Geography
Geography helps students to make sense of their immediate and more distant environments. It helps students to develop an understanding of the processes that give rise to patterns and variety on the Earth's surface and to gain a better appreciation and understanding of the variety and interdependence of physical and human factors. The Geography department supports the school's ethos of developing inspiring, knowledge, enquiring and caring global citizens through academic excellence within our broad & balanced curriculum by promoting our core values, which are summarised in the following sections.
Inspiring
We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human
Knowledgeable
Our curriculum is designed around four key themes in Geography that begin in KS3 and progress throughout KS4 & KS5. These create a structure for our teaching and help to generate the building blocks for the cognitive development of our students. These themes are outlined below:
Physical processes - The scientific study of the natural features of the Earth's surface, especially in its current aspects, including land formation, climate, hazards and distribution and characteristics of the world’s ecosystems.
Human processes - The study of the different ways in which human societies develop and function in relation to their physical environment.
Environmental studies – The study of how society impacts upon the natural environment and the consequences of these impacts. To examine how society can manage these consequences.
Geographical skills – The progression in student’s abilities to understand and apply enquiry related skills. These include cartographic, mathematical, evaluative and GIS skills.
Enquiring and Caring Global Citizenship
The department has an accredited Climate Change Teacher with considerable Sustainable Development Goal knowledge. Lessons in each key stage and extra-curricular activities in the department enable students to gain an understanding of the wider world and to comprehend how global factors influence their lives and how their decisions can have a global influence. Students are encouraged to develop the knowledge, skills and British values that they need to engage with the world in a way which is responsible, ethical and environmentally aware.
Academic Excellence
Students are expected to perform at the highest possible level in every lesson. (This was left blank? ) with high standards of presentation and grammar, challenging vocabulary and contemporary examples of current geographically relevant events.
Student-centered
The Geography Department always encourages student-centered learning. Unit Plans and Schemes of Work are designed to give students the opportunities to make decisions, believe in their capacity to lead group activities and take ownership of their own learning. At the start of Units (especially at KS3) students are given the opportunity to direct their own learning by forming their own research questions and developing their own enquiries.
Lifelong Learning
Students studying Geography at Hockerill are encouraged to be lifelong learners by fostering an interest in the world in which we live. By providing opportunities both inside and outside the classroom to investigate the way the world works and the impact they as individual can have on the wider world.
Whilst in KS3 the foundations in cognitive understanding are developed, these are subsequently developed to assist students in advancing their knowledge, skills and understanding.
Although similar topics appear at different key stages, repetition has been avoided as students are challenged in the manner that they study new places. For example, at the beginning of students learning journey they are expected to gain knowledge and understand how geographical processes operate. This then develops into the ability to critically analyse and then evaluate these processes. This is illustrated by the following coastal questioning sequence:
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How does longshore drift cause a coastal spit to form?
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Outline the coastal processes that have led to the formation of one landform found in a coastal landscape.
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Evaluate the role of exogenous factors in the formation of the coastal landscapes.
Fieldwork opportunities
Fieldwork is fundamental to the study of geography – it makes the subject come alive, promotes enthusiasm and motivates students. Fieldwork creates the necessary opportunities for students to engage and develop a deep understanding of geographical processes and enquiry. With this is mind our department ensures that students can participate in out of classroom learning in every year of their education in the geography department.
Year 7 - Water infiltration experiment at Hockerill.
Year 8 - Walton-on-the Naze fieldtrip investigation
Year 9 - Globalisation of Bishop’s Stortford investigation
Year 10 – GCSE River fieldwork investigation residential trip to Juniper Hall, Surrey
Year 11 - GCSE Newham, London investigation into the quality of life
Year 12 - Walton-on-the Naze Coastal fieldwork investigation (IA)
Transferable skills in Geography - Helping students to use geography to develop their core skills and to gain an understanding of the importance of these skills in developing geographical knowledge. Graphing skills, essay writing and GIS and mathematical skills are all covered in the curriculum. Direct links with GCSE Biology, Chemistry and Physics are highlighted to the students to demonstrate the synoptic links to geography.
