The aim of the Geography department is to provide our learners with the knowledge and understanding of the world around them.
The teaching and learning of Geography, aims to:
The teaching and learning of Geography, aims to develop knowledge, through content, skills, concepts, values and attitudes, an approach that sees Geography as an integral part of the whole school curriculum. Geography offers a unique importance in equipping pupils with key attributes needed to meet the statutory requirements for the National Curriculum at Key Stage 3, GCSE Geography at Key Stage 4 and A level at Key Stage 5.
The Year 7 journey begins with key geographical skills, revisiting map and atlas skills covered in the KS2 National Curriculum, and further developing these skills using OS maps. Learners study the physical geography of the UK, this unit builds upon map and atlas skills, they begin to understand the significance of geology and how physical processes sculpt our landscape. They begin to make links between human and physical geography through a case study of tourism in the Lake District. We then move on to investigate what it is like to live in the UK, here they explore urban land zones, the opportunities, and challenges of living in a city and regeneration. Learners find out about and the changes of industry within the UK. The study of weather and climate in the UK allows learners to carry out their own investigations based on their knowledge and understanding. This unit gives scope for learners to develop their analytical skills and begin to draw conclusions about their findings. We end the year studying Fantastic Places and developing knowledge and understanding of the world around them. They learn about the continent of Africa, identifying misconceptions through the study of the different climates and biomes, disease, Kenya, and the need to protect endangered animals. Moving on year 7 learners study a contrasting continent, Antarctica. In this unit they develop the skills of climate graphs, adaptations of animals in the Antarctic climate and the need to protect Antarctica.
The Year 8 journey begins with discovering what development is. They learn how we measure development and why there are inequalities around the world. Through a case study on Brazil learners will begin to identify the difference between quality of life and standards of living. Further investigation into biomes will be carried out through a unit on the world’s natural environments, the hot deserts, and tropical rainforests. Reinforcing understanding of climate and adaptation. The unit ends with finding out about conflicts within the tropical rainforest due to human activity. We then move on to learn about how Asia is changing and what is happening in the Middle East, case studies are used to develop understanding and apply key knowledge. They discover the climates and biomes of each region and understand how resources and human activity can affect development. We end the year with a unit focused on the meaning of globalisation, how they themselves are impacted by globalisation through the use of a case study, and the benefits and problems caused by globalisation. A local investigation into the development of Peel dock in Wirral emphasises the importance of globalisation and brings an awareness of the future labour market in Merseyside. The final unit in year 8 investigates the growth of and changing superpowers. This unit brings together the impact of development and globalisation, for example the emerging BRICS.
The Year 9 journey begins with learning about the causes and effects of climate change including extreme weather. The impact of extreme weather will be explored using a case study, and learners will consider how we can manage these events. Moving on year 9 will find out about tectonic theory, the causes, effects, and responses to tectonic activity using both theory and case studies to develop their knowledge and understanding. We then move on to investigate rivers. Learners use a variety of maps to understand the role geology plays in shaping the landscape, processes of erosion, transportation, and deposition along a rivers profile and subsequently, the features formed. Using case studies learners will then investigate the causes, impacts of river flooding, and how different engineering strategies manage river floods. We end the year with exploration of coastal regions. Learners will be able to link their knowledge of geology, weathering, and erosion to explain how the sea shapes our coastline into features such as caves, arches, and stacks. In the final part of the summer term, year 9 will consider the impact of human activity along the coastline and investigate the advantages and disadvantages of sea defences. This unit provides the opportunity to carry out fieldwork in our local area.
The Year 10 journey begins with the topic People and the Biosphere, developing new knowledge of the biotic and abiotic functions of an ecosystem, food webs and the nutrient cycles within different biomes. Following on from this, learners study the Forests under Threat, investigating tropical rainforests and tundra biomes and identify the threats they face and how this is managed. To end the autumn term, learners complete the unit Consuming Energy Resources where learners discover the environmental impacts of extracting resources, geopolitics, why we are exploiting ecologically sensitive and isolated areas, and how we can become more energy efficient. We then move on to investigate the scale of global inequality in terms of development. Understanding the different indicators of development, and analysing population pyramids, Identifying the causes and consequences of inequality such as colonialism, topography, and corruption. Learners use India to create a detailed case study, finding out about the theories of development and the impact development has had on its people and environment and how the country’s relationship has changed with the wider world. We end the year with The UK’s Evolving Human Landscapes, developing their understanding and knowledge of changes in population, economy, and globalisation. They then use London and Cornwall as detailed case studies of how urban areas are changing and their interdependence with rural areas. The final aspect of Year 10 in the completion of Fieldwork to investigate differences in quality of life in a transect through Liverpool.
