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Geography

The Geography Department provides students at Watford Boys with the knowledge, understanding and skills that they need to explore, interpret and understand the natural and human worlds around them.

The department is a team of specialist teachers with expertise in both physical and human geographies. In this way, we teach a balanced curriculum that places natural earth systems, the associated human interactions and geographical skills at its core. In learning Geography at Watford Boys, students develop their knowledge of geographical material, learn to think and study like geographers and to apply their geographical understanding to real-world issues and decisions. We want to inspire students to be curious about the diverse nature of our natural and human worlds and develop a life-long love for exploring these interactions.

Geography is a compulsory subject in years 7 and 8. Students have two hours of Geography a week and will explore a range of topics throughout these years. Geography is an optional GCSE subject (year 9 to year 11) but all students must opt to study either Geography or History. Geography is a very popular option for GCSE students (with approximately two thirds of students opting to study the subject) and we regularly have 7 allocated sets with 2 hours' teaching time a week. Geography is also a favourable option at A-level where students are taught by two teachers: one who specialises in physical geography and the other human geography. Students have 5 contact hours in the Lower Sixth and 4 contact hours in the Upper Sixth along with allocated study hours. We are fortunate to be a wide-reaching department in the school and we are proud of our ability to support students in achieving the top grades.

ICT, technology and Geographical Information Systems are at the heart of what we do in Geography. The Geography Curriculum takes advantage of the schools Bring Your Own Device policy (from Year 8 upwards) and we also have a set of department Chromebook devices which we use regularly in lessons where students do not have access to their own devices. Opportunities for ICT include student research and presentations, video projects and using state-of-the-art mapping software to explore a range of geographical data.

 

Key Stage 3

At Key Stage 3, students study a balance of physical and human geography. The curriculum is guided by the National Curriculum for Geography. Students explore up-to-date geographical events and issues. Having studied Geography at Key Stages 1 and 2, the overarching aims of Key Stage 3 Geography at Watford Boys (as guided by the KS3 National Curriculum for Geography) are:

“develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.”

(From: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239087/SECONDARY_national_curriculum_-_Geography.pdf)

 

At Key Stage 3, students build on the fundamental geography that they have learnt at KS2 and KS1. Students develop a wider and deeper locational knowledge, including focus on Africa, Russia, Asia (including China and India), and the Middle East. Students also deepen their place knowledge by exploring the similarities and differences within regions in Africa and Asia. Students explore a wider range of physical and human processes, developing their basic platform from primary school. Students develop a deeper application of geographical skills, including the role of GIS.

 

In Year 7, students study topics including:

 

An Introduction to Geography

Students’ Personal Geographies

Map Skills

The Geography of Watford

The Geography of Africa

Wild Weather

The Geography of Health

World Ecosystems

In Year 8, students study topics including:

 

Extreme Environments

The Geography of Crime

Wildfires

Global Cities

Resource Security

The Geography of Asia

Geographical Skills are continuously embedded into the study of every topic, allowing students to explore geography whilst developing their: cartographical, graphical, numerical, statistical, analytical and literacy skills.

 

Key Stage 4

Students start the GCSE Geography course in Year 9 and finish the course in Year 11. Having studied Geography at Key Stage 3, the overarching aims of Key Stage 4 Geography at Watford Boys (as guided by the National GCSE Geography Subject Content guidance) are:

“broadening and deepening understanding of locational contexts, including greater awareness of the importance of scale and the concept of global  

a greater emphasis given to process studies that lead to an understanding of change  

a greater stress on the multivariate nature of 'human-physical' relationships and interactions  

a stronger focus on forming generalisations and/or abstractions, including some awareness of theoretical perspectives and of the subject’s conceptual frameworks  

an increased involvement of students in planning and undertaking independent enquiry in which skills and knowledge are applied to investigate geographical questions  

enhancing competence in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material”

(From: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/301253/GCSE_geography.pdf)

To achieve these aims, we use the AQA GCSE Geography specification to guide our teaching towards this qualification level. The specification can be found here: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

Throughout their GCSE studies, students study topics including:

Development Indicators

The Challenge of Natural Hazards:

Natural Hazards

Tectonic Hazards

Weather Hazards

Climate Change

 

The Living World:

Ecosystems

Tropical Rainforests

Hot Deserts

 

