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The study of geography is about more than just memorizing places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together.

Barack Obama

Geography at Huish aims to equip students with the knowledge and skills to make sense of our complex and dynamic world. Our curriculum is not about students leaving with a long list of facts about the world; we want our students to appreciate the ever-evolving nature of Geography as an academic discipline.  Through our sequences of learning experiences, students will steadily work out how the world works and how it can and will change in the future.

Students will learn about places that are outside of their own experience, they will develop their understanding of the world’s diversity of environments, peoples, cultures and economies. Students will develop a global ‘open mindedness’ so that they can challenge stereotypes and understand the fluidity of key ideas and concepts. In their lessons, students will view the world objectively and go beyond their everyday experience.

Students will be encouraged to develop a deep and descriptive conceptual world knowledge that enables them to explain relationships in both the natural and human realms. Students will then utilize the knowledge and be equipped with the tools to think through alternative social, economic and environmental futures for a range of places.

There will be key concepts that will be found within the curriculum namely causality, feedback, sustainability, identity, feedback, resilience, inequality, interdependence, mitigation, adaptation, globalisation, threshold, system, and risk. These concepts will be built on the students’ progress including at Huish 6th. The curriculum will also examine the role of key players in shaping our world, the attitudes and their variance across space and the likely futures that we will see.

Huish geographers will have the skills to communicate their knowledge and understanding of the world with clarity. Whilst ensuring that their views and judgements are evidence based. Huish geographers will consistently link their understanding to real world examples and see the importance of place through an awareness of the fact that the geography of anywhere is actually the geography of nowhere.

To summarise the intent of the curriculum is:
  • Provide students with a deep understanding of the world through secure place specific knowledge -Place
  • Provide students with knowledge which enables the development of a deep understanding of the social, economic and environmental contexts of our changing world – knowledge and understanding
  • Provide students with the skills of analysing, explaining and communicating complex geographical information - skills
  • Give students a conceptual understanding of geographical themes enabling students to think and work in a synoptic way – synopticity: sustainability, causality, mitigation and adaptation, feedback, interdependence, identity, globalisation, risk, system, threshold, identity, inequality, resilience

Key Stage 3 Geography

For a more detailed understanding of the content in Key Stage 3 geography topics please see your child’s knowledge organiser. These can be found in their book or on the google classroom page. These provide clear and specific detail regarding the content of each unit. The table below gives you a quick overview of the topics.

Year 7

Locating places

Mapskills

UK

Rivers

Africa

Oceans

Year 8

Population

Natural hazards

Changing climate

Biomes

China

 

Year 9

Coasts

Tropical storms

Development and Globalisation

Urbanisation

Energy

 

GCSE

At GCSE we follow the AQA specification which can be found online. The table below provides a quick overview of the GCSE course.

Year 10

Hazards

Living world

Rivers and coasts

Year 11

Urbanisation

Economic development

Resources

Fieldwork is undertaken in both Year 10 and 11 with trips to Lyme Regis to investigate coastal processes and landforms and Bristol to investigate urban regeneration.

The GCSE course is assessed via 3 examinations

Paper 1: Physical geography

Paper 2: Human geography

Paper 3: Fieldwork and issue investigation

A Level

In huish 6th students will follow the edexcel specification more detail on this specification can be found online. An overview of the content of this specification is in the table below.

Year 12

Tectonics

Coasts

Regeneration

Globalisation

Year 13

Water

carbon

superpowers

Migration, identity and sovereignty

Unlike GCSE A Level students have a piece of coursework to complete. Students go on a 4 day residential to South Wales to complete the coursework. The A Level also has 3 examinations:

Paper 1: Physical geography

Paper 2: Human geography

Paper 3: Issue evaluation

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