Geography
Our Geography curriculum:
To create:
- Inspires pupils to be fascinated about the physical and human geography that engulfs them on a local, national and global scale;
- Embeds knowledge about the processes that lead to the formation of the physical and human features of the world;
- Develops the ability to interpret a range of geographical information, utilising a range of map, graph and statistical formats and apply geographical understanding to patterns on a local, national and global scale;
- Embeds the most recent evidence based educational research to accelerate pupil progress;
- Equips pupils with essential skills for life and promotes spiritual, cultural, social and moral development;
- Enables pupils to become well-rounded global citizens with an appreciation of the vast range of cultural differences in the world;
- Raises aspirations for future career paths by developing a diverse skillset that is highly transferable.
Strategic Intent for the Geography Department.
Vision
The Geography Department aims to inspire our pupils through our rich curriculum, which provides pupils with an introduction to the essential geographical terminology and knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity, diversity and achievement.
“Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. For me, geography is a great adventure with a purpose”.Michael Palin
Curriculum Principles
Pupils are encouraged to explore their immediate locality and reflect upon the similarities and differences in this across the wider world. Giving them insight via fieldwork, visiting speakers and opening them to different career paths will allow them to gain an appreciation of their own sense of identity and how these fit within an ever-expanding global society.
Learning is made relevant via media links, experiments on and off site alongside careers links to show Geography in the wider world. This is all delivered through an engaging and topical curriculum that is fluid in nature to absorb any ‘Geography in the news.’
Each core concept within the curriculum has specific careers associated which will be explored upon delivery. The key Geographical skills that run across the key stage will always be identified as transferrable and applicable to a number of careers options and generic ‘skills for life.’
We support the whole school drive that ‘Reading is Power’ through, sharing media sources with pupils during lessons and embedding independent and class reading at all opportunities. We also explore cross curricular links with; Science, RS, History, Maths and English in order to promote the importance of transferable skills and build links in subject knowledge.
At Hillside High School students will understand the world around them, how the world is changing around them and how the future will look and their place within it. We do this by looking at Human & Physical geography on a Local, National and Global scale, this aligns with the national curriculum.
Year 7
‘Understanding the World Around Us’
What skills do I need to succeed in Geography? - Baseline assessments have shown there is gaps and inconsistencies between feeder school. This gets all students to a level playing field and offers escalation of all ready embedded key map skills.
What makes Bootle a Great Place? - We then research and gain a great understanding of the local area (Bootle) through a virtual fieldwork investigation.
What River Features make up The UK’s landscape? - We then look nationally to understand physical processes and features of the UK landscapes by looking at rivers.
What Microclimates make up Our Local Area? - We will then develop our fieldwork investigation skills by researching the varied microclimates within Hillside High School site and written up in a fieldwork study.
What are the impacts of Tourism?- Finally learn what a tourist is, where people choose to go and why, how individuals’ choice has both positive and negative impacts, the rise in extreme tourism and how new opportunities are opening up for future tourism.
Year 8
‘Understanding how the World is Changing Around Us’
How do people live with Natural Hazards? – In year 8 we start by looking how physical processes of the Earth are changing the world around us by looking at tectonic plate theory and the causes, impacts and responses to volcanic and seismic events, comparing HICs and NEEs/LICs.
How is Africa Not the World's Richest Continent? – We then look at the continent of Africa in comparison to our local area to gain a great understanding of the world around us.
How is Asia Developing? – We then learn how urban environments in Asia are changing through causes, impacts and responses to uneven development and rural to urban migration.
How is Climate Change altering our Environment? – We will then learn how the earth’s climate is changing, what it has been like in the past 250,000 years. You will learn what impacts humans are making and how personal choice can impact the planets future. This is alongside how we are protecting the most.
How do Glaciers Shape the Land?– Erosional and depositional processes and changes in glacial landscapes and how they are affected by the growth of tourism.
Year 9
‘Understanding what will the future look like’
Will the Earth’s Natural Resources Runout? – In year 9 students focus on what are resources and the conflicts that can arise between areas who have surplus and deficit.
Will living in the Middle East ever be Sustainable? - We look at how the Middle East region has developed so rapidly with specific focus on how international events have bought to light human rights violations and how protected characteristics are not equally protected around the world.
Will it ever be safe to live in Extreme Environments? – how flora, fauna and humans can struggle in different regions of the world because of the physical characteristics. This includes tropical rainforest, hot and cold desert environments.
Will it ever be safe to live Near Volcanoes? – We then look at how the earth is structured and how it impacts on the physical processes that have shaped the world we live in. You will investigate how the earths tectonic plates move and cause tectonic hazards that impact on humans across the world and how humans adapt to life near volcanoes.
Will the UK Coastline stay the Same? – how are coastlines changing with a focus on erosion and depositional features and how they can change the shape and natural of the coastline.
Key Stage 4 Pathways:
GCSE AQA Exam Board
Year 10
Term 1 - The Challenge of Natural Hazards [Paper 1] & The Changing Economic World – Nigeria [Paper 2]
Term 2 - The Changing Economic World – UK [Paper 2] & Physical Landscapes in the UK – Rivers [Paper 1]
Term 3 - Urban Issues & Challenges – Liverpool [Paper 2] & Fieldwork – Human and Physical [Paper 3]
Year 11
Term 1 - The Living World – Rainforests & Hot Deserts [Paper 1] & Urban Issues & Challenges – Rio [Paper 2]
Term 2 - Physical Landscapes in the UK - Coasts [Paper 1] & The Challenge of Resource Management - Food [Paper 2]
Term 3 - Issue Evaluation (Pre-release) [Paper 3] & Revision of all Topics
Enrichment
The Geography department contribute to Hillside High School’s extensive enrichment offer through providing opportunities for pupils to learn outside of the classroom through field work activities guest speakers and afterschool clubs and activities.
The Geography department offers opportunities for pupils to participate in curriculum days which aim to enhance and bring learning to life for pupils along with developing key skills such as teamwork and leadership.
In Geography, pupils are regularly made aware of the skills they are developing and how these link to different further and higher education pathways and careers. Through each unit and topic, pupils learn about linked Geography careers. As a department we continually strive to inspire pupils about where Geography can take them and the valuable transferable skills they develop.
Pupils will take part in fieldtrips which allow them to experience different environments and social settings they may otherwise not experience.
Personal Development, Behaviour and Welfare
In Geography we promote pupil’s Personal Development understanding in a range of ways. For example, when looking at natural disasters such as Earthquakes, volcanoes or Tsunamis, a fascination of the world around them is developed, whilst the study of population, to name a few gives pupils an appreciation of the world around them.
The study of population and globalisation also allows pupils to reflect on their own beliefs and others, and the impacts a global world has on these. Throughout Key Stage 3 Geography looks at various cultures and their influences across the world as well as more local studies and their cultural awareness is developed as a result.
Year 9 Knowledge Organisers
Parents and pupils will find the following Knowledge Organisers useful as they outline the core content to be learnt in each KS4 unit:
AQA GCSE Paper 1 – Living with the Physical Environment - Knowledge Organiser
AQA GCSE Paper 2 – Challenges in the Human Environment - Knowledge Organiser
AQA GCSE Paper 3 – Geographical Applications - Knowledge Organiser
