Curriculum - Geography

“ Geography is the subject which holds the key to our future” Michael Palin

Article 32 (child labour) Governments must protect children from economic exploitation and work that is dangerous or might harm their health, development or education.

Intent:

‘We want our students to explore, experience and appreciate the diversity in the world, from the personal to the global and including the past, present and future.'

In today’s constantly changing society, it is becoming increasingly important for students to develop a range of skills that are transferable and adaptable in the global marketplace. The curriculum should inspire, challenge and support all learners to prepare them for the world that they live in, a world they will need to engage with and sustain in the future. Humanities offers a continually developing, coherent and aspirational curriculum that builds on students’ experiences and that supports all students in becoming successful, resilient, independent individuals who enjoy learning and make excellent progress. It is our intention to encourage students to become active and responsible citizens, confident and self-motivated learners, aware of personal, local, national and global perspectives. Humanities subjects promote ‘Thinking for Learning’ throughout lessons to support the departments ethos of making students resilient and independent learners. Humanities subjects uphold the schools commitment to the Rights Respecting School Award. Humanities subjects nurture students' abilities in safe and inspirational classrooms.  The RRSA values are embedded into Humanities schemes of learning and support students in becoming responsible, happy, healthy and active citizens.

Geography develops skills and responsibilities as global citizens and students own impact on the world.

  • Long-term planning is in place for all Humanities courses – History, Geography, Ethics and Philosophy (Religious Studies at KS4), Travel and Tourism (KS4 only). Such schemes of learning and curriculum maps will be designed to contain curriculum detail on context, expectations, key skills, learning objectives, learning outcomes, learning activities, differentiation, RRSA values, and resources;
  • Schemes of learning encourage progression, focussing on developing subject KPIs, GCSE AOs, and RRSA values, with a view to exceeding national standards;
  • There is consistency in terms of curriculum delivery across the Humanities Department;
  • Appropriate awarding bodies and courses are selected so that they best meet the learning needs of our students;
  • Assessment is approached consistently across Humanities, for example in the use of GCSE-style questions in KS3 assessments, moderation of assessments, tracking of progress data;
  • The Head of Department keeps the appropriate members of SLT informed of proposed changes to curriculum delivery or content;
  • Student progress is reviewed on a frequent and regular basis and informs teaching and learning;
  • The Humanities department members share best practice with other colleagues with regards to curriculum design and delivery;
  • The Head of Department reviews their own CPD needs and the requirements of those in the department regarding curriculum planning and delivery within their area of responsibility.

Teaching staff will:

  • Ensure the curriculum is implemented in accordance with this policy;
  • Keep up-to-date with developments in their subjects;
  • Have access to, and be able to interpret, data on each student to inform the design of the curriculum in order that it best meets the needs of each cohort of students;
  • Contribute to departmental evaluation and development of the curriculum for their subject;
  • Contribute to the school’s commitment to the Rights Respecting Schools Award:
  • Participate in high quality professional development, working with colleagues to develop their skills in understanding the learning needs of their students and how best to plan a curriculum to address those needs and engage pupils;
  • Work in partnership with other agencies to provide an appropriate range of curriculum opportunities;
  • Use a range of activities and styles when teaching so that learning becomes memorable, inspirational and in order that different learning styles are catered for;
  • Give students constructive feedback that allows them to be successful but also focuses on their next steps;
  • Use assessment for learning to inform future planning, address misconceptions and focus on weaknesses in both subject knowledge and skills.

Students will:

  • Have a voice and contribute to the design of the Humanities curriculum;
  • Have personalised support within Humanities lessons;
  • Have knowledge of the RRSA values and their links to Humanities subjects;
  • Be given individualised interventions to support with their learning if they are not making the expected levels of progress.

The Humanities curriculum will:

  • Lead to qualifications that are of worth to employers and for entry to higher level education;
  • Fulfil statutory requirements;
  • Enable students to fulfil their potential meeting the needs of students of all abilities;
  • Provide equal access for all students to a full range of learning experiences beyond statutory guidelines and requirements;
  • Prepare students to make informed and appropriate choices during KS3, KS4 and beyond;
  • Help students to develop lively, enquiring minds, an ability to question, the facility to debate and argue rationally, and an ability to apply themselves to challenging work;
  • Include breadth, balance, relevance, differentiation, progression, continuity and coherence;
  • Ensure continuity and progression within the school and between phases of education, increasing students’ choices during their time at school;
  • Help students develop numeracy and literacy skills which can be applied across the curriculum;
  • Help students become happy, healthy, responsible and active citizens through the promotion of the RRSA values;
  • Ensure that students' social, moral, spiritual and cultural understanding is at the heart of the Humanities department’s work;
  • Promote fundamental British values, the rights of the child and address prejudice and extremism by building resilience, confidence and a sense of belonging.

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