The nature of our geography curriculum allows the promotion of British values, throughout each of the key stages. The topics we teach help to promote students understanding of democracy, rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith. Every opportunity is taken to discuss these themes in the classroom.
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Year 7 |
Year 8 |
Year 9 |
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Unit 1 Title |
Rivers |
Threated Environments |
Africa part 1 |
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Key Concept Time, Place and Space Global Context Orientation in Time and Space Statement of Inquiry River networks and landscapes are diverse and vary over time, place and space ATL Focus Make inferences and draw conclusions Content Focus Where does our water come from? Where are the world’s largest rivers? What changes have occurred on River Tees in time and space? What can the different features on maps teach us? How do rivers change along their course (space)? What can we learn about places from Ordnance Survey maps? Where should a new housing development be built? |
Key Concept Global Interactions Global Context Fairness and development (Democracy, politics, government and civil society) Statement of Inquiry Global interactions are threatening environments, lifestyles and cultures. ATL Focus Make inferences and draw conclusions (Communication skills) Read a variety of sources for information and pleasure (Communication skills)
Content Focus Locations of different types of forests (description and explanation), structure and importance (biodiversity)
Deforestation causes
Deforestation impacts (local/global/environmental/cultural)
Wetland investigation and causes/impacts of wetland destruction
Enhanced greenhouse effect causes and global impacts
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Key Concept Change Global Context Orientation in time and space (Peoples, boundaries, exchange and interaction Statement of Inquiry Africa is undergoing changes causing differences for its environment and quality of life. ATL Focus Communication – I Communication skills: Organize and depict information logically Self-management III. Organization skills : Plan short- and long-term assignments; meet deadlines Reflection skills V : Focus on the process of creating by imitating the work of others Research VI. Information literacy skills ; Access information to be informed and inform others Make connections between various sources of information, Present information in a variety of formats and platforms Media literacy skills VII - Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks), Seek a range of perspectives from multiple and varied sources
Content Focus Physical geography of Africa – biomes/climate/topography Atlas mapping skills Climate graphs Choropleth maps Disparity data analysis (life expectancy, GDP, population density, literacy rates)
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Unit 2 Title - |
Oceans and coasts |
Superpowers |
Africa part 2 |
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Key Concept Change Global Context Identities and relationships (Moral reasoning and ethical judgements) Statement of Inquiry The physical power of the oceans are changing our relationships with them and our coastal identities. ATL Focus Use appropriate forms of writing for different purposes and audiences Make inferences and draw conclusions Content Focus Oceans importance globally Ocean landforms Overfishing and ocean pollution Coastal erosion and deposition Coastal landforms Coastal management
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Key Concept Systems Global Context Identities and relationships (moral reasoning and ethical judgements) Statement of Inquiry Superpower nations create either disparity or equality depending on their systems of governance. ATL Focus Organize and depict information logically and structure information in summaries, essays and reports (I. Communication).
keep an organized and logical system of information files/notebooks (iii. Organisation)
Find information for disciplinary and interdisciplinary inquiries, using a variety of media (I. Communication).
