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The Geography curriculum at HAB offers all students powerful geographical knowledge that will allow them to become active citizens and workers in the complex modern world.
The delivery of this powerful knowledge will allow our students to acquire a ‘sense of the global’, permitting them to think geographically about the social justice issues encountered within our subject. The curriculum give enable our students to feel empowered to enter these discourses with their own voices and experience.
To ensure all students are the beneficiaries of this powerful knowledge, threshold concepts will be identified in each topic.
A ‘global sense of place’ does not happen through everyday experience. HAB’s Geography curriculum will embed in students the core geographical concepts, including but not limited to: space, place, scale, movement and human-environment interactions. Furthermore, with access to the powerful knowledge students will analyse and form opinions on real world problems.
Using climate change as an example, students are encouraged to understand that climate change is a multifaceted issue which needs to be understood at different scales: this includes the global whilst at the same time holding in mind that global processes result in different local impacts.
Additionally, students will consider the complication of the variety of stakeholders that play their part in this complex question: varying from international laws set by NGOs to individual lifestyle choices. Geographical perspectives therefore encourage a deeper concept of interrelations, “enabling [students] to envisage alternatives” Young and Lambert, 2014, 74).
Make sense of the world
The primary aim of the HAB Geography curriculum will be to deliver the substantive knowledge required to make sense of the world for example; climate change, geomorphic processes and sustainability.
Disciplinary knowledge will be imparted through fieldwork and data analysis, which will equip the students with ability to extract the Geographical knowledge from the world and sources around them. Thus, fieldwork opportunities will be imbedded into the curriculum for each year group, allowing them to apply to theory from substantive knowledge learnt in the classroom to practise whilst gaining the disciplinary knowledge required to successfully undertake fieldwork.
The curriculum will seek the blend the core and the hinterland to build a rich schema in the long-term memory of the students. Thus, allowing the students to make connections and links between any new knowledge to those learnt previously. In order to imbed knowledge and comprehend it, the disparate elements of the curriculum, will be bound together by a grounding in a wide range of real examples of places and people (Willingham, 2009).
Human and physical geography
Geography is a discipline with two halves – human geography and physical geography. As both have different concepts, as well as distinct substantive and disciplinary knowledge, it is crucial that both are equally developed within the students.
As a result, the new three-year KS3 Curriculum will contain modules which alternate between human and then physical geography. This will ensure that students have regular opportunities to revisit the skills and knowledge of both disciplines and creates a form of interleaving and retrieval to promote deeper recall and understanding. A three-year KS 3 model will provide all students an entitlement to learn geography to a high standard whether they decide to pursue this to GCSE level or not. This entitlement will support their knowledge, development and skill in all other subjects.
Fundamental powerful knowledge concepts
Human Geography Focused concepts
Physical Geography Focused concepts
Interconnectivity (Human and Physical)
Each of the individual concepts stated above are independently essential powerful knowledge that allows students to continue with Geographical study. There needs to be a solid grounding in each individual concept, this allows for a deeper comprehension of the human-physical interaction. The human-physical interaction, which is explored throughout Geography, can be understood as interconnected and layered. Each individual concept will instead sit as isolated elements of information within the schema of our students, however link back to previously connected content to allow for a spiral learning which promotes knowledge becoming ‘stickier’.
Medium-term plans (MTPs) for all years can be downloaded below.
|Geography Progression Model Year 7-9||30th Sep 2019||Download|
|Geography Progression Model