St Edmund's Catholic School

Geography Curriculum Intent

The purpose of the geography curriculum at St. Edmunds is to excite and foster a love of the world that provides students with many opportunities to explore and engage with our planet in a range of contexts. Both the physical wonder of carved and moulded landforms as sediment is transported and tectonic plates move to form towering volcanoes and mountains. The beautiful and diverse landscapes of rolling deserts and dense forests, and the bright colours of urban areas as they process from deindustrialisation and deprivation to regeneration and new industries of work. Human geography at KS3 gives opportunities for pupils to discuss controversial topics in a safe space that allows them break down stereotypes and question views held by a range of stakeholders. For example, why Africa is portrayed as a single country and the challenges this creates for development.  

The intent of the geography curriculum is relevance. Our case studies and examples focus on local and recent events so that students already have a connection to the content we deliver, which helps them express their ideas both in verbal and written communication, at school and in the wider world. Secondly, as humans alter how our planet behaves, climate change and sustainably are heavily covered and interlinked into topics throughout the geography curriculum so that students are prepared for new challenges faced and the possible careers open to them in the future. Overall, our intent is for students to leave St. Edmunds feeling not just informed but having the confidence to be active citizens to care for the earth, because of studying geography. 

The Team

KS3 

The KS3 curriculum builds knowledge and practice overtime of the key concepts and processes in human and physical geography. Each year students will learn more depth or a different context to previous topic so that students can remember more and develop their understanding further and close gaps in their knowledge. This means skills, such as map skills are taught throughout the three-year course so that they can be developed and revisited within a relevant topic. For example, latitude is taught when studying the distribution of biomes and OS maps when teaching physical landscapes. This has a greater impact on progress and provides students the geographic foundation needed for further study. There are also opportunities for extended writing, oracy development using presentations, decision making exercises and fieldwork during term six.   

KS4  

At KS4 students will continue to build upon their knowledge and understanding of key concepts and processes taught in KS3, further exploring, investigating and evaluating many areas of geography that form the AQA geography course. Students will also continually review and reflect on their understanding once every five lessons to ensure they are prepared to build further layers of knowledge and the opportunity to close gaps in their knowledge is present so that they may move on effectively to further geographical study.  

 catholic Social Teaching

CST) and Catholic virtues offer a valuable view and understanding of geographical issues and their future sustainable solutions. CST emphasises the dignity of the human person, the importance of community, and the common good, all of which are explored through geographical challenges such as migration, poverty and environmental degradation. At the heart of our Geography curriculum is Stewardship - The Care for God's Creation. This explores how individuals, companies, governments and countries all have a responsibility to sustainably protect and conserve the Earth's environment for the future generations. This includes our local surroundings and our wider large-scale biomes, the Tropical Rainforest and Hot Deserts. Another example is the virtue of solidarity, which encourages us to recognise the interconnectedness of all people, places and countries through the growing importance of globalisation and development. This helps students to understand why some countries are 'Developed', 'Emerging' or 'Developing', whilst showing empathy for all. In Geography, virtuous behaviour is shown through having a safe environment, by being patient and kind within all lessons, where everyone can build confidence in their ability whilst showing resilient characteristics. This reflects the virtue of respect for others, and the responsibility towards being committed to learning. Respect is shown by active engagement in lessons and listening to everyone's views and opinions, whilst demonstrating empathy and humility.

CEIAG in Geography 

Click on the links below to find out more about the different careers available using Geography. You will find out entry requirements, university and apprenticeship opportunities, average salaries and much more: 

1.      Cartographer (designing and producing maps such as Google Maps)
2.      Overseas aid worker (help people overseas affected by man-made and natural disasters)
3.      Ecologist (study the relationship between plants, animals and the environment)
   1.      Quantity Surveyor
   2.     Seismologist
   3.     Town or city planner
   4.     Diplomatic Service Officer (protect British interests overseas)

      Real world examples – watch videos and read stories about people who work in careers using Geography:

   5.     Studying geology at university
   6.     Studying geography at university
   7.     A city planner for Westminster Borough Council
   8.     Secondary school geography teacher
   9.     A cartographer
      1.     A conservation trainee
   
   
   1. 1. Curriculum Plan
      2. Learning Journey