Geography

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.

Aims

The national curriculum for geography aims to ensure that all pupils:

• 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.

Subject content Key Stage 3

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:

Locational knowledge

• extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.

Place Knowledge

• understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.

Human and physical geography

• understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
• physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
• human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources
• understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Geographical skills

• build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field
• interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs
• use Geographical Information Systems (GIS) to view, analyse and interpret places and data
• use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

Fieldwork

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.

Geography Fieldwork 2023

Year 7 – River Wyre

Year 7 pupils carried out geography fieldwork along the River Wyre in Garstang. This involved drawing a sketch of the river in its middle course and analysing why the width and depth couldn’t be measured at this point. Pupils also learned about the flood defence at Garstang, an example of hard engineering. Pupils then walked on the Millennium Path observing the changes along the River Wyre. The rain stayed away too!

Year 9 – Liverpool

Year 9 pupils carried out geography fieldwork in the centre of Liverpool. This involved carrying out an environmental survey at The Albert Dock and Liverpool One. This was carried out to support the theory that regeneration had a positive impact on urban environments. 

Year 10 – Grasmere

75 Year 10 pupils visited Grasmere in the Lake District to carry out their fieldwork investigation as part of their GCSE geography course. They visited Easedale Tarn and investigated how the River Rothay channel changed shape in the upper, middle and lower course. All pupils demonstrated great determination to reach our destination, despite the poor weather conditions.

Year 11 – Liverpool

41 year 11 pupils visited Liverpool to study the regeneration of the city centre. We went to the Albert Dock, Chavasse Park – an area of urban greening and Liverpool One.