Content Focus Inequalities: wealth, health, education, resource access, housing, human rights, freedom, environmental degradation;
Systems of governance: autocratic and democratic;
International relations: trade blocs, diplomacy, trade, aid, infrastructure, military
Impacts: migration, poverty, unrest, conflict, restrictions, investment, decline, multiplier effect, crime, employment
Geographical skills: Atlas map skills, population density maps, choropleth maps on wealth, proportional flow arrows for migration trends, climate zone maps, resource maps, environmental degradation maps
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Key Concept Systems Global Context Identities and relationships (moral reasoning and ethical judgements) Statement of Inquiry Africa’s systems of development need careful management to ensure they’re sustainable. ATL Focus Gather and organize relevant information to formulate an argument Consider ideas from multiple perspectives Create novel solutions to authentic problem
Content Focus Approaches to development (top down and bottom up) Sustainable development and SDGs Population pyramids Sterotypes Ecological footprint
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Unit 3 Title - |
Resource distribution and management |
Walton Fieldwork |
Globalisation |
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Key Concept Systems Global Context Fairness and development (Inequality, difference and inclusion) Statement of Inquiry World resource systems need to be managed and developed sustainably to reduce disparities. ATL Focus Use appropriate forms of writing for different purposes and audiences Make inferences and draw conclusions
Content Focus Global resource distribution Ecofootprint and biocapacity Atlas skills Trade and the poverty cycle Environmental impacts of mining resources Fossil fuels Sustainable resource use and renewable energy E-waste Resource conflicts
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Key Concept Change Global Context Orientation in time and space (Natural and human landscapes and resources) Statement of Inquiry Human and physical processes are causing Walton-on-the-Naze to experience change. ATL Focus 5. Evaluate evidence and arguments (VIII: Critical thinking skills)
7. Collect and analyse data to make informed decisions 8. Process data and report results (VI: Information Literacy)
Content Focus Introducing Walton on the Naze – location and human and physical Geographical changes · Coastal processes/management · Demographics · Wealth · Land use
Formulating questions focusing on SOI – difference between open and closed questions.
Creating an action plan – identifying suitable data collection sites. Introducing sampling techniques (stratified, random and systematic – we will do stratified).
Creating suitable methods of data collection - primary and secondary methods
Fieldtrip to Walton on the Naze to collect data
Presentation of data – bar graphs, pie charts, radar graphs, annotated photos
Analysis, evaluation and conclusion of questions – final write up of report.
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Key Concept Global Interactions Global Context Fairness and development (inequality, difference and inclusion Statement of Inquiry Globalisation causes interactions between people and places which have local and global impacts. ATL Focus Collect, record and verify data Interpret data Draw reasonable conclusions and generalizations Content Focus Definition of globalisation Causes of globalisation Mapping skills showing impacts of globalisation Understanding of a TNC, how is operates and its impacts – locally and globally Settlement hierarchy How to conduct fieldwork – sampling, effective data collection Presenting fieldwork data Drawing conclusions from fieldwork data
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Unit 4 Title - |
Geography of Explorers |
Geography of Crime |
Dangerous Geographies |
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Key Concept Global Interactions Global Context Globalisation and sustainability (Human impact on the environment) Statement of Inquiry Global interactions have positive and negative impacts on people, places and culture. ATL Focus Collect, record and verify data (VI Information Literacy 1) Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions (VI Information Literacy 13)
Content Focus Glaciation Caves Remote tourism Sustainable tourism
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Key Concept Time, place, space Global Context Globalisation and sustainability Statement of Inquiry Global and local crime networks vary over time and space. ATL Focus Collect, record and verify data (VI Information Literacy 1) Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions (VI Information Literacy 13)
Content Focus GIS mapping Built environment impacts on crime networks Global crime networks Designing out crime Local fieldwork
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Key Concept Time, place and space Global Context Globalisation and sustainability (Commonality, diversity and interconnection) Statement of Inquiry Tectonic processes continue to affect people over time, place and space.
ATL Focus I Communicating Use appropriate forms of writing for different purposes and audiences Write for different purposes Understand and use mathematical notation III Organisation skills Plan short- and long-term assignments; meet deadlines V Reflection skills Focus on the process of creating by imitating the work of others
Content Focus Structure of the earth Plate tectonics Causes of volcanoes and earthquakes Impacts of earthquakes Predicting and planning for earthquakes
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Year 10 & 11
The Geography Department follows the EDEXCEL B specification.
Paper 1: Global Geographical Issues
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Hazardous Earth
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The global circulation of the atmosphere, how and why climate changes
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Detailed study of tropical cyclones
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Detailed study of tectonic activity and how the associated hazards can be managed in different locations.
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Development Dynamics
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Scale of global inequality in terms of development and how these inequalities can be reduced.
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Factors that inhibit development in some of the worlds poorest countries
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Detailed study of India as an emerging country
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Urbanising world
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Urbanisation patterns
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Economic activity changes and differences
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Detailed case study of Mumbai as a megacity
Paper 2: UK Geographical Issues
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Physical Landscape of the UK
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Geology of the UK
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River landscapes
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Coastal landscapes
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Human Landscape of the UK
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Population
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Economy
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Rural and urban living
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UK City case study: London
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Fieldwork investigations
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River fieldwork investigation
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Urban fieldwork investigation
Paper 3: Environment and Environmental Issues
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Population and resources
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Forest function and destruction (Rainforests and Taiga)
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Consuming energy resources
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Attitudes towards people and resource consumption
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Decision making activity
Aims of geography IBDP are to enable students to:
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Develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
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Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
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Acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes
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Synthesizing diverse geographic knowledge in order to form viewpoints about how these issues could be resolved
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Understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.
The syllabus is broken down as follows:
Part one: Optional exam paper
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Oceans and Coastal Margins
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Geophysical Hazards
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Food and Health (HL only)
Part two: Core exam paper
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Population distribution – changing population
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Global climate – vulnerability and resilience
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Global resource consumption and security
Part three: Global Interactions (HL only)
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Power, places and networks
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Human development and diversity
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Global risks and resilience
Part four: Fieldwork investigation
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One written report based on a fieldwork question, information collection and analysis with evaluation
Links to TOK
Some of the knowledge questions and claims that might be considered during the geography course are identified below:
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Who decides how we classify knowledge? Why might it be useful to classify knowledge?
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To what extent are the methods of the human sciences scientific?
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How is statistical data used differently in different areas of knowledge?
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How reliable are the methods available for gathering demographic data on hundreds of millions of people?
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How has ready access to vast amounts of information, and the way in which the internet has contributed to our shrinking world, changed our understanding of knowledge?
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Does language simply describe knowledge, or is it part of the knowledge itself?
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To what extent do maps reflect reality? What are the hidden messages in maps and the stories behind the way maps are presented?
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Some geographical topics, such as climate change, are controversial. How does the scientific method attempt to address them? Are such topics always within the scope of the scientific method?
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What scientific or social factors might influence the study of a complex phenomenon such as global warming?
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On what basis might we decide between the judgments of experts if they disagree with each other?
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Arguably, while some aspects of geography can be measured, others cannot. To what extent does knowledge need to be quantifiable?
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Many geographers and others value diversity in human affairs. Does globalization increase opportunities to share knowledge or does it diminish diversity?
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What roles do emotion and reason play in individuals’ lifestyle choices?
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To what extent might possession of knowledge carry with it moral obligations?
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Geography Kahoot! Quiz club- weekly lunchtime quiz based on geographical themes currently being studied in Year 7 and 8.
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Geography modelling club - realistic models created of specific geological features.
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Eco club. A range of clubs aimed at meeting the College’s sustainable goals and gaining Eco Schools Status. This includes Plogging Club - jog and pick up litter around the college grounds. Direct links to Sustainable Development Goals and Climate Change.
Some of the knowledge questions and claims that might be considered during the geography course are identified below:
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Who decides how we classify knowledge? Why might it be useful to classify knowledge?
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To what extent are the methods of the human sciences scientific?
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How is statistical data used differently in different areas of knowledge?
-
How reliable are the methods available for gathering demographic data on hundreds of millions of people?
-
How has ready access to vast amounts of information, and the way in which the internet has contributed to our shrinking world, changed our understanding of knowledge?
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Does language simply describe knowledge, or is it part of the knowledge itself?
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To what extent do maps reflect reality? What are the hidden messages in maps and the stories behind the way maps are presented?
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Some geographical topics, such as climate change, are controversial. How does the scientific method attempt to address them? Are such topics always within the scope of the scientific method?
-
What scientific or social factors might influence the study of a complex phenomenon such as global warming?
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On what basis might we decide between the judgments of experts if they disagree with each other?
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Arguably, while some aspects of geography can be measured, others cannot. To what extent does knowledge need to be quantifiable?
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Many geographers and others value diversity in human affairs. Does globalization increase opportunities to share knowledge or does it diminish diversity?
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What roles do emotion and reason play in individuals’ lifestyle choices?
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To what extent might possession of knowledge carry with it moral obligations?