Overview
Here at JRCS we have developed a set of core principles which we believe create good geographers and equip them with the skills required to be successful at any level of study. Every lesson you have will demonstrate at least one of the four GEOG principles.
Examples of what the feature may look like in lesson
| G | Global Awareness | – Have appreciation and respect for how others live. – Use case studies from varying locations and scales. – Watch and read high quality news sources. – Think about how your actions have global consequences |
| E | Evidence Based | – Using PETAL paragraphs effectively – Support answers with accurate statistics – Show both sides of the argument – Be critical of the information you have been given – Take into consideration a range of viewpoints and stakeholders |
| O | Outside Classroom Learning | – Take all fieldwork opportunities – Visit places of Geographical interest – Appreciate the Geography of the places you visit. – Complete homework to the best of your ability – Carry out extra research on topics you are studying |
| G | Geographical Skills | – Be able to draw a range of graphs accurately with the correct equipment – Using TEA to describe patterns and distributions – Use a range of sources to support your work – Accurately use GIS, maps and atlases to describe locations – Demonstrate excellent map skills |
Curriculum
Key Stage 3
We offer students a wide variety of both traditional and contemporary geographical topics which we approach units in varying ways. This can range in breadth e.g. our India unit whereby students explore a range of physical and human processes, or in the application of case studies to frame units e.g. our year 9 unit on development where we look at different strategies to close the development gap in Niger. Fieldwork is also a key component of the KS3 curriculum and the department, we offer trips to the Castle Green Estate, Walton on the Naze and Clacton.
In each year at Key Stage 3 you will study 3 topics.
Year 7
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Title | My Place Within the World | Incredible India | Coasts |
| Description | In your first term of geography at JRCS we explore the different human and physical features of the UK. We develop the skills you need to become great geographers. | India is one of the most diverse countries in the world. We will explore a range human and physical environments and their impacts on the population. | Coastlines are ever changing and in this unit we study the impact of these changes for people and the environment in the UK. |
| Justification | This is a bridging unit to bring all students to a base level of skill. | Applies some of the key concepts studied in the first unit to a location which the students are unfamiliar with. | Introduction of a physical unit which focuses on processes. kills will be applied to other similar physical units later. This topic also links to the ACHIEVE trip carried out at the end of the term. It is a great opportunity for fieldwork |
| National Curriculum | Geographical Skills UK Focus Physical and Human geography | Place Knowledge: Location in Asia Global Focus Physical and Human geography | Human and physical geography: Hydrology and coasts Geographical Skills: Fieldwork UK Focus Physical geography |
Year 8
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Title | Ecosystems under stress | Food, glorious food | Rivers |
| Description | We focus on two major global biomes: tropical rainforests and cold deserts. We study the challenges these locations face and the potential solutions. | This unit explores key debates surrounding food. We answer questions such as: Is going vegan the best option for the planet? Should we consume genetically modified crops? | Rivers pose many risks to both people and the environment. We explore how countries in the Middle East are managing the flood risks of rivers like the Nile. |
| Justification | Builds on the India topic as we increase our understanding of humans dealing with challenging environments. Physical geography is more complex in this unit. Students are introduced to the idea of humans being able to manage extreme physical environments. | Builds on the foundations built in the ecosystem unit. There is greater focus on geographical issues and developing the student’s ability to explore situations with a geographical lens. | Builds on the concepts studied during the coasts topic in year 7.A bigger emphasis is placed on humans managing the natural environment. |
| National Curriculum | Locational Knowledge: Russia Human and physical geography:Climate, soils Global Focus Physical and Human geography | Human and physical geography:Use of resources UK Focus Human geography | Human and physical geography: Hydrology and coasts Locational Knowledge:Middle East Global Focus Physical geography |
Year 9
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Title | Development // Fast Fashion | Tectonics | Fieldwork |
| Description | In this unit we explore the concept of development through use of Niger as a case study. We investigate the causes of the development gap within the country and evaluate strategies used to improve quality of life for the people of Niger. Fast Fashion:We investigate whether TNCs (transnational companies) like Primark have a global positive impact. | Earthquakes, volcanoes, and tsunamis are all deadly forms of natural hazards. In this unit you will explore the causes, effects, and responses to these tectonic hazards. | You will carry out a piece of fieldwork from start to finish. The aim of the fieldwork is to discover whether the Castle Green Estate was a success. |
| Justification | This topic requires students to be more synoptic in their thinking. There are a range of factors to consider when looking at the reasons for the development gap.The subject matter also requires a level of empathy some younger students are unable to manage. | Similarly, the rivers topic introduces key concepts which are crucial for success at KS4 and KS5. We use this topic as a recruitment tool for GCSE as students often find it engaging. | Students at this point have enough geographical knowledge and understanding to start thinking and independently investigating an enquiry question. |
| National Curriculum | Human and physical geography:International development and economic activity Global Focus Human Geography | Human and physical geography:Physical geography Global Focus Physical geography | Geographical Skills: Fieldwork UK focus Human Geography |
Homework
At KS3 it is the intention that students will be set one piece of homework within a half-term period. It is usual that this piece of homework is designed to help prepare students for an upcoming formal assessment, or to consolidate understanding of a topic. All homework tasks will be set on Microsoft Teams, if there are any issues with your student accessing Teams please contact their geography teacher.
