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Geography

The Geography Department has three full time teaching staff:

  • Mr N Taylor - Subject Leader and responsibility for all key stages
  • Mr J Bayliffe - Teacher of Geography
  • Mrs Dunk - Teacher of Geography

All staff are geography graduates (Mr Taylor and Mr Bayliffe both are graduates of Aberystwyth University, and Mrs Dunk is a graduate of Worcester University).

Geography is a popular option at both GCSE and A-Level, and conducts fieldwork in Year 10 and Year 12 for both GCSE and A-Level. At KS3, local fieldwork takes place in and around Hagley.

We have also been fortunate to run a Sicily trip for Year 10 geographers for the last 10 years visiting Mount Etna, the Aeolian Islands and the tourist sites of Taormina and Ortigia. We explore the volcanic nature of the island as well as the tourist nature of it’s economy.

Year 7

Knowledge and understanding of Process/Concepts/Strategies/Approaches

Pupils can explain some of the causes of processes and concepts they have studied. Other pupils can describe only. Pupils show knowledge and understanding of aspects of the geography of the UK and the wider world.

Application of Knowledge

Pupils make straightforward comments with some reference to some evidence.

Data Interpretation

They recognise patterns in data presented to them and attempt to explain them. Pupils use evidence and recognise some limitations to reach conclusions.
SkillsIdentify questions to undertake investigations. Collect and record evidence from different sources, including fieldwork.

Written Communication

Pupils begin to use Geographical terminology that is topic specific and appropriate to the context.

 Autumn  Term  Spring Term  Summer Term
 What is Geography? Key skills in Geography and map skills  Coasts  Population and resources

During Year 7, pupils will be assessed by a baseline assessment in the first few weeks of the autumn term. After this pupils are assessed before half-term with an end of topic level assessment. Pupils are expected to complete regular homework’s.

Year 8

Knowledge and understanding of Process/Concepts/Strategies/Approaches

Pupils can explain a range of the causes of processes and concepts they have studied. They can begin to divide causes and consequences into social, economic and environmental. Pupils use their knowledge and understanding of the UK and the wider world to describe and begin to analyse physical and human characteristics of places in a range of locations, contexts and scales.

Application of Knowledge

Pupils construct coherent arguments to draw conclusions supported by some evidence. Show signs of attempting to evaluate.

Data Interpretation

They recognise patterns in data presented to them and explain them using place knowledge. Analyse and interpret evidence Recognise some of the limitations of evidence to reach plausible conclusions.

Skills

Identify relevant questions and issues and to undertake investigations independently. Collect and record a range of appropriate evidence from a range of sources, including fieldwork.

 Autumn Term  Spring Term  Summer Term
 Crime  Rivers and Flooding Geography of India

Year 9

Knowledge and understanding of Process/Concepts/Strategies/Approaches
Pupils can explain a range of the causes of processes and concepts they have studied and begin to explain the consequences of these processes. They can divide causes and consequences into social, economic and environmental. Pupils use their knowledge and understanding of the geography of the UK and the wider world to analyse the physical and human characteristics of places. They have extensive knowledge relating to a wide range of places, environments and features.
 
Application of Knowledge
Pupils construct coherent arguments to draw conclusions supported by some relevant evidence. Some appropriate evaluation takes place.
 
Data Interpretation
They recognise patterns in data presented to them and explain them accurately using place knowledge. They are able to identify anomalies. Analyse and interpret information. Reflect on the limitations of evidence and make informed judgements to present appropriate conclusions.
 
