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Geography at Rutlish School: KS3 Rationale
At Rutlish School, opportunities are given throughout KS3 to reinforce and revisit topics studied during the KS2 programmes of study. This is strengthened through the use of topics that correlate to KS3 NC for Geography to build on prior knowledge, offer depth and breadth of study, ensure pupil progress and opportunities to practice.
Place knowledge is reinforced through an ongoing topic of the UK, Emerging Countries and the World, as well as in depth studies of China, Brazil and MINT countries. Both human and physical aspects are covered when studying these countries. For example, weather and climate zones, rivers, glaciers, volcanoes and earthquakes are examined, as well as settlements, land use, economic activity and biomes of tropical rainforest and tundra.
Map work is reinforced in Year 7, including directions, grid references, symbols and keys. Numeracy skills are used frequently and these correlate to Mathematics where application of skills such as ratios, mean, median, etc are utilised. Plans and graphs are used to record information, and digital technologies are utilised to research and record results. Literacy skills correspond to English Language through the use of PEEE paragraphs, analytical and creative writing as well as decision making exercise through the use of problem solving skills. There is a strong onus on the use of key terminology and SPAGG. The PLT skills link to History through the UK and the Africa topics and each KS3 topic relates to the SMSC and well-being of our students.
In KS3, pupils’ understanding of ‘location’ is ongoing, and incorporated into targeted themes and topics. For example, spatial awareness of the world’s countries is developed through a focus on current affairs, including disease/ famine in relation to Africa, current geopolitical affairs in the MINT countries, and the economics through the UK and China. The environmental regions of these countries are also studied during the topic of Natural Environments. Geographical similarities and differences are considered in relation to an NIC – Newly Industrialised Country, (Brazil) and an MEDC – More Economically Developed Country, (the UK).
In relation to Physical processes, Rivers and Glaciers are studied in Year 7, Coasts and Weather & Climate in Year 8 as well as Soils and Rocks and Tectonics in Year 9. Climate change, Antarctica and Biomes are taught as environmental Geography.
The concepts of natural processes of erosion, deposition and transportation area of study are revisited throughout the key stage to show clear trajectory between these and the physical landscapes in the UK and the world.
Human geography is covered in a study of the primary, secondary and tertiary sectors in Year 9, and in Year 9 this is developed into a study of population and urbanisation in relation to China and Brazil. The use of natural resources is also examined when considering economic activity in the UK, China, Brazil and MINT countries.
Human geography is covered in a study of the urbanisation in Year 8 and revisited in primary, secondary and tertiary sectors in Year 9 topic of Economic Development, as well as Population change in Year 9 in relation to the developed and developing world. The use of natural resources is also examined when considering economic activity in China, Brazil and the UK.
Understanding how human and physical processes interact is examined throughout Year 7, 8 and 9. The careers links are evident throughout each topic and are cross referenced in LP to accentuate career path destinations and opportunities for the future learning.
Geography KS3 Programme of Study
Geography at Rutlish School: KS4 Rationale
Geography department aims to provide students with the knowledge and skills that radiate and build from their prior KS2 & KS3 knowledge to be successful global citizens at the end of Year 11. Through our sequences of learning experiences, on and off-site, students will continuously work out how the world works and how it can and will change in the future. The students will learn about places that are outside of their own experience, they will develop their understanding of the world’s diversity of environments, peoples, cultures and economies. The students will develop the understanding of being a citizen of a ‘global village’ so that they can challenge stereotypes and understand the fluidity of key ideas and concepts. In classroom, students will observe the world objectively and go beyond their everyday experience. The students will be prompted to develop a deep and descriptive conceptual world knowledge that enables them to explain relationships in both the natural and human environments. The students will then utilize the knowledge and be equipped with the tools to think through alternative social, economic and environmental futures for a range of places.
Geography KS4 Programme of Study – GCSE Geography B 9-1 (Edexcel)
Geography at Rutlish School: KS5 Rationale
We are teaching students in the Sixth Form in the partnership with Ricards Lodge. Both Head of Departments work closely with each other to ensure that the course is student-centred, exciting, highly engaging and supportive to career progression and future learning for our learners. We have continued to use the exam board Edexcel whose A-Level course complements the GCSE course undertaken in year 10 and year 11. The students are very much empowered to take control of their own learning, maximising their potential through small group research projects, presentations and practical investigations based on extensive research in Slapton Ley, Devon.
Mr A Redzepagic
Head of Department