills to draw insights from demographic and spatial information, communicate findings effectively, and propose evidence-based solutions to real-world challenges. 4. Knowledge of key Earth systems and processes. Pupils will study natural cycles, landforms, weather patterns and other physical features to comprehend how our planet functions as an interconnected system. 5. Geographical skills including fieldwork, map reading, and the use of GIS technology. Pupils will become adept at applying these practical tools to investigate their surroundings. 6. An awareness of diverse places, people and cultures. Pupils will cultivate empathy, respect and a global perspective as they explore human geography. Through this approach, we aim to develop knowledgeable, skilled and ethically-minded geographers prepared to engage with an ever-changing world. Our curriculum will empower pupils to think spatially, make connections between different scales and processes, and apply their learning to address contemporary issues facing society and the environment. | ||||||
OVERVIEW
In Geography we aim to create the very best geographers. We challenge students to think, act and speak like those working in the field would. We do this by quality first teaching which ensures students understand geographical principles and can apply them in a variety of familiar and unfamiliar contexts from around the world. We teach content in its totality and constantly vary topics between human and physical geography to provide a varied and balanced appreciation of the ideas, skills and topics in this discipline.
The intent of geography at Harris is to provide students with essential and transferable skills to deal with, and understand, the rapidly changing world in which they will be living. The world is increasingly interconnected, with large scale economic movements and migration across the globe, and within the country. Geography gives students the opportunity to be able to understand the reasons for these changes, and their consequences. We want to create discerning and inquisitive geographers who can use their geography skills to interpret the world around them.
We want our students to see a world beyond Harris, so that they can access it, if they choose to. We want to be developing students' love of learning and research, as well as helping students to create their own enquiries, making justifiable decisions, cost-benefit analyses and being able to see issues from a range of viewpoints, not just their own.
We seek to create global citizens who are aware of, and passionate about, the diverse physical world in which we live. We aim to provide students with the skills and understanding to deal with, what David Attenborough has suggested will be, “the collapse of civilisation and the natural world” on which we depend, if the climate change and biodiversity issues are not dealt with (speech by David Attenborough to the United Nations Climate Change Summit 2019). Geography is unique as a subject in that it encourages students to consider both arts and science elements. It encourages a multi-disciplinary, synoptic approach to any consideration and decision. It encourages students to develop a wider vocabulary.
Students who leave school with geography qualifications will be able to combine both qualitative and quantitative data, analyse information and make appropriate decisions as well as reflecting on case study examples to evaluate the successful management of geographical issues. A geography student will not be afraid of facing new information in whatever format (social media, text, graphics, graphs, diagrams, images, spoken word, interviews and videos). This makes geographers flexible, dynamic and independent employees, ready for the changing world they will face. In addition, our geographers will be familiar with Geographical Information Systems, enabling students to become multiple data analysis within a spatial dimension.
THE HARRIS VALUES AND GEOGRAPHY
Social and moral issues are at the heart of our curriculum in Geography. For example; understanding the issues surrounding global inequality, the concepts of sustainability and treating our planet, resources and fellow people with respect. Exploring these issues enables students to gain empathy for others as well as understanding how ‘doing good to all’ (Galatians 6:10) could be put into action locally, nationally and globally.
We also aim to foster a strong moral compass by examining issues nationally and internationally and asking big questions about the way forward regarding situations that are socially and morally challenging. A key part of our work on global development also focuses on the role of charity and aid in the world. We encourage our students to challenge inequality and suffering and to be charitable, both in their thoughts and their actions.
Geography is a subject that celebrates diversity and the many cultural differences that are part of the rich tapestry that make up our global community. This experience of global difference is taught through an appreciation and a respect for people of all genders, beliefs, races, cultures and creeds around the world and within our multicultural society in Britain.