Geography
Curriculum intent
At Hayes School, our commitment is to provide moments of joy, support pupils to thrive beyond our gates, and nurture community and character through a curriculum that is conceptual, inclusive and responsive. Our values — kindness, endeavour, inclusivity and responsibility — shape every aspect of this curriculum. They ensure that every pupil, particularly the most disadvantaged and vulnerable, is known, supported and challenged to achieve highly and to flourish in school and beyond.
Purpose
Geography is a subject that will inspire a lifelong interest and curiosity about our world. The Geography Department believes that Geography is an essential ingredient in the development of our students as global citizens. In an age where our world is becoming a single global society, understanding and appreciation of this world is now more important than ever before. We want our students to be prepared for the world within which they will work and to be provided with information that will allow them to make informed decisions as global citizens.
Specification Information
GCSE Edexcel Pearson Geography
A Level Edexcel Pearson Geography
Academic end points |
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| Year 7 | By the end of year 7, students will be able to describe the locations of a number of places in the world. They will be able to understand their sense of place, locally, nationally and globally by studying maps skills and the human and physical landscape of the UK. They will also develop empathetic skills by looking at different stakeholder and how they use coastlines. With regards to physical Geography, students will be able to identify key issues that our oceans are facing and formulate solutions to these problems. This is the start of our students learning journey to becoming global citizens and understanding global issues. |
| Year 8 | By the end of year 8, students will be able to coherently explain their points and link to key contemporary case studies. Students will have a sound knowledge of the differing biomes, where they are found, why they are found there and how animals or plants have adapted to their environment. Students will have a sound knowledge of glaciers and glacial environments found within our world. Students will look at rivers and flooding building on their KS2 knowledge and have the opportunity to complete some fieldwork and visit the Thames Barrier. Students will finally challenge stereotypes when studying ‘Africa and development’, bringing a further awareness of different cultures and the diversity of our human race. |
| Year 9 | By the end of year 9, students will draw upon their prior knowledge of weather and climate to deep dive into the issues of climate change. They will be able to explain what climate change is and how it will impact people and the environment in the short and long term. Students will have built their foundational knowledge on geopolitics. By the end of year 9, they will have explored and tacked some of the world's largest issues. They will have built upon their prior locational knowledge as well as cross curricular knowledge from other subjects such as RE, to understand how different cultures can impact the relationships between countries. Students will have the key skills and will have mastered the key geographical concepts to allow them to flourish in GCSE Geography. |
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Year 10 |
By the end of year 10, students would have competed their first year of GCSE Geography. They will have built upon their previous year 9 knowledge of hazards and developed their understanding of the global circulation model and changing climate. Students will be able to make clear links between the physical and human geography as they assess the impacts that hurricanes can have on developing and developed countries. Students will have mastered the scale of global inequality while understanding the consequences for people, the environment and the country’s relationship with the wider world. Students will build upon their spatial locational knowledge while studying London as a major city and the socio-economic political process that may influence it. At the end of year 10, students will be continually developing their exams skills to answer 8-mark questions. |
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Year 11 |
By the end of year 11, students would have an in depth understanding of geographical processes and be able to illuminate the impact of change and of complex people-environment interactions. Students will be more confident in their exam technique and will have used the foundational knowledge from year 10 to master key concepts such as the interrelationships between places and environments at different scales. By studying Geography, students will have become a global, environmentally informed and thoughtful citizen. |
| Year 12 | By the end of year 12, students will have acquired the key skills and concepts that would enable them to succeed in year 13. Students will have been inspired by their geographical understanding and learnt to engage critically with real world issues and places. Students would have built upon their knowledge from key stage 4 and developed their independent skills by reading relevant literature and applying it to their work. Students will have built the foundations to grow and develop as independent thinkers and as informed and engaged citizens, who understand the role and importance of geography as one of the key disciplines relevant to understanding the world’s changing peoples, places and environments. Students would have started to undertake their fieldwork that encourages them to apply and evaluate theory in the real world. Students would have built upon their skills from GCSE and learnt how to be responsible for selecting their own research question, applying relevant techniques and skills as well as identifying appropriate ways of analysing and communicating findings. |
| Year 13 | By the end of year 13, students will be able to effectively communicate their ideas and draw upon detailed connections between the human and physical environment. Advancing their knowledge from year 12, students will have drawn synoptic links between the different topics they have studied. Students will be a master of both physical and human geography, as well as having the geographical and mathematical skills to broaden their career paths. Students' in-depth awareness of culture and diversity will provide them with the cultural capital to be a responsible and caring global citizen |
Click here to visualise the Geography learner journey
Click here to visualise the SPALD Geography learner journey
