Weobley High – Geography
Welcome to the Weobley Geography department. It is the Geography departments aim to provide 
 all pupils with an interesting and relevant learning experience that will put them in good stead for the future. As a teaching team we have strength in depth with experienced, specialised staff. The department offers a wide and varied curriculum designed to engage and develop pupil knowledge, skills and understanding. Pupils are encouraged to learn actively and independently.
It is a major department focus that lessons are enjoyable and accessible to all pupils enabling them to achieve and progress regardless of their academic ability. Field trip and extra curricular activities are now available to all pupils in every year group.
Key stage 3
At this stage pupils receive 2 hours of Geography per week in year 7 and 9 and 1 hour in year 8.
The topics covered are as follows:
Key stage 4
At this stage pupils receive 3 hours of Geography per week. Pupils will take the Edexcel A GCSE course.
Intent
The Geography curriculum at Weobley High School is designed to give every pupil a greater understanding of the world in both physical, human and environmental elements, including areas in which they live, and to develop their cultural capital through the exploration of a range of local and global case studies. It is an inclusive and ambitious curriculum which aims to spark curiosity, critical thinking and a fascination of the world. We equip our pupils with knowledge and understanding about diverse places, people, resources and environments and the impact that has on our lives. Pupils are encouraged to understand their role in society, by considering different viewpoints, values and attitudes. We look to develop a range of geographical tools and skills to thrive outside of the classroom. We are committed to providing opportunities to investigate and make enquiries about the local area as well as further afield.
Our curriculum is designed to produce well-rounded young citizens who are equipped with the skills, knowledge and understanding to successfully pursue further study or employment. We have developed a range of opportunities to develop the literacy and numeracy skills of our pupils, including extended writing answers, which will develop skills such as reasoned argument and substantiating judgements.
Implementation
The Geography curriculum is planned and sequenced to ensure that study material is accessible to all learners. It has knowledge and skills at the heart of its design. Pupils are taught about locational knowledge and place knowledge of key locations, as well as human and physical processes, covering the Geography National Curriculum in appropriate depth. At Key Stage 3 it allows pupils to deepen their geographical knowledge and understanding by covering varying aspects of geography such as Maps, Our Planet, UK and Coasts, Ice World, Africa, Watery World, Risky World, Energy, Crazy Climate, Population and Urbanisation.
Our curriculum provides stretch and challenge across a broad range of topics, providing opportunities for independent and collaborative learning. We teach a variety of human, physical and environmental topics to provide a varied and balanced appreciation of the ideas, skills and topics in this discipline. Each year group has key vocabulary that is central to the pupils’ learning and is fully integrated into lesson planning.
Teachers have identified the key knowledge and skills for each lesson and topic. Skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all. The challenging and exciting programme we provide is supported by a range of effective teaching techniques. We continually revisit basic skills to ensure all pupils can progress and develop their knowledge, understanding and skills regardless of prior learning. This ensures that pupils possess a solid grounding on which to support their Key Stage 4 examinations and beyond. The sequencing of lessons enables skills to be practised and refined across all key stages whilst preparing our learners for the transition to the next phase of their education or into the workplace.
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At Key Stage 4 we develop and improve upon the skills learned at Key Stage 3. Pupils follow the Edexcel A Geography specification. Each time pupils revisit a topic they are exposed to more complex content, building on what they have already learnt. Unit studies include: Changing Landscapes, Rivers, Coasts, Weather Hazards and Climate Change, Ecosystems, Changing Cities, Global Development, Resource Management and UK Challenges. Geography lessons provide opportunities for discussion and reflection to help pupils challenge a range of complex issues facing us today and will allow them to increase their confidence in the study of Geography.
The school recognises the importance of fieldwork skills in the creation of competent geographers, undertaking trips to Carding Mill Valley and Hay-on-Wye. School trips are also organised to give first-hand experiences, which enhance children’s understanding of the world beyond their locality. We aim to excite pupils both within the class and through various field trips, locally and abroad.
Impact
Weobley High School the impact of the Geography Curriculum will be such that:
- Pupils will leave with a deep and sustained knowledge and understanding of the UK and wider world. They will be able to communicate ideas with confidence and will be critical thinkers, able to reflect and consider multiple viewpoints. This will be reflected in national examination results and the progression shown by the individual learners.
- Pupils will feel prepared for the next transition into education or employment and will have confidence in the subject, having embedded, developed and applied knowledge and skills learned from Key Stage 3 to Key Stage 4.
We assess this impact by the regular monitoring of our teaching and the assessment of pupils’ learning and understanding. Assessments may happen in a range of ways, such as through questioning, short tests, longer synoptic tests, extended writing, decision-making exercises, and self- or peer-assessment Teachers are clear about the assessment criteria, which both helps pupils to improve their attainment and motivates them. Assessments are designed so that teachers can identify specific gaps in pupils’ knowledge and any misconceptions.
We measure the impact of our curriculum in a variety of ways including:
- Learning walks/lesson observations and professional dialogue with teachers.
- Book Monitoring.
- Pupil engagement and teacher feedback.
- Interviewing pupils about their learning.
- Improved subject vocabulary.
- Pupil and teacher progress tracking.
- Attainment and achievement outcomes.
- Attendance and behaviour data.
- Evidence of wider cultural and intellectual enrichment.