Physical Landscapes in the UK

UK Physical Landscapes

Coastal Landscapes in the UK

River Landscapes in the UK

 

 Urban Issues & Challenges

Global Pattern of Urbanisation

Opportunities & Challenges in a Major NEE/LIC City

Opportunities & Challenges in a Major UK City

Urban Regeneration

 

The Changing Economic World

Global Variations in Economic Development

The Development Gap

Rapid Economic Development in an NEE/LIC Country

Economic Changes & Futures in the UK

 

The Challenge of Resource Management

Resource Management

Food, Water & Energy Resources in the UK

Global Energy Supply & Demand

Increasing Energy Supply

A Sustainable Energy Resource Future

 

Geographical Issue Evaluation

Critical Thinking in Geography

Geographical Problem-Solving

Geographical Source Analysis

 

Geographical Skills & Fieldwork

Geographical Enquiry Process

Geographical Fieldwork Skills

Cartographic Skills

Graphical Skills

Numerical Skills

Statistical Skills

Use of Qualitative and Quantitative Data

Formulate Enquiry and Argument

Literacy Skills

 

Key Stage 5

Students follow a linear A-level course in the sixth form. Having studied Geography at Key Stage 4, the overarching aims of Key Stage 5 Geography at Watford Boys (as guided by the National A-Level Geography Subject Content guidance) are:

  • “build on knowledge of contexts, locations, places and environments, by extending the scope and scale of study, the variety of physical, social, economic, cultural and political contexts encountered, the depth of conceptual understanding required, and the range of spatial and temporal scales included
     
  • ensure emphasis on deep understanding of both physical and human processes, and on applying this understanding to interrogate people environment interactions and people-place connections at all scales from local to global
     
  • require study that builds on and reinforces the conceptual understanding underpinning GCSE, and extends demand to include a wider range of more complex and specialised concepts that relate to the core and non-core content
     
  • ensure that specifications demand engagement with models, theories and generalisations, and require a mature understanding of the nature and limitations of objectivity and the significance of human values and attitudes
     
  • promote understanding of the rationale for, and applications of, skills and approaches used, together with a considerable degree of independence in selecting and using a wide range of geographical methods, techniques and skills, involving both qualitative and quantitative methods 
     
  • ensure that fieldwork plays a key role in encouraging both AS and A level students to apply and evaluate theory in the real world, and that A level fieldwork in particular demands a high degree of responsibility from students for selecting research questions, applying relevant techniques and skills, and identifying appropriate ways of analysing and communicating findings”

(From: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/388857/GCE_AS_and_A_level_subject_content_for_geography.pdf)

To achieve these aims, we use the AQA A-Level Geography specification to guide our teaching towards this qualification level. The specification can be found here: http://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037

 

Physical Geography topics covered include:

Water and Carbon Cycles

Water and Carbon Cycles as Natural Systems

The Water Cycle

The Carbon Cycle

Water, Carbon, Climate and Life on Earth

Quantitative and Qualitative Skills

Case Study of a Tropical Rainforest Setting

Case Study of River Catchment at a Local Scale

 

 

Coastal Systems and Landscapes

Coasts as Natural Systems

Systems and Processes

Coastal Landscape Development

Coastal Management

Quantitative and Qualitative Skills

Case Study of a Coastal Environment at a Local Scale

Case Study of a Contrasting Coastal Landscape Beyond the UK

 

 

Hazards

The Concept of Hazard in a Geographical Context

Plate Tectonics

Volcanic Hazards

Seismic Hazards

Storm Hazards

Fires in Nature

Case Study of a Multi-Hazardous Environment Beyond the UK

Case Study of a Specified Place in a Hazardous Setting

 

 

Human Geography topics covered include:

 

Global Systems and Global Governance

Globalisation

Global Systems

International Trade and Access to Markets

Global Governance

The ‘Global Commons’

Antarctica as a Global Common

Globalisation Critique

Quantitative and Qualitative Skills

 

 

Changing Places

The Nature and Importance of Places

Changing Places – Relationships, Connections, Meaning and Representation

Quantitative and Qualitative Skills

Local Place Study

Contrasting Place Study

 

 

