The Geography curriculum at Corpus Christi is designed to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. It will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. The curriculum should develop a self-awareness of their part in the geography of the local area in Preston and the wider world. By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the programme of study. Pupils also learn about aspects of geography that are not part of the National Curriculum. Despite China’s One Child Policy not part of the National Curriculum we deliver it because we believe pupils should be morally aware of how a government can change the population structure of a country.
The national curriculum for geography aims to ensure that all pupils:
Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.
Pupils should be taught to:
Pupils visit the River Wyre and carry out a river investigation relating to channel shape and flooding. This takes place in the summer term of year 7 and links to the scheme; River Landscapes. As part of year 8’s extended learning day Zoolab visit with a variety of rainforest animals. this links to the national curriculum and the scheme; World Ecosystems. Pupils take part in a variety of activities. Pupils in year 9, visit Liverpool city centre and carry out an investigation looking at the regeneration of Liverpool. This is linked to the topic Urbanisation. As part of the GCSE course pupils carry out fieldwork during the summer term in year 10, studying the change in the River Rothay’s channel, as it travels downstream and the effect of tourism on Grasmere. During the autumn term of year 11, pupils also visit Liverpool to study how the city has changed as a result of industrialisation and regeneration.
|Year 7||Map Skills and River Landscapes||Weather and Climate||Glacial Landscapes|
|Year 8||Coastal Landscapes||Ecosystems||Restless Earth|
|Year 10||Challenge of Natural Hazards||The Living World||Physical Landscapes in the UK and Fieldwork|
|Year 11||Urban Issues and Challenges||The Changing Economic World/Paper 3||Challenge of Resource Management/Paper 3|
In geography, we believe that all pupils should be equipped with and supported in developing a high level of reading and literacy capability. There are clear expectations for how subject knowledge and understanding will be demonstrated through oracy and literacy. This will ensure that pupils show a deep understanding of the topics taught across both key stages. Age appropriate subject knowledge vocabulary will be taught to pupils. This will be modelled by teachers and explained to pupils to continually reinforce the expected standard.
Reading strategies are implemented in the geography department and are informed by the demands of the scheme of work, pupils’ reading ages, and the key principles of the Corpus Christi approach to ensure pupils are supported in developing their reading, literacy, and oracy across the curriculum.
Pupils will be given the opportunity to read a variety of current geography articles throughout both key stages. The teacher must ensure any articles are at the correct reading age for each class. Pupils must be given the opportunity to read extracts during lessons. When pupils are given the opportunity to read in geography, this will be defined by the scheme of work, pupils’ reading ages and the key principles of the Corpus Christi approach. The way in which subject specific vocabulary is taught will be adapted to suit the ability of all pupils.
In geography, we believe that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the scheme of work. In geography, we create assessments that enable pupils to show their level of knowledge and understanding of topics they have learned in the current academic year. Assessments are created linking knowledge and understanding of the geography scheme of work. The results of these assessments allow teachers to measure the progress of all pupils. The results of the geography assessments allow teachers to identify gaps in learning and inform of future teaching and planned interventions.
In geography all assessments are challenging whilst meeting the needs of all pupils. In both Key Stage 3, formal summative assessments will take place at the end of the Autumn term and in the Summer Term. In Key Stage 4 pupils will complete formative assessments at the end of each unit to check their knowledge and understanding. For example, pupils in year 10 will complete an assessment in the Spring Term. This will take place when they have finished studying Challenges of Natural Hazards. Pupils in year 11 will complete a weekly assessment in the Spring Term to coincide with their revision plan. Assessments are differentiated to ensure all academic groups can demonstrate their understanding and have the opportunity to make outstanding progress through the curriculum. All teachers of geography will ensure their classes are suitably ready for assessments and all content has been covered thoroughly, considering the needs of all pupils.
All pupils will be regularly assessed during lessons through questioning and feedback. In geography there are many opportunities for pupils to discuss and feedback to the class. By doing this, teachers can check progress. In geography, the use of formative assessment, will enable teachers to use their daily feedback through questioning and marking, to inform decisions related to progress grades.
The impact of our curriculum is witnessed in the depth of secure knowledge acquired by our pupils. This is demonstrated by our exceptional examination results, which for the last 5 years, have been some of the highest in Lancashire. As our cohorts have a significant proportion of middle and low ability pupils, value added figures are also very impressive.
|9 – 4||9 – 7|
Our high option numbers in Year 9 demonstrates the confidence and enjoyment that pupils feel as a result of our well implemented curriculum. We regularly have at least two large classes in Year 10.
The impact of our curriculum is also seen in the number of pupils who choose to study geography at A Level; a number that has increased in recent years. We also have several recent Alumni who have progressed to study a degree in geography, including Ben Moon (2017 leaver) who is teaching geography at a local high school and Summer Singleton- Martins (2019 leaver) who secured a £30,000 grant to study geography at Liverpool University.
Once again in 2023, the geography results exceeded the national average (4-9)- 74%. This included a grade 8 for Denis Philip and Zaineh Al-Arqan
The department first achieved the Secondary Geography Quality Mark in 2017, which is awarded by the Geographical Association and recognises excellence in attainment, curriculum, SMSC, personal development and leadership. We were successful in being re-accredited in 2020, and have just learned that we have been successful in achieving the award for the third consecutive time. We are the only school with this award in the Preston area.
For further information regarding the Geography curriculum please contact:
Mrs Parkinson, email: email@example.com or telephone school reception: (01772) 716912