Key Stage 4
GCSE Geography
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.
| Year 10 and Year 11 | |||
| GCSE Geography | |||
| Paper 1: Living with the Physical EnvironmentWritten Exam: 1 hour 30 minutes88 Marks35% of GCSE | |||
| – The Challenges of Natural Hazards – Tectonic Hazards – Tropical Storms – UK Extreme Weather – Climate Change | – The Living World – Ecosystems – Tropical Rainforests – Hot Deserts | – Physical Landscapes in the UK – Coasts – Rivers | |
| Paper 2: Challenges in the built EnvironmentWritten Exam: 1 hour 30 minutes88 Marks35% of GCSE | |||
| – Urban issues and Challenges – Challenges and opportunities in a UK city – London – Challenges and opportunities in a LIC/NEE city – Lagos | – The Changing Economic World – Closing the development gap – China – Transnational Companies – Foxconn – The UK economy | – The Challenges of resources management – Food – Water – Energy | |
| Paper 3: Geographical ApplicationsWritten Exam: 1 hour 15 minutes76 Marks30% of GCSE | |||
| – Issue Evaluation – 12 weeks before the exam we are given a unique challenge from across the specification. You have to decided what is the best option to solve the challenge | – Fieldwork – You have to complete two days of compulsory fieldwork which you will be examined on the decisions you made during this fieldwork – You will also have to answer questions on some unseen fieldwork scenarios | ||
Year 10
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Title | Resources / Lagos | London / China | UK Economy / Fieldwork |
| Description | Resources – We study the issues associated with three major resources: food, water and energy. Lagos – We investigate into the opportunities and challenges of a city in a LIC/NEE. | London – An investigation into the opportunities and challenges of a UK city. China – We look at the impact TNCs have on a country whose economy is growing rapidly. | UK economy – A look at how the UK has moved from a secondary based economy into a post industrial economy. Fieldwork – We conduct fieldwork in Stratford to evaluate the success of the regeneration project. |
| Justification | Paper 2 is completed first as students have historically found this topic the most challenging – this allows us to carry out more intervention/exam practice. We start with resources as it is the most accessible unit of the three. Students are also familiar with some of the themes from KS3. | We move on to the urban topic next as it allows students to gain the knowledge they need to complete their fieldwork in term 3. The ideas of inequality introduced in the resources unit are also useful to access the development gap portion of the China topic. | Conceptually part B is the most difficult unit of paper 2. By this point of the year, we feel that students have developed the required skills to access these lessons. |
| Exam Spec | Paper 2 Part C & A | Paper 2 Part A & B | Paper 2 Part BPaper 3 |
Year 11
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Title | Rivers / Ecosystems / Coasts | Fieldwork / Hazards | DMERevision |
| Description | Rivers and coasts – Here we look at the processes which shape the natural environment in the UK and the ways in which different stakeholders are manage the risks of erosion. Ecosystems – An in-depth study of the characteristics, development and protection of two major biomes: hot deserts and tropical rainforests. | Fieldwork – We take a trip to Loughton to investigate the success of their flood management scheme. Hazards – A look at the causes, effects and responses to a range of different natural hazards. | DME – This is a decision-making exercise. Students must decide what is the best option for an issue which is released to teachers and students, by AQA, 13 weeks before the exam. It is based upon a theme from the GCSE syllabus. |
| Justification | We start with rivers as the first topic in year 11 as it is the most challenging topic of paper 1. It allows more practice throughout the year. We opted not to go directly into coasts to avoid overload; there is a lot of overlap between the two subjects. We experienced that by completing these units in short succession students can merge them into one topic. | Students are familiar with hazards from study at KS3, it is also the most straight forward topic within paper 1. This means we can cover content at a faster rate – to give more time for revision at the end of the year. Fieldwork also needs to take place at this point as students need to complete the rivers unit to conduct their fieldwork. | The DME is only available 12 weeks before the exam date, it can only be studied at this point. |
| Exam Spec | Paper 1 Part C & B | Paper 3 Paper 1 part A | Paper 3 |
Key Stage 5
A-Level Geography
This course looks at the ways people and the places in which they live are connected. Students will consider their 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.
| Year 12 and Year 13 | ||
| A Level Geography | ||
| Paper 1: Physical GeographyWritten Exam: 2 hour 30 minutes120 Marks40% of A Level | ||
| – Water and Carbon Cycles – Water and Carbon Cycles as natural Systems – The Water Cycle – The Carbon Cycle – Water, carbon, c#plimate and life on Earth | – Coastal Systems and Landscapes – Coasts as natural systems – Systems and processes – Coastal Landscape development – Coastal Management | – Hazards – Plate Tectonics – Volcanic Hazards – Seismic Hazards – Storm Hazards – Fires in Nature |
| Paper 2: Human GeographyWritten Exam: 2 hour 30 minutes120 Marks40% of A Level | ||
| – Global Systems and Governance – Globalisation – Global Systems – International trade and access to markets – Global Governance – The ‘global commons’ – Antarctica as a global common | – Changing Places – The nature and importance of places – Changing places – relationships, connections, meaning and representation – Relationships and connections | – Contemporary Urban Environments – Urbanisation – Urban forms – Social and economic issues associated with urbanisation – Urban climate – Urban drainage – Sustainable urban development |
| Geography Fieldwork Investigation3,000 – 4,000 Word Essay60 Marks20% of A Level | ||
| NEAStudents will conduct four days of compulsory fieldwork. They will develop ideas to complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content. | ||
Enrichment
Fieldtrips
We offer a range of fieldwork opportunities across the three key stages. At KS3 we offer several one day trips to destinations such as: The Castle Green Estate, Stratford, Walton on the Naze and the Royal Geographical Society. At KS4 we offer an optional 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, Devon and Trewern. We are planning an international trip for the upcoming KS5 students
Marking Policy
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 |
Levelling and Assessment
KS3
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
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.
KS5
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.