Skills
Identify relevant questions/issues & establish appropriate sequences to undertake investigations independently. Collect and record a range of appropriate evidence from a wide range of sources accurately, including fieldwork.
Topics
Plate tectonics & Resource Reliance

Key Stage 4

Knowledge and understanding of Process/Concepts/Strategies/Approaches
Pupils demonstrate extensive and confident knowledge and explanations of a wide range of the causes of processes and concepts they have studied and begin to explain the consequences of these processes. They can accurately divide causes and consequences into social, economic and environmental. Candidates recall, select appropriately and communicate detailed, specific knowledge and thorough understanding of both familiar and unfamiliar places, environments, concepts and locations at a range of scales, and according to country status (EDC, LIDC, AC). 
Application of Knowledge
Pupil are taught to construct sustained and convincing arguments to draw well-evidenced conclusions with appropriate case studies. These are evaluative.
Data Interpretation
Analyse and interpret information and critically evaluate its how valid it is. Reflect on the limitations of evidence, detecting and responding to bias to make informed/ reasoned judgements to present justified and appropriate conclusions.
Geographical Skills
Undertake appropriate sequences of investigations independently. Collect and record a wide range of accurate information from a number of different sources, including fieldwork. Are able to use graphical skills to manipulate and represent geographical data.

 

Key Stage 5

With respect to geographical information, learners should: 
  1. understand what makes data geographical
  2. understand the ethical and socio-political implications of collecting, studying and representing geographical data, especially with regard to human communities
  3. understand the nature of and use different types of geographical information, including: • qualitative and quantitative • primary and secondary • images, maps, diagrams and graphical representations • factual text and discursive/creative material • digital data • numerical and spatial data • innovative forms of data, including crowd-sourced and ‘big data’. 
  4. collect, analyse and interpret such information, and demonstrate the ability to understand and apply suitable analytical approaches for the different information types 
  5. undertake informed and critical questioning of data sources, analytical methodologies, data reporting and presentation, including the ability to identify sources of error in data and to identify the misuse of data
  6. communicate and evaluate findings, draw well-evidenced conclusions informed by wider theory, and construct extended written argument about geographical matters. 
4.2 Geo-located data: With respect to geo-located data, learners should: 
  1. demonstrate an ability to collect and to use digital data through the use of geospatial technologies, such as smart phones and tablet devices 
  2. understand the opportunities and benefits of presenting and analysing geographical data through the use of Geographical Information Systems (GIS). 
4.3 Qualitative skills: With respect to qualitative skills, learners should: 
  1. use and understand a mixture of methodological approaches, including using interviews
  2. interpret, analyse and evaluate a range of source material including textual and visual sources
  3. understand the opportunities and limitations of qualitative techniques such as coding and sampling. 
With respect to quantitative skills, learners should understand the purposes and difference between the following and be able to use them in appropriate contexts: 
a) mean, median, mode, range, interquartile range and standard deviation 
b) tests of association and significance tests, such as Chi-squared, Spearman’s rank, Mann-Whitney U test and T-test 
c) lines of best fit and correlation on graphical representations d) measurement, measurement errors, and sampling.
With respect to fieldwork skills, A Level Geography requires learners to: 
a) define the research questions which underpin field investigations 
b) research relevant literature sources and understand and write up the theoretical or comparative context for a research question 
c) observe and record phenomena in the field and devise and justify practical approaches taken in the field including frequency/timing of observation, sampling, and data collection approaches 
d) demonstrate practical knowledge and understanding of appropriate field methodologies 
e) implement chosen methodologies to collect data/information of good quality and relevant to the topic under investigation 
f) demonstrate knowledge and understanding of the techniques appropriate for analysing field data and information and for representing results, and show ability to select suitable quantitative or qualitative approaches and to apply them 
g) demonstrate the ability to interrogate and critically examine field data in order to comment on its accuracy and/or the extent to which it is representative, and use the experience to extend geographical understanding 
h) apply existing knowledge, theory and concepts to order and understand field observations 
i) show the ability to write up field results clearly and logically, using a range of presentation methods 
j) evaluate and reflect on fieldwork investigations, explain how the results relate to the wider context and show an understanding of the ethical dimensions of field research 
k) demonstrate the ability to write a coherent analysis of fieldwork findings in order to answer a specific geographical question and to do this drawing effectively on evidence and theory to make a well-argued case.