The world is moving at an ever-quicker pace and Geography equips students with the skills to analyse the complex relationship between the natural physical world and the man-made human world. We want to create an atmosphere of inquiry in the classroom where they want to discover more. The diverse nature of the subject provides students with all the skills they need to be successful in the world.
The world is moving at an ever-quicker pace and Geography equips students with the skills to analyse the complex relationship between the natural physical world and the man-made human world. We want to create an atmosphere of inquiry in the classroom where they want to discover more. The diverse nature of the subject provides students with all the skills they need to be successful in the world.
At JRCS we believe Geography to be an exciting and dynamic subject that affects us all in a rapidly changing world. Here in the Geography department we believe in providing students with a variety of stimulating and interesting lessons including role play, power points, videos, games, poster presentations, GIS and the use of the internet.
We look to offer students a wide variety of both traditional and contemporary geographical topics. We approach units in a number of different ways from looking at places in depth such as the Brazil unit where we aim to look at the complex processes that happen in one country. We also use key case studies to frame units such as the year 9 topic on tectonics where we look to compare the 2011 Japan Tsunami with the boxing Day Tsunami. Fieldwork is also a key component of the KS3 curriculum and the department. In KS3 we offer trips to Braking, Walton, Stratford and The Royal Geographical Society
In each year at Key Stage 3 you will study 3 topics.
| Year 7 | Year 8 | Year 9 |
| Settlement: A look at the characteristics of settlements across the world. Students will visit Barking to carry out fieldwork to carry out an in-depth investigation on the regeneration of Barking | Rivers and Flooding: We use the rivers of Africa to look at the process and features of rivers. Students will investigate the causes of flooding in Mozambique and the explore the features of the river Nile | Tectonics: An in depth study on the causes, effects and management of tectonics hazards. We focus on comparing the 2011 Japan Tsunami with the 2004 Boxing Day Tsunami |
| Brazil: With the fifth biggest population in the world Brazil is one of the fast growing economies in the world. Students will explore the complex physical and human interactions that occur in the fascinating country. | Population: Global population is quickly becoming a huge issue in the world. Students will be given the opportunity to investigate the current situation in population and the methods used to control it. | Global Development: This unit gives students an insight into economic geography. We look to discover what makes a ‘developing country’ and evaluate the indicators we use to measure it |
| Coasts: This unit offers the students the chance to carry out fieldwork again where we evaluate the effectiveness of sea defences in coastal areas such as Walton on the Naze. | Ecosystems: This topic focuses on how humans are having a severe impact on a number of the world’s major ecosystems. We will focus on the impact that humans have on rainforests. | Weather and Climate Change: Climate change is one of the greatest challenges the human race will face. We will investigate the arguments for and against climate change and the potential impacts of this phenomena |
At KS3 it is the intention that students will be set two pieces of homework within a half-term period. It is usual that at least one of these pieces of homework is designed to help prepare students for an upcoming formal assessment. Work will be checked and if the homework contributes to an assessment, written feedback will be provided. All Homework will be found on our blog
www.jrcsgeography.blogspot.co.uk
Each year students will complete an extended essay on the following topics:
Year 7 – Brazil – How do can we deal with the Gangs in Sao Paulo?
Year 8 – Population – Is the world over populated?
Year 9 – Tectonics – Why did more people die in the Boxing Day Tsunami?
At KS3 it is the intention that students will be set two pieces of homework within a half-term period. It is usual that at least one of these pieces of homework is designed to help prepare students for an upcoming formal assessment. Work will be checked and if the homework contributes to an assessment, written feedback will be provided.
This course looks at the ways people and the places in which they live are connected. You will consider your place as a global citizen, the impacts that humans have on the natural environment, and the opportunities for a more sustainable world. The course will include a one-week residential field trip experiencing Geography in the real world.
You will study 3 areas which are:
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Paper 1: Living with the physical environment (35%) This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere. Main topics: tectonic hazards, climate change, ecosystems, rivers and coasts Assessment: 1 hour 30 minute exam |
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Paper 2: Challenges in the human environment (35%) This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and will include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. Main topics: megacities, global development, energy and water resources Assessment: 1 hour 30 minute exam |
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Paper 3: Geographical applications (30%) The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study. Main topics: human geography and physical geography fieldwork Assessment: 1 hour 15 minute exam |
Skills you will develop include:
Careers and further study
Geography students offer employers an understanding of the world in which they live and work. They see complex relationships between people and the places they live, and have the ability to make carefully reasoned decisions in a fast changing world. The specialised knowledge and skills of a geographer make them especially suited to management jobs in business, town councils and the natural environment.
