Geography
Aims and Rationale
Rationale
At The John Wallis Academy, we inspire pupils to have a curiosity and fascination about the world and its people. Our Geography Curriculum is designed to impart knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Pupils will therefore develop a geographical knowledge and the curriculum encourages a holistic appreciation of how the world works, and of the interconnections between concepts such as scale, community and cultural diversity.
The understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Furthermore, pupils study the impact of this on humans.
Aims
The John Wallis Church of England Academy Geography Curriculum aims to ensure that all pupils:
develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
are competent in the geographical skills needed to:
collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Progression in Geography
Lower School Rationale
In the Lower School, pupils develop their understanding of the local area, starting with the place they live, then moving out to United Kingdom and it’s place within Europe. Pupils will also look at a contrasting place such as Kenya or Maasai and then study the USA. This gives pupils an understanding of the world to build on as they move to Middle School. Pupils will also look at physical Geography, using examples of volcanoes and their impact on humans as well as rivers and rainforests.
Readiness for Middle School
The following Geographical knowledge/concepts are non-negotiables for end of Year 4 for all pupils:
A knowledge of the local area
An understanding of whereabouts in the UK pupils live
Explore the natural world through drawing and observations
Draw information from a simple map
Understand the seasons and the effect of changing seasons
Describe the immediate environment using observations, discussions and stories
Understand that there are other environments different to the one pupils live in
Understand that there are similarities and differences between this country and other places in the world and describe these
Develop knowledge about rivers and rainforests
Have an understanding of what a volcano is
Intervention and Catch-Up
Any pupils not yet working able to demonstrate mastery of the knowledge/concepts listed above will receive the following support in Year 5, and 6:
1-2-1 targeted support within and outside of class
Development of literacy and reading skills in liaison with English Faculty
Setting arrangements available on new curriculum model
Peer support programmes
Extended school day and catch up programmes and sessions
Targeted small group work and booklets differentiated to individuals and sub-groups
Middle School Rationale
We have designed the sequence of learning to start in Year 5 with reaffirming and building upon Geography skills, with a focus on map work and orienteering, followed closely by looking closer at the Britain we live in, and starting to study Britain’s links with Europe. Further lessons extend the pupils’ knowledge of the world around them, by looking at the rainforests and desert Biomes. We also explore human issues (such as migration and trade), where people live, and start to introduce the idea of sustainability.
In Year 7, the curriculum continues to build upon geographical skills and deepens pupils’ understanding of the world around them, by looking at Africa and China. This will deepen further their understanding of the interaction between physical and human processes. Landscapes and environments are explored and knowledge deepened with a further look at rainforests and deserts, and there is an introduction to Savanna. Britain also continues to be a focus – looking at weather, global warming, rivers and the impact both locally and globally. In Year 8, pupils start to look in far more depth at the physical processes of the world and building upon knowledge from previous learning. They will look closely at hazards and the impact on both the human and physical world. Global issues continue to be explored and global knowledge is broadened to include studies of Russia and the Middle East.
Readiness for Upper School
The following Geographical knowledge/concepts are non-negotiables for end of Year 8 for all pupils:
A strong knowledge of global relationships with major countries
An understanding of how the world works with reference to rainforests and deserts
Explain key processes and how this impacts humans
Develop map reading and orienteering skills
Explain the interaction between physical and human processes
Identify and analyse weather systems and the impact of these
Identify and explain global impacts of human behaviour
Identify and analyse cross-curricular links across the Humanities (for example the Silk Road and the historical and religious implications)
Analyse and evaluate the veracity of source
Write extended analysis of source material
Intervention and Catch-Up
Any pupils not yet working able to demonstrate mastery of the knowledge/concepts listed above will receive the following support in Year 9, 10 and 11:
1-2-1 targeted support within and outside of class
Development of literacy and reading skills in liaison with English Faculty
Setting arrangements available on new curriculum model
Peer support programmes from Sixth Form
Extended school day and catch up programmes and sessions
Targeted small group work and booklets differentiated to individuals and sub-groups
Upper School Rationale
In Upper School Geography we have mapped a curriculum which will see pupils undertake a balance of physical and human themes and investigate the links between them. Pupils will travel the world from their classroom, exploring contemporary case studies in the United Kingdom, higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Topics that the students will study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.
Curricular-Related Pupil Experiences
Lower School
Trips and visits to key locations locally
Pupil reps for Geography department
Humanities club after school
Competitions and awards for Geographical understanding
Middle School
Trips and visits to key locations, both locally and further afield
Pupil reps for Geography department
Humanities club after school
Competitions and awards for Geographical understanding
Upper School
Trips and visits to key locations, particularly further afield as part of GCSE/A Level coursework expectations
Pupil reps for Geography department
Sixth Form leads
University and research links
Guest speakers
Online links with Benenden including Geography quizzes etc.
Evidence base for Rationale
Royal Geographical Society
Geography and Development: Development of Education in Schools and the part played by Geography Teachers, David Lambert and John Morgan 2011
Global Learning with Geography, Steve Brace
Geography and Development Education 2013, Morgan and Lambert