In our teaching we aim to develop independent, enquiring minds. We strive for excellence and demand that students observe, think for themselves and challenge established ideas and stereotypes, which supports the school code of conduct, in teaching respect for one another in a multi-ethnic environment.
As a Department, we see Geography as being very important in contemporary life. Most work is enquiry based. We address very topical issues like:
- What effects does atmospheric pollution have on us & how do we stop it?
- Should the Congestion Charge continue in London?
- How clean is the Thames and why does it need a Barrier?
- How can we record and predict the weather and are climates changing?
- Why are our coastlines eroding?
- Where do volcanoes occur?
- When will Haiti recover from the earthquake?
- Do building ski resorts cause avalanches?
- Why is all food not fair trade?
- Is tourism good for poorer countries?
and many more!
The Aims of the Department are to make Geography relevant to Pupils’ lives, personal experiences and futures. It is recognised that Geography also has a special role to play in reinforcing the School Mission Statement to respect one another and have a sense of responsibility towards the wider community and environment.
The nature of Geographical studies is such that students will be expected to learn through a variety of methods. Throughout the school, students are encouraged to become "Hands on." For example, they make models such as 3D contour models, exploding models of volcanoes and debate rainforest destruction. The use of ICT is integral to Geography. ICT is used to create graphs, draw profiles, play simulation games, create and deliver PowerPoint presentations and use a variety of web sites.
Key Stage Three
Our aims are to ensure that students are given the opportunity to:
- Investigate places and themes across a whole range of scales
- Undertake fieldwork activities to answer geographical questions
- Explain physical and human processes and geographical patterns
- Consider the issues that arise from people's interaction with their environment
- Become aware of the global context of countries and their interdependence and promote an understanding of different cultures and communities in Britain and elsewhere
GCSE follows the AQA Syllabus
This course develops a sound understanding and knowledge of geographical themes, issues and skills. A people-environment theme has been adopted throughout the specification highlighting the importance of this interaction. The use of case studies is seen as fundamental in the understanding of both human and physical Geography. There are 2 exam papers, one concentrated on physical Geography and the other on Human geography. There is one piece of controlled assessment based an investigative fieldwork worth 25% of the marks.
A/S and A2 Level follows the AQA Syllabus
Geography at AS level continues to examine the interaction of people and their environment. The course is taught through core topics of physical and human Geography and case studies are taken at global, regional and local scales.
The A2 modules provide an opportunity to deepen and broaden this understanding and provide a balance insight into contemporary geographical phenomena.
The Department is committed to fieldwork and each Year group has fieldwork opportunities which relate directly to the work undertaken in the curriculum.
The following trips are planned, or have already been taken, for this academic year (2013-2014):
Year 7: Trip to Thames Explorer Trust, Greenwich
Year 8: Visit to an organic farm – Chiddingstone, Kent
Year 9: Tourism visit to Rye, Sussex
Year 11: Residential river fieldwork for the controlled assessment
Year 12: Residential coastal management fieldwork in Swanage, Dorset
Year 13: Day trip to Birmingham to study urban regeneration
All Yeas: An Awe and wonder trip to Iceland
Extra curricular opportunities
Extra curricular activities are also provided through the Humanities Club which runs weekly. Opportunities to see outside speakers at the Royal Geographical Society are organised annually.
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