Geography is a versatile subject that work well with a combinations of many topics. Due to the scientific content found in physical Geography it can work well with the sciences; the extended writing and study of cultural geography lends itself to work with other humanities based subjects such as history; in paper 2 we study world development which looks at global economics so can combine with subjects like business studies and economics and when we carry out fieldwork we have to analyse the results to help develop students mathematical abilities. As a results of this geography is a very sought after subject from both universities and employers
Homework
At KS4 it is the intention that students will be set a piece of homework once a fortnight. It is usual that at least one of these pieces of homework is designed to help prepare students for an upcoming formal end of unit assessment which approximately takes place every six weeks. KS4 students are also expected to carry out their own independent research prior to certain lessons in order to help prepare them for the forthcoming topic in a process known as ‘flip-learning’. Work will be checked by the class teacher and if the homework is a practice examination question, written feedback will be provided. All this information can be found at:
www.jrcsgeography.blogspot.co.uk
This course looks at the ways people and the places in which they live are connected. You will consider your place as a global citizen, the impacts that humans have on the natural environment, and the opportunities for a more sustainable world. There are two written papers and one 4000 word piece of coursework based on a residential fieldwork trip
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Paper 1: Physical Geography (40%) Water and Carbon Cycles: This focuses on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. Coastal Systems and Landscapes: These are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. In common with water and carbon cycles, a systems approach to study is vital. Hazards: This focuses on the lithosphere and the atmosphere, which intermittently but regularly present hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environment they occupy. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. |
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Paper 2: Human Geography (40%) Global Systems and Global Governance: This section of the specification focuses on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades Changing Places: This looks at people’s engagement with places, their experience of them and the qualities they ascribe to them which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated and the factors and processes which bear upon these matters. Contemporary Urban Environments: These are seemingly ubiquitous processes and present significant environmental and social challenges for human populations. The section examines these processes and challenges and the issues associated with them, in particular the potential for environmental sustainability and social cohesion. Engaging with these themes in a range of urban settings from contrasting areas of the world affords the opportunity for students to appreciate human diversity and develop awareness and insight into profound questions of opportunity, equity and sustainability. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. |
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Paper 3: Geographical Investigations (20%) All students are required to undertake fieldwork in relation to processes in both physical and human geography. Students must undertake four days of fieldwork during their A-level course. Fieldwork will be completed in a number of ways: locally or further afield, on full days or on part days. The independent investigation will: · Be based on a question or issue defined and developed by the student individually to address aims, questions and/or hypotheses relating to any part of the specification · Incorporate field data and/or evidence from field investigations · Draw on the student’s own research and/or secondary data · Require the student to independently contextualise, analyse and draw conclusions · Involve presentation and analysis of data and findings, and extended writing |
We offer a range of fieldwork opportunities across the three key stages. At KS3 we offer a number of one day trips to destinations such as: Barking, Stratford, Walton on the Naze and the Royal Geographical Society. At KS4 we offer a residential trip to Trewern in Wales and a further two-day trips on local fieldwork activities. At KS5 we offer another residential piece of fieldwork destinations have included: Hull, Isle of Wight and Trewern. We are planning an international trip for the upcoming KS5 students
At the core of our approach to marking at JRCS is task marking.
In non-practical subjects one substantial piece of work will be task marked at least once every eight hours of teaching. Students will respond to the tasks and they will be checked by staff. In between that time students’ work may be peer or self-assessed or briefly checked by staff.
It is likely the same piece of work will be assessed for literacy. Staff will mark work using the literacy marking code:
| Sp | spelling mistake |
| P | punctuation mark missing or incorrectly used |
| Voc | incorrect use of vocabulary |
| ^ | word missed out of sentence |
| ~ | unclear meaning or grammar within a sentence |
| // | new paragraph required |
| CL | capital letter error |
To develop a growth mindset and reflect ‘life after levels’ work in KS3 books will not usually be levelled; assessment will be formative and highlight how students can improve. Students will record areas of strength and development on their ‘reflection sheets’ which will be at the front or back of the book. At the end of each term a level is reported for students in each subject, which reflects all their work over that term. These are found on students’ pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target. With the move away from National Curriculum levels, the school is trialling a new ‘skills thermometer’ and 1 to 9 levelling in English. Other KS3 subjects will be using NC levels for the remainder of this year.
KS4 practice exam questions and mock exams are likely to be graded. This work might not be in student books. Students will record grades and areas of strength and development in their ‘reflection sheets’ which will be at the front or back of the book. All students receive an attainment and predicted grade at the end of each term. These are found on their pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target.
At KS5 students take a series of VIMAs (Sixth Form Milestone Assessments) during their course. Students receive developmental comments to help them improve their work. Each VIMA result includes four parts: the grade for that assessment, a comparison of the grade with their expected progress grade (EPG), a Learning Capability mark and a prediction of their end of year grade (PEG). The outcomes of these assessments and other graded work will be in student folders. They are also sent home to parents. A summary of VIMA marks and the students’ expected progress grade is also recorded in their planner.
If you have any queries or concerns, please do not hesitate to contact the school office on 020 8270 6222 or contact the Head of Geography, Mr P Bourne at PBourne@jorichardson.org.uk
