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Red Kite Learning Trust

Learning at TLA

Geography Curriculum

Our Subject Vision

After studying Geography at TLA students will have engaged in memorable lifelong learning experiences. Students will be able to think like a geographer to help them understand their place in the world, the human and physical features which shape the way we live, and appreciate the big picture to make sense of our world. This ability will take students in exciting directions, where they will be part of addressing major challenges facing our world such as sustainability and climate change.

Which qualifications do we offer at KS4?

KS4 – AQA GCSE Geography

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Where could this subject ultimately take you?

Overall, the Geography at TLA curriculum offers distinct geography-related cultural and social capital experiences. Students study interesting case studies across a variety of places, times and scales which are supported through fieldwork. The geography capital generated will influence student life experiences and potential participation in geography-related activities, education and careers such as engineering, town planning and teaching.

What enrichment and extra-curricular opportunities do we offer in Geography?

We offer KS4 booster sessions once a week at lunchtimes, and afterschool.

We conduct KS3 fieldwork within the local area and Yorkshire, whilst investigating flooding and traffic management in York during KS4 fieldwork.

What will students study in Geography?

Key Stage 3

Year 7

Students start the year with a local investigation of what Leeds is like, developing knowledge of human and physical geography within the local area, and how these processes have led to change within Leeds. This is supported through the development of competencies relating to atlas reading, grid references and scale, which are embedded in all topics across KS3 to further develop these skills. During Spring and Summer students investigate physical geography on a global scale and how these natural phenomena are hazards to people on a variety of scales. Case studies explored include regions within the Pacific Ring of Fire, Cyclone Idai, Hurricane Katrina and recent Australian Wildfires.

Topics explored throughout the year:

Autumn – What is Leeds like?

Spring – How dangerous is Earth? and Would you live in Volcanic Regions?

Summer – How wild is our weather? and How does weather affect us?

Year 8

Students begin by studying global biomes of Tropical Rainforests, Hot Deserts and Polar Regions, before exploring how plants and animals have adapted to these delicate environments in the Amazon Rainforest, The Sahara Desert and Svalbard. Investigations then turn to local studies focussing upon the power of water in our world and how it shapes our landscapes. Yorkshire is studied in depth; with the causes, effects and responses to flooding in York explored, followed by management of the Holderness Coast and how people respond to the fastest eroding coastline in Europe. In Summer students turn their attention to human geography and understand why people live where they do across the world. In doing so students focus upon the development of Africa, assessing economic activity, growth and changing human landscapes across the continent.

Topics explored throughout the year:

Autumn – What is our natural world like? and How have we adapted to living on Earth?

Spring – How powerful are rivers? and Is Yorkshire getting smaller?

Summer – Where are all the people? and What is Africa like?

Year 9

Throughout the year students explore global issues such as conflict, inequality and climate change, using detailed country case studies to illustrate this, such as issues with growing inequality within Brazil. How geography and conflict are linked is unpicked, focussing upon impacts on spaces, places and people. Through this we evaluate how country development is affected by conflict, using recent case studies from global conflicts such as those in the Middle East and Russia. The scale and geopolitical power of Russia is investigated, with delicate relationships between states, resources and political ties assessed. In Summer students understand the geographical theory behind climate change, the immediate impacts, and how we can begin to reduce these impacts in the future.

Topics explored throughout the year:

Autumn – Is Geography important in conflict? and How powerful is Russia?

Spring – Is our world unequal? and How important is Brazil?

Summer – How is our climate changing? and What can we do about climate change?

During KS3 students will develop their geographical investigative skills in conducting a short fieldwork study. This allows students to collect their own primary data and develop their data presentation techniques.

At the end of KS3, students can choose whether to continue to study Geography into KS4 and gain a qualification. For those that do not continue to study Geography we hope they continue with their education with a lifelong love of the physical processes which shape our planet, an appreciation of how humans interact with world, and be able to recognise their current and future role within society. We also hope that they will have developed skills such as evaluation, interpretation and analysis which will be supportive when applying knowledge through different contexts and subjects into KS4.

Key Stage 4

Year 10

Students alternate topics between Paper 1 – Physical Geography and Paper 2 Human Geography. In year 10 the physical topics covered include The Living World and Physical Landscapes of the UK. Students develop their knowledge of the physical processes operating within each topic as well as the effects these processes have. Students are then able to assess how different stakeholders are affected and present a strong argument for the best sustainable strategies when trying to reduce these effects. Students also collect the primary data for their fieldwork investigations (one human and one physical) during the summer term. Through this, students will be able to apply knowledge and understanding in order to interpret, analyse and evaluate information and issues related to their enquiry.

The human topics studied in Year 10 are Urban Issues and Challenges, this gives students the opportunity to study the growth of mega cities and the reasons behind this growth as well as focus in depth on urban change within a Newly Emerging Economy (Brazil) as well as within the UK. Students will also develop an understanding of sustainable urban living allowing them to make decisions in the future in relation to the environment.

Year 11

In year 11 students study the physical topic of Challenge of Natural Hazards where students will develop their knowledge of the physical processes as well as the effects these processes have upon both landscapes and people. The human elements of the course covered in year 11 provide students with the opportunity to study changes to the economic world such as investigating the causes, impacts and possible solutions to the economic differences that can be found between the north and the south of England. Students will also explore issues regarding resource security focusing on food, water and energy allowing them to again make more informed decisions in the future. For each of these topics, students will analyse the current and future challenges in these areas and the need for sustainable management.

Key geographical and numerical competencies have been embedded throughout the delivery of both physical and human units, to provide frequent opportunities for students to further develop these skills in preparation for Paper 3 Geographical Skills.

GCSE Revision website

Temple Learning Academy is part of Red Kite Learning Trust, a charitable company limited by guarantee registered in England and Wales with company number 7523507, registered office address: Red Kite Office, Pannal Ash Road, Harrogate, HG2 9PH

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