The Year 11 journey begins with completing Fieldwork to investigate changes along the long profile of the River Alyn. Studying Challenges of an Urbanising World, learners find out how the world is becoming increasingly urbanised, and why urban economies are different in developing, emerging and developed countries. Through the study on Mumbai learners find out how the city’s structure has developed and why it grew so rapidly. They will identify the opportunities and challenges faced in Mumbai and the different strategies used to make life sustainable. We then move on to the Hazardous Earth unit. Learning about the world’s climate system functions, climate change and associated consequences, namely tropical cyclones. Learners will understand the causes and consequences of tectonic activity and how both developed and developing countries prepare and respond to earthquakes. The UK’s Evolving Physical Environment, investigating the impact of geology, tectonics, and human activity on the human landscape – coasts and rivers. They recognise how physical processes and human activity change the physical landscape and consequently how hard and soft engineering is used to manage our environment. We end the year with structured classroom revision and examination practice. Master classes run from the start of the summer term and provide our pupils with bespoke guidance enabling every learner to maximise their academic potential. Year 11 reviews the geographical knowledge, understanding and skills needed for success at GCSE level.
The Year 12 journey begins with Physical Geography – understanding the global distribution of tectonic hazards and how they can be explained by plate boundaries and other tectonic processes. The theories of plate motion and movement and the physical causes of tectonic hazards. This underpinned with detailed case studies. We also look at Human Geography – understanding the concepts of globalisation and associated development over time in transport, communications and the way business operates at a global scale. We then move on to investigating the coastal zone, its geological structure and landscape, and coastal risks including sea level changes, and managing risk and conflict. We also spend time investigating the geographical impacts of globalisation, including migration, the emergence of a global culture, the environmental challenges and consequently identifying a sustainable future. We end the year with specific Physical Geography lessons dedicated to the non-examination assessment where learners will design their own fieldwork enquiry as well as case studies in Human Geography – identifying the reasons why places and economies vary. Why in some areas regeneration is required and the role of the national government. Learners will assess the success of regeneration through the use of case studies.
The Year 13 journey begins with Physical Geography – Learners will understand the operation of the hydrological cycle at a global scale. They will investigate the short and long term variations of the hydrological cycle. Recognising the issue of water security and the unequal global supply, including the consequences and risks, and approaches to managing water supplies. We also look at Human Geography – Learners will identify the factors that define a ‘Superpower’, including some emerging powers. They will learn about the impact of superpowers on the global economic system, international decision making, global environmental concerns, and their sphere of influence. We then move on to Identifying terrestrial carbon stores and sequestering carbon. Learning about energy security, the reliance on fossil fuels and alternatives for fossil fuels. Followed by human threats to the global climate system and responses to the risk of further global warming We also spend time studying the impacts of globalisation on international migration and the differing perspectives on the consequences of migration. They will understand the processes that shape nation states, the impact of global organisations and threats to state sovereignty, culminating in the consequences of disunity within nations and states. We end the year with a focus on the synoptic themes within the A level curriculum including the players, attitudes and actions, and futures and uncertainties. This term structured revision lessons and masterclasses are delivered to ensure all students are fully prepared for their examinations.
The implementation of the Geography curriculum includes opportunities for learners to explore the world around them, albeit through learning within the classroom, outside the classroom or at home. We aim to explore both our own and different cultures. The use of news articles and reports, ICT and factual documentaries heightens geographical experiences. This creates a greater sense and understanding of place, addresses misconceptions, and generates discussion about places, cultures, biomes, and environmental issues.
Fieldwork is a valued and essential element of the geography curriculum with opportunities in all key stages. For example:
We continuously strive to provide new opportunities for our learners to explore the local area, develop their skills and enjoy new experiences within the subject. In addition, Geography lessons identify opportunities for further education and careers linked to the subject
We facilitate a range of educational visits and experiences including:
The Geography curriculum has enabled our learners to:
Potential progression routes through studying Geography: