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The geography department prides itself on the wide variety of teaching and learning styles that will engage all students.The key topics studied include: Each unit of work has a teacher assessed Learning Landmark where pupils will be awarded a National Curriculum Level and given targets on how to improve their level in order to reach their personal target.Non-examined assessment (Coursework) 20% of the qualification, 70 marks Content overview: ● The student defines a question or issue for investigation, relating to the compulsory or optional content.
Assessment overview ● The investigation report is internally assessed and externally moderated.
● The student will produce a written report of 3000–4000 words.
The booklet starts with a learning matrix outlining to the student the content to be covered.
Lesson 1 begins by encouraging students to consider what they know and want to know about the topic.
“Would you rather put your life at risk for something you believe in, or live in safety but without a voice?
” If you think the booklet and resource will be of any use to you, please feel free to download it by clicking the image below.We aim to develop our students to have an interest in the world around us an appreciation of the natural environment and to take some responsibility for our geographical futures including the sustainability of the planet they are to inherit.Pupils at Key Stage 3 (Years 7 and 8) will study a variety of topics that include physical, human and environmental geography. The specification contains three synoptic themes within the compulsory content areas: ● Players ● Attitudes and actions ● Futures and uncertainties.The synoptic investigation will be based on a geographical issue within a place-based context that links to the three synoptic themes and is rooted in two or more of the compulsory content areas.Work has included “My Favourite place in a box”; Plan, Prepare, Protect against earthquakes; creature feature; Crime prevention in our community.Pupils are given the freedom to present their work in a wide variety of formats from role play to movie making and modelling, to posters and leaflets.Followed by an exploration of the concept on human rights and the declaration of human rights before students sort the human rights in order or importance for them.Lesson 2 then looks at access to education in the UK since the 1800’s through the creation of a timeline which I previously shared here. Students view the images here and follow it up by completing the table to produce a comparison of education around the world. Lesson 4 students then investigate Malala’s story using a resource from ‘Lessons from Africa’.These skills include; analysing, evaluating and interpreting evidence/organise, record and present information and ideas/argue persuasively and select appropriate routes to enquiry.At my previous school I taught Opening Minds which was essentially citizenship, values and RS.