The KS3 Curriculum Aims:
- To make students “think like a geographer”
- Develop their knowledge and understanding of the world around them
- For students to be curious, to be inspired
- To ask questions, little ones and big ones
- To understand sustainability and how we are all interlinked
- To develop a range of geographical skills
The Year 7 curriculum is designed to provide students a strong base for their Geographical journey at Branston.
Unit 1: What is Geography?
This unit is designed to give students the foundation for their future geography studies. It brings together the different aspects of geography and applies them in a UK context.
Unit 2: Mapskills
An essential unit that is revisited over the rest of KS3. Students will learn how to read a range of maps and learn how to use them in their studies.
Unit 3: Water
The aim in this module is to demonstrate the importance of water in sustaining life and shaping the land.
Unit 4: Glaciation
Students will learn the impact that past ice ages have had on the land.
Unit 5: Settlement
The students study their own built environment, the reasons why some settlements succeed and grow whilst others decline.
Unit 1: Tectonics
In this unit, students will learn about the theory of plate tectonics.
Unit 2: Weather and climate
Here students will learn the difference between weather and climate.
Unit 3: Coasts
The theme of physical geography continues with a study of coasts.
Unit 1: Development
Students begin the year by looking at global development patterns.
Unit 2: Kenya
This is an example of a Low Income country (LIC). Students learn how to study a country in-depth.
Unit 3: China
This is an example of an emerging economy. Students will develop their understanding of the country’s physical and human geography.
Unit 4: An enquiry
This unit is designed to develop students’ enquiry skills and ties together the geographical skills they have developed over KS3.
GCSE Curriculum Aims
Learners should develop the ability to think ‘like a geographer’. That is to say, learners will develop the skills necessary to conduct framed enquiries in the classroom and in the field in order to develop their understanding of specialised geographical concepts and current geographical issues.
They will develop the ability to think:
- creatively, for example, by posing questions that relate to geographical processes and concepts that include questioning about spatial pattern and geographical change
- scientifically by collecting and recording appropriate evidence from a range of sources, including fieldwork, before critically assessing the validity of this evidence and synthesising their findings to reach evidenced conclusions that relate to the initial aim of their enquiry
- independently by applying geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts. In so doing they should appreciate that geography can be ‘messy’ i.e. that real geography does not always match typical outcomes.
Fieldwork is an essential aspect of geographical education and of this qualification. It is placed at the heart of this specification.
What will you study?
Component 1: Changing physical and human landscapes
- Coastal and River landscapes
- Rural-urban links
- Tectonic landscapes and hazards
Component 2: Environmental and Development Issues
- Weather, climate and ecosystems
- Development and resource issues
- Social development issues
Component 3: Applied fieldwork enquiry
- Human fieldwork
- Physical fieldwork
- Wider UK
- Component 1: 1hour 30mins (35%)
- Component 2: 1hour 30mins (35%)
- Component 3: 1hour 30mins (30%)
ALL taken at the end of Year 11
How to support your child in this subject?
- SAM learning
- Learning web resources
- Past papers on the assessment section of the learning web
- Watch the news, documentaries on world issues
A Level Curriculum Aims
The WJEC Eduqas A level Geography specification encourages learners to apply geographical knowledge, theory and skills to the world around them. In turn this will enable learners to develop a critical understanding of the world’s people, places and environments in the 21st century.
Students should develop an enthusiasm for and competence in geography by using contemporary real-world contexts, from a range of specified spatial scales, and through engagement with and practical application of geographical skills and techniques in the field.
Year 12 Assessment
Component 1: Changing landscapes
- Section A: Changing Landscapes (Coastal)
- Section B: Tectonic Hazards
- Section C: Challenges in the 21st Century
Component 2: Changing places
- Section A: Changing Places
- Section B: Fieldwork Investigation in Physical and Human Geography
These are two examinations taken at the end of Year 12. This will give students the AS qualification. Those who continue to study A-level will do 3 examinations at the end of Year 13, plus and independent investigation.
Year 13 assessment
Component 1: Changing landscapes and Changing Places
- Section A: Changing Landscapes
- Section B: Changing Places
Component 2: Global Systems and Global Governance
- Section A: Global Systems
- Section B: Global Governance: Change and Challenges
- Section C: 21st Century Challenges
Component 3: Contemporary Themes in Geography
- Section A: Tectonic Hazards
- Section B: Contemporary Themes in Geography
Component 4: Independent Investigation
How to support your child in this subject?
Students are expected to complete independent study in addition to their face to face classroom time. A wide range of resources have been put together by the Geography team on the learning web. There are powerpoints from lessons, links to external websites and additional articles to supplement their learning.
Past papers, as they become available, are also added to the learning web.
Component specific revision guides are provided to all students by the department. They are endorsed by the exam board and contain all key ideas and information. They have a useful section at the end of each chapter on revision and exam technique support.