Contemporary Urban Environments

Urbanisation

Urban Forms

Social and Economic Issues Associated with Urbanisation

Urban Climate

Urban Drainage

Urban Waste and its Disposal

Other Contemporary Urban Environmental Issues

Sustainable Urban Development

Case Studies of Two Contrasting Urban Areas

 

 

Students also develop their Geographical Skills throughout the course, including:

 

Qualitative and Quantitative Data Analysis

Cartographic Skills

Graphical Skills

Statistical Skills

ICT Skills

Core Skills including Literacy and Numeracy

All students are required to undertake fieldwork in relation to processes in both physical and human geography. Students undertake an independent investigation at A-level in the form of a Non-Examined Assessment and this comprises 20% of their A-level grade. Students can choose whether to base this on physical or human geography, or a combination of the two.

Exams & Assessment

In years 7 and 8, students will have formal written assessments in both Autumn and Spring terms, in line with the whole school reporting deadlines. Students receive formal written feedback in their exercise books or digital feedback at least once a half-term and regular verbal feedback is provided. Moreover, students are continuously assessed throughout lessons using short quizzes, exam-style questions and quiz software such as Google Forms and Kahoot. Students sit an end of year exam which covers all topics from that academic year as well as knowledge, understanding and skills gained in previous years.

 

Key Stage 4 and Key Stage 5:

In years 9, 10, 11, 12 and 13 students are assessed using previous exam material or exam-style questions. Students will have formal written assessments in both Autumn and Spring terms, in line with the whole school reporting deadlines. Students receive formal written feedback in their exercise books or digital feedback at least once a half-term and regular verbal feedback is provided. Moreover, students are continuously assessed throughout lessons using short quizzes, exam-style questions and quiz software such as Google Forms and Kahoot. Students sit an end of year exam which covers all topics that they have studied as part of either their GCSE or A-level course so far.

 

Key Stage 4 - GCSE

Examination Board: AQA

Students follow the AQA GCSE Geography specification that can be found here: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

 

Students sit 3 papers in the summer term of Year 11:

Paper 1: Living with the Physical Environment

1 hour 30 minutes

Worth 35% of final qualification

Paper 2: Challenges in the Human Environment

1 hour 30 minutes

Worth 35% of final qualification

Paper 3: Geographical Applications

1 hour 15 minutes

Worth 30% of the final qualification

Example assessment papers can be found here:https://www.aqa.org.uk/subjects/geography/gcse/geography-8035/assessment-resources

 

Key Stage 5 - A-level

Examination Board: AQA

Students follow the AQA A-Level Geography specification which can be found here:http://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037

 

Students sit 2 exams in the summer term of Year 13:

Paper 1: Physical Geography

2 hours 30 minutes

Worth 40% of final qualification

Paper 2: Human Geography

2 hours 30 minutes

Worth 40% of final qualification

Students also complete a Geographical Fieldwork Investigation of 3000 – 4000 words. This is marked out of 60 and worth 20% of the final qualification.

Example assessment papers can be found here: https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037/assessment-resources

 

Enrichment & Extra-curricular

Learning outside of the classroom through fieldwork is essential to the study of Geography. All students have the opportunity to take part in fieldwork at all key stages. In years 7 and 8, local area fieldwork takes place in Watford to investigate themes such as urban regeneration and ecosystems. At GCSE level students take part in a residential course at a Field Studies Centre in the UK; recent locations include Norfolk and South Wales. At A-level, students will undertake a week-long residential course at an alternative centre in the UK, most recently in Somerset. Moreover, we offer various day trips throughout all year groups including lectures at the Royal Geographical Society and the ‘Around the World in Five Case Studies’ event. We also take learning Geography overseas – the Iceland trip runs every other year during the October half-term and is one of the most popular and exciting trips in the school calendar.

The Geography Society is led by A-level Geography students and supported by department staff. The Society is open to students of all ages and meets regularly to explore a range of geographical issues as well as hearing from a unique set of speakers. We also run the RGS Young Geographer of the Year competition and receive impressive entries into this national competition. Furthermore, at A-Level, students have the opportunity to submit entries to the RGS and Financial Times essay competition and we are proud of the submissions that students make at this level.

 

Resources & Reading List

Geography happens all around us in both our physical and human worlds and we would like to encourage your son to stay as up-to-date with geographical events as possible! If you, or your son, would like to explore more geography outside of lessons then here are some interesting resources you could use: