Geography - Leigh Academy Strood

KS3: MYP Geography

Intent

Through the MYP Geography course students will focus on independently and collaboratively investigating, taking action and reflecting on their learning through the study of a range of global and local issues. The aim is to enhance their abilities to form opinions, make decisions and judgements, and illustrate an understanding of the variety of human and physical elements of geography.

Curriculum Journey

Students will progress through a variety of skills to understand and appreciate the world around them. This will empower them to compare and reflect on a variety of social, environmental and economic issues around the world. The learning journey will allow the students to appreciate the variety of global cultures and how they help construct different approaches, problems, responsibilities and solutions.. This will lead directly to the GCSE course, Edexcel Geography B where many of the skills become invaluable.

Module 1

Why is this being studied?

We study the UK to understand our own country’s landscapes, regions and identities, and how they shape life in the UK.

What is being studied?

Students will identify the UK’s countries, regions and major physical features.
Students will explore population distribution, settlements and human geography across the UK.
Students will different challenges faced in the UK.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 2

What is being studied?

We study globalisation to see how countries, people and businesses are increasingly connected, and how this affects culture, trade and everyday life.

What is being studied?

Students will understand how countries are connected through trade, technology and culture.
Students will explore the role of TNCs and global supply chains.
Students will examine the benefits and challenges of an increasingly interconnected world.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Module 3

Why is this being studied?

We study urbanisation to learn why cities grow, the challenges this creates, and how urban areas can be planned sustainably.

What is being studied?

Students will study why people move to cities and how urban areas grow.
Students will investigate challenges such as housing, transport and pollution.
Students will explore ways cities can be designed and managed sustainably.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Module 4

Why is this being studied?

We study population to explore why populations change over time and how this influences resources, development and the environment.

What is being studied?

Students will learn how populations change through birth, death and migration.
Students will map and compare global population patterns and density.
Students will understand the consequences of population change, such as ageing or youthful populations.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 5

Why is this being studied?

We study diverse Africa to challenge stereotypes by discovering the continent’s huge cultural, physical and economic diversity.

What is being studied?

Students will explore Africa’s physical geography, climate zones and biomes.
Students will investigate the cultural and economic diversity across African nations.
Students will challenge stereotypes through case studies of different African regions.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 6

Why is this being studied?

We study cold Russia to understand how extreme climates shape landscapes, ecosystems and human activity in one of the world’s largest countries.

What is being studied?

Students will study Russia’s physical geography, climate zones and extreme environments.

Students will understand how people adapt to living in cold climates.

Students will explore how natural resources influence settlement and industry in Russia.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Module 1

Why is this being studied?

We study hazards to understand natural processes that create risks for people and how communities can prepare for and respond to them

What is being studied?

Students will understand the physical processes behind earthquakes, volcanoes and tectonic activity.
Students will study the impacts of natural hazards on people and environments.
Students will explore prediction, preparation and response strategies.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 2

What is being studied?

We study tourism and leisure to explore how tourism develops in hazardous environments and how places balance risk, safety and economic benefits.

What is being studied?

Students will investigate why tourists visit hazardous environments.
Students will study the benefits and risks linked to hazard-based tourism.
Students will explore how destinations manage safety, sustainability and visitor impacts.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Module 3

Why is this being studied?

We study global consumerism to learn how our buying choices connect us to people and environments worldwide, and the impacts this has on workers and the planet.

What is being studied?

Students will learn how everyday products are made and transported globally.
Students will investigate the environmental and social impacts of consumer choices.
Students will understand concepts such as ethical consumption and fair trade.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 4

Why is this being studied?

We study sustainability to investigate how we can use resources responsibly and make decisions that support a fair and healthy future for all.

What is being studied?

Students will study how resources are used and how they can be protected.
Students will explore renewable energy, conservation and sustainable living.
Students will examine global sustainability challenges and solutions.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Module 5

Why is this being studied?

We study rivers to understand how rivers shape landscapes, influence ecosystems and affect human settlement and flooding.

What is being studied?

Students will learn about river processes, including erosion, transportation and deposition.
Students will study river landforms such as waterfalls, meanders and floodplains.
Students will investigate flood risk and how rivers can be managed.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 6

Why is this being studied?

We study coasts to study how coastal environments are formed and changed, and how they can be managed to protect people and natural habitats.

What is being studied?

Students will understand the processes that shape coastal environments.
Students will explore erosional and depositional landforms.
Students will study how coastlines are managed to protect people and habitats.

Assessment criteria covered:

Students will be assessed for criteria B and C

Module 1

What is being studied?

We study climate change to understand the causes and consequences of a major global challenge and explore ways to reduce its impact.

What is being studied?

Students will understand the natural and human causes of climate change.
Students will study the impacts of climate change on people, weather and ecosystems.
Students will explore strategies to mitigate and adapt to climate change.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 2

What is being studied?

We study weather and climate to learn how atmospheric processes work, why weather varies, and how climate patterns affect people and environments.

What is being studied?

Students will learn how weather forms and how it is measured.
Students will understand global climate patterns and climate zones.
Students will investigate extreme weather events and how forecasting works.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Module 3

Why is this being studied?

We study tropical rainforests to explore the biodiversity, importance and threats to one of the world’s most valuable ecosystems.

What is being studied?

Students will study rainforest characteristics, climate and biodiversity.
Students will understand nutrient cycles, food webs and plant/animal adaptations.
Students will investigate threats such as deforestation and strategies for sustainable management.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 4

Why is this being studied?

Study global issues to examine major global challenges and consider how nations and communities can respond.

What is being studied?

Students will explore ways communities and countries work together to solve global challenges.
Students will study inspiring examples of innovation, cooperation, and positive change around the world.
Students will investigate strategies that improve quality of life, protect the environment, and promote fairness.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Module 5

Why is this being studied?

We study development to understand why countries develop differently, what affects quality of life, and how development can be made fairer.

What is being studied?

Students will learn what development means and how it is measured.
Students will explore reasons for global inequalities.
Students will study strategies to promote fair and sustainable development.

Assessment criteria covered:

Students will be assessed for criteria A and D.

Module 6

Why is this being studied?

We study growth in the Middle East to study a region of global significance with diverse cultures, environments and geopolitical importance.

What is being studied?

Students will explore the region’s rich cultural heritage, traditions and diverse societies.
Students will study economic opportunities, trade, innovation and key industries.
Students will understand the natural beauty, tourism, and valuable natural resources that support development.

Assessment criteria covered:

Students will be assessed for criteria B and C.

Assessment

Each module in the table above is assessed based on the following criterion in the table below. Each criteria is graded from 1-8 (8 demonstrating that the criteria has been fully met) with this being determined by teacher judgments about students’ work.

Criteria

How this is assessed

A – Knowledge and Understanding

Pupils are assessed on knowledge and understanding of key features of human and physical Geography. Pupils need to know key vocabulary, to describe, explain and give examples.

B – Investigating

Pupils harness the power of technology and research in detail. Pupils explore how to collect, record and reflect on relevant information.

C – Communication

Pupils communicate ideas and information in an effective manner. This could be through discussion, questioning, presentations and collaboration.

D – Thinking Critically

Pupils are able to identify different views and interpret data to inform arguments.

Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.

Resources

MYP Subject Brief – Geography

Pupils will be assessed on their progress at the end of each module/unit of work. Pupils will record all assessments in a Record of Progress folder.

KS4: GCSE Geography

Intent

Our curriculum empowers students to explore global challenges and their role within a changing world. We aim for a deep critical understanding of Edexcel B topics, moving beyond theory to focus on analytical debate regarding complex human-environment interactions.

Students learn to “think like a geographer” by examining processes across multiple scales. By developing independent fieldwork skills and competence in GIS, students become enquiring, globally informed citizens. They will apply their knowledge creatively to real-world contexts, constructing well-evidenced arguments to navigate the dynamic interrelationships of our planet.

Curriculum Journey

As noted by the Leigh Academies Trust curriculum adviser, Geography is about change. The curriculum allows students to draw together knowledge, skills and understanding from a variety of case studies to appreciate how human and physical geography can interact for both positive and negative outcomes. The impact of globalisation on development, urbanisation on the demand for resources and the ever present challenge faced by global ecosystems from climate change. Solutions are not always easy and an appreciation of the growing number of stakeholders is critical to a balanced approach. Students are asked to analyse and debate the solutions with a large part of the final assessments offering opportunities for evaluation and debate.

Careers

Pupils studying English Language will be well placed to pursue a career pathway in:

Cartographer.
Climate Change Analyst.
Climatologist.
Emergency Management Specialist.

