Key Stage 3 (Year 7 - 9) Curriculum
Geography Department
There has never been a more interesting time to study Geography.
Our overriding aim is to build an atmosphere where students become interested and enthusiastic about Geography. Our main objectives are:
- To develop an awareness of the major global issues facing the world today.
- To develop an appreciation of landscapes and an understanding of how they have been formed.
- To develop an awareness of the diversity of human communities in the world.
- To ensure the acquisition and development of competencies and confidence in using a wide variety of skills including numeracy, literacy, investigation, problem solving, and fieldwork.
We are proud of our GCSE and A Level results.
Many of our girls choose to read Geography at university. Currently past Farringtons students are following Geography degree courses at Queen Mary's London, Royal Holloway and Birmingham.
Fieldwork is an integral part of the curriculum. Field courses are arranged for each year group.
Field Trips
Year 7 Local Geography including Chislehurst Caves and Hawkwood
Year 8 Coastal Geography between Cliftonville and Botany Bay in Kent
Year 9 Environmental Geography at Boxhill in Surrey
GCSE River study for GCSE coursework
2007 Trip to Italy
In March 2007 we travelled to the Bay of Naples. The field course involved climbing Vesuvius, visiting Pompeii and Herculaneum. this gave students the opportunity to study the causes and effects of the volcanic activiity in this area. We also travelled by ferry to the Island of Capri to study the effects of tourism on the environment and local economy.
Trip to Iceland
In March 2005 we travelled to Iceland to experience its unique landscape. We visited a wide variety of superb sites including the Blue Lagoon, the Kerio Volcanic Crater, Thing Fellit, (where the North American and Eurasian plates meet) and Geysir. This field course will be offered again in Spring 2009 for GCSE and A Level students.
Course Outline for KS3 Geography
Year 7
Introduction to Geography: This draws together the student’s geographical experiences from KS2. Emphasis is placed upon knowledge of the world map and using an atlas confidently. Geographical skills are also important including ICT, graphical and use of photographs.
Weather and Climate: The students are shown how to run the School weather station, they take daily readings with the help of the Sixth Form. We study how rain is formed, the influences on temperatures and the causes of depressions and anticyclones.
River Basins and Flooding: This begins with a study of the water cycle and how people can interfere with this. We carry out in depth studies into flooding in the UK and Bangladesh.
Map Reading: We have developed a map reading course based on the local area. On completion, students should be able to interpret symbols, scales, direction and contour lines accurately.
Settlement: This involves studying why settlements develop in different locations and how they change over time. The course leads into local fieldwork during the Summer Term.
Year 8
Weathering and Erosion: This involves the study of how river and coastal features are formed. It also looks at the influence of people on coastal and river environments with particular reference to pollution. Part of the assessment of this section of the course includes the planning and production of an information leaflet for tourists visiting Niagara Falls.
Environmental Concerns: This covers the ways in which people have threatened the natural world. Topics such as endangered species, energy production, the oil industry and Antarctica are the central themes. The students investigate the issues involved in setting up a nature reserve and present their findings as a small enquiry.
Kenya: The aim of this section of the course is to understand the characteristics of a developing country. The lifestyles of the Maasai, the Kikuyu and people in Nairobi are contrasted with those of more developed countries.
Population: This covers the main themes of population geography such as population growth and migration. Both the positive and negative effects of these issues are studied.
Economic Activity: This course studies the different employment categories of primary, secondary and tertiary activities. The students are encouraged to understand the effects of farming and industry on the environment and how they can be managed sustainably.
Fieldwork: This is a day course in the Summer Term, to the Isle of Thanet. Several themes are covered including the effect of people on the coastal landscape of Botany Bay and the differing land use between London and the South Coast.
Year 9
Hazards: The aim of this course is to study the nature, causes and effects of earthquakes and volcanoes. The emphasis is on the contrasting responses between developed and developing countries. The students investigate the issues involved in hazard planning on Mount Etna in Sicily.
Italy: An EU country – this section of the course examines the functions of the European Union and its future. Italy is used as a detailed case study to illustrate the characteristics of a European country. The main theme is the contrasting lifestyles of people living in the north and south of the country.
Japan: This involves the study of the traditional and modern characteristics of Japan today. The students are encouraged to understand why Japanese industry is so successful and the effect of people on the environment.
Tourism: This is studied as a growth industry. The reasons why certain locations attract tourists are examined. The students are encouraged to understand how environments may be damaged and also protected. This leads into our fieldwork on Boxhill, which takes place during the Summer Term.
Progression in Geography Year 7 - 9
Level 4 | Level 5 | |
| Knowledge of Places | I can write a paragraph describing different places in the world | I can describe a range of different places, including local and global examples |
| Patterns and Processes | I can tell the difference between physical and human features | I can describe in a few sentences how physical and human processes cause differences between places |
| Geographical Enquiry and Skills | I can explain my own ideas when I am asked in geography. I can use a range of simple equipment. | I can interpret maps, photographs and evidence from the Internet. I can collect, record and present evidence about a topic. |
| Environmental Change and Sustainable Development | I can understand how and why people can damage the environment. | I can understand that people damage the environment and that different people will have their opinions about this. |
| Level 6 | Level 7 | |
| Knowledge of Places | I can describe a wide range of differnet places at different scales. I can recognise how different places in the world depend upon each other. | I have a sound knowledge of the location of a wide range of places in the UK, EU and the world. I can explain how the differneces between places may affect how they depend upon each other. |
| Patterns and Processes | I can idetify, describe and explain how physical and human processes can affect places and the environment. | I can write an explanation showing that there are a variety of human and physical factors affecting places and the environment. |
| Geographical Enquiry and Skills | I can follow the steps of a geographical enquiry and I can write a logical argument and come to a conclusion. I can select a range of skills to present by evidence e.g. graphs, maps, annotated photographs, desk top publishing. | I can plan my own enquiry by identifying important questions and issues. I can accurately use a wide variety of methods to present data. |
| Environmental Change and Sustainable Development | I can understand that different uses of the environment may cause conflict. I can understand why people want to find sustainable solutions to environmental problems. | I can explain the cause and effect of a wide range of environmental issues. I can form my own opinions on the impact of management strategies on the environment. |
| Level 8 (A Grade GCSE) | Exceptional | |
| Knowledge of Places | I have a secure knowledge of a wide range of places and I can appreciate their importance. I can explain how differences between places may affect their dependence upon each other and their future development. | I can show my knowledge and understanding of a wide range of places and environments, at the full range of scales from local to global. Development as for Level 8. |
| Patterns and Processes | I can write a complex explanation of changes in a place over time. I can explain how interactions between places change. | I can explain complex interactions within and between physical and human processes. I can explain and predict change in a place over time. |
| Geographical Enquiry and Skills | I can select and accurately use appropriate methods to present data. I can logically plan an investigation and can produce substantiated conclusions. I can critically evaluate sources. | I can carry out geographical investigations on my own. I can present coherent arguments and produce substantiated conclusions. I can evaluate my work and make suggestions for improvement. I can suggest further lines of enquiry. |
| Environmental Change and Sustainable Development | I can account for different levels of development and understand how a wide variety of factors contribute to the quality of life of the poeple living there. I can evaluate the impact of a range of management strategies. | I can understand alternative approaches to development and appreciate how these will affect the quality of life for those living there. I can weigh up the relative strengths and weaknesses of differnet methods of tackling environmental problems. I can justify my opinion by referring to a wide variety of examples. |
| Knowledge of places | I can describe a wide range of places at different scales. I can recognise how different places in the world depend upon each other. | I have a sound knowledge of the location of a wide range of places in the U.K., E.U. and the world. I can explain how the differences between places may affect how they depend upon each other. |
| Patterns and processes | I can identify, describe and explain how physical and human processes can affect places and the environment. | I can write an explanation showing that there are a variety of human and physical factors affecting places and the environment. |
| Geographical Enquiry and Skills | I can follow the steps of a geographical enquiry and I can write a logical argument and come to a conclusion.
| I can plan my own enquiry by identifying important questions and issues.
|
| Environmental Change and Sustainable Development | I can understand that different uses of the environment may cause conflict.
| I can explain the cause and effect of a wide range of environmental issues.
|
Course Outline for GCSE Geography
What will you actually do during the two year course?
- You will have three 50 minute lessons each week.
- You will have 1½ hours of homework each week.
- You will need to keep up to date with current affairs and read ‘wide world’ regularly.
You will study the following topics
- Coasts
- Settlement
- Rivers
- Tectonic Activity
- Agriculture
- Energy and Tourism
- Map Reading
You will complete a field work project, which will be worth 25% of your final grade. The fieldwork will be carried out in the Summer Term of Year 10 and the coursework will be completed by Half Term in October of Year 11.
You will sit two final examination papers. Paper 1 – Physical Geography, Paper 2 – Human Geography.
Course Outline Advanced Level Geography
What will you actually do during the two year course?
- You will have six 50 minute lessons (AS Level) and five 50 minutes lessons (A2).
- You will have approximately three hours of work set each week but there will be times when more will be expected of you.
- You will be expected to read a quality newspaper and the Geography Review regularly.
You will study the following topics :
AS Level
Physical Geography
- Rivers, Floods and their Management
- Coastal Environments or Hot Deserts or Cold Environments
Human Geography
- Global Population Change
- Energy Issues or Food Supply Issues or Health Issues
Assessment
Paper 1 - 2 hours, 4 questions on each of the chosen topics. The questions will be very similar in style to those at GCSE but will be in greater depth with a longer essay style questions at the end of each section.
Paper 2 - 1 hour, geographical skills, skills questions based on either rivers or population. There will be questions on fieldwork techniques.
A2 Level
Contemporary World Issues
You will study 3 topics from the following:
- Plate Techonics and Associated Hazards
- Challenges Facing Ecosystems
- World Cities
- Development and Globalisation
- Contempoary Conflicts and Challenges
Assessment
Paper 3 - 2 1/2 hours, two tructured questions and one essay on each of the selected topics.
Either fieldwork externally assessed by AQA in a 1 1/2 hour examination. You understanding of your fieldwork will be examined.
OR an issue evaluation based on pre-released material including elements of enquiry or skills.
Therefore the whole A2 course is marked out of 600. the grade boundaries are;
| A/S (Out of 300) | A2 (Out of 600) | |
| A | 240 | 480 |
| B | 210 | 420 |
| C | 180 | 360 |
| D | 150 | 300 |
| E | 120 | 240 |
Following this it is important to remember that the marks gained in the Lower Sixth Year are added to those in the Upper Sixth Year. So it is vital to work hard throughout the entire two year course.
Many of our students choose to read Geography at university and qualifications in Geography can lead to a wide variety of careers. Past students are now working as Landscape Architects, Tree Preservation Officers, Tourism Managers, Surveyors and Cartographers.
Why Geography
- The course is varied and challenging
- Tt covers ALL the 'key skills'
- The course examines many contemporary world issues
- Geography combines well with both science and art subjects
- It provides a sound basis for many degree courses and careers
