"Geography is the subject which holds the key to our future."
- Michael Palin
The Geography department plays an important role in ensuring that exploration is at the heart of curriculum. Students delve into the human and natural phenomena that occurs around them locally and globally. Our students mature into well rounded beings who are socially, economically, politically and environmentally aware.
OUR CURRICULUM INTENT
The Geography Department at Aylward Academy holds the common vision that through a vibrant and engaging conceptual, enquiry-based journey pupils will become brave, inquisitive and independent thinkers. Aylward Academy Geographers will be successful, informed and caring citizens of a remarkable future.
SUBJECT CURRICULUM JOURNEY OVERVIEW
STUDENT LEARNING RESOURCES & GUIDES
The button below will navigate to a series of resources which will support the development of skills and techniques and understanding of the subject.
KS4 EXAM BOARDS
Student will study towards a GCSE in Geography which it is made up of a three exams. We follow the Edexcel Exam Board B-Specification. Students build on the knowledge and skills learnt at KS3, when undertaking the contemporary, interesting and thought-provoking two year GCSE course. Fieldwork is also introduced as an essential component to embed a culture of learning outside of the classroom in a ‘real-world’ context. During the Physical Geography, and Human Geography fieldtrips students are able to gather primary data to support the enquiry process and allow them to reach evidence based conclusions. The fieldwork is assessed as part of their Paper 2 examination.
By the end of KS4 the Department believes that our learners will have developed into inspirational global citizens and leaders.
GCSE examinations taken at the end of Year 11 are:
Paper 1: Global Geographical Issues
(1 hour and 30 minutes)
Topic 1: Hazardous Earth
Topic 2: Development dynamics
Topic 3: Challenges of an urbanising world
Paper 2: UK Geographical Issues
(1 hour and 30 minutes)
Topic 4: The UK’s evolving landscape - including sub-topics 4A: Coastal change and conflict and 4B: River processes and pressures
Topic 5: The UK’s evolving human landscape - including a Case Study on Dynamic UK cities
Topic 6: Geographical investigations - including one physical and one human fieldwork investigation linked to Topics 4 and 5
Paper 3: People and Environment Issues - Making Geographical Decisions
(1 hour and 30 minutes)
Topic 7: People and the biosphere
Topic 8: Forests under threat
Topic 9: Consuming energy resources
GEOGRAPHY WHOLE SCHOOL CURRICULUM CONTRIBUTION
What are the core skills students develop in our subject?
Confidently think, speak, write and act geographically.
Be an active participant and investigator with increasing independence and resilience
Have a broad and deep understanding of locational contexts
Understand the importance of scale, from the local to the global
Be able to extend from the familiar and concrete to the unfamiliar and abstract
Have the ability to confidently analyse a range of sources
Make sense of the world by organising and linking information and ideas about people, places, processes and environments
Form valid judgements, and link these to geographic theories and processes
Be able to plan and undertake independent enquiry
Formulate arguments that synthesise and evaluate material
What are the big ideas in our subject?
To nurture a lifelong want and enthusiasm in finding out more, and making sense of the amazing, beautiful and infinite complex world that we live in.
What is Geography and what tools does a Geographer need?
What is the UK like and what is its place in the wider world?
How have rivers and glaciers shaped the land?
Why are our natural resources in crisis?
Why do people live where they do?
Why are the world's rainforests under threat?
How do we ensure we support the development of core skills?
We accurately plan, implement and deliver the core knowledge and skills needed to allow for mastery in Geography and ensure an entitlement for all pupils to participate in real world outside the classroom learning by providing fieldwork opportunities at all key stages.
What motivates and interests our students?
A commitment to creating a geographical learning journey that allows every student to make progress by participating fully in the enjoyment and challenge of our ever-changing world.
How do we ensure consistency across the key stages?
Student progress is regularly and effectively monitored through Formative and Summative Assessments. These are embedded within schemes of learning so that students are aware of their strengths and areas of improvement and feedback lessons allow students the opportunity to act on the next steps identified. In addition, regular homework is set which focuses on extending students independent learning and research skills.