Geomorphologist
Geospatial analyst
GIS specialist
Hydrologist

Assessment

Internal Assessment

External Assessment

Mock papers and end of module tests. Also past paper questions and quizzes.

Pupils are completing the Edexcel B Geography GCSE. The whole GCSE is assessed through examination.

Paper 1: Global and Geographical Issues (37.5%)

Topic 1: Hazardous Earth
Topic 2: Development Dynamics
Topic 3: Challenges of an Urbanising World

Paper 2: UK Geographical Issues (37.5%)

Topic 4: UK’s evolving Physical Landscape
Topic 5: UK’s evolving Human Landscape
Topic 6: Geographical Investigations

Paper 3: People and Environment Issues (25%)

Topic 7: People and the Biosphere
Topic 8: Forests Under Threat
Topic 9: Consuming Energy Resources

Year 10
Year 11

Schedule of learning

Module 1: Hazardous Earth
Module 2: Development Dynamics
Module 3: Challenges of an Urbanising World
Module 4: UK’s evolving Physical Landscape
Module 5: UK’s evolving Human Landscape
Module 6: Geographical Investigations (in the drop down- Physical – Reculver – Coastal management)

Schedule of learning

Module 1: Geographical Investigations (in the drop down – Urban – Strood and Rochester – Assessment of quality of life)
Module 2: People and the biosphere
Module 3: Forests under threat
Module 4: Consuming energy resources/ Geographical decisions
Module 5: Revision
Module 6: Revision

KS5: IB Geography

Intent

Geography will inspire, enthuse and motivate students, and lead them onto a successful professional life, with an understanding of location through inquiry of the diverse world in which they live.

Students’ geographical knowledge, understanding and skills should bring benefit and enrichment to their everyday life as well as in their professional life beyond school.
Give students a thirst for knowledge to explore their surroundings and the wider world.
Students will learn to live their lives more sustainably by studying up-to-date examples and topics. Developing a love of the planet to safeguard for future generations.
Students will have an awareness of contemporary Geographical issues including studies of hazards and their global management including the recent COVID epidemic
Students will utilise IT and access Geographical Information Systems to generate independent investigations
Students will appreciate from their studies in geography the diverse and multicultural world in which we live and be accepting of all views and values.
Students will develop cross-curricular learning skills that will enable students to progress and succeed in other subject disciplines in school and beyond.
Students will achieve the best possible outcomes that will secure them progression into further education and employment.
Our curriculum will reflect the MYP/LAT values, looking at topics like fair trade, sustainability and links with our community around resource management and recycling. Using collaborative learning structures to reinforce student and staff relationships as well as a positive learning environment.

Curriculum Journey

The integration of knowledge and understanding with appropriate geographical skills in this qualification enables young people to become globally and environmentally informed and thoughtful, enquiring citizens. Students study IB Diploma Programme Higher Level Course. The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scientific methodologies and uses both the knowledge and skills gained at both KS3 and KS4. Students are presented with a common core and optional geographic themes. HL students also study the HL core extension. Although the skills and activity of studying geography are common to all students,

Careers

Pupils studying Geography will be well placed to pursue a career pathway in:

Cartographer.
Climate Change Analyst.
Climatologist.
Emergency Management Specialist.

Geomorphologist
Geospatial analyst
GIS specialist
Hydrologist

Why study IBCP Geography?

Assessment

Internal Assessment

Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.

HL weight 20%
Fieldwork question to be based on any suitable topic from the syllabus
Total 25 marks

External Assessment

Paper 1 Geographic themes—seven options – three to be studied

HL weight 35%
45 minutes per option question
Total 2 hours 15 minutes

Each option has a structured question and one extended answer question from a choice of two.
20 (10 + 10) marks per option
Total 60 marks

Paper 2

HL weight 25%
Total 1 hour 15 minutes

Paper 2 Section A

Three structured questions, based on each SL/HL core unit
30 marks

Paper 2 Section B

Infographic or visual stimulus, with structured question
10 marks

Paper 2 Section C

One extended answer question from a choice of two
10 marks
Total 50 marks

Paper 3

HL weight 20%
Total 1 hour
Choice of three extended answer questions, with two parts, based on each HL core unit
28 marks
Parts A- 12 marks
Part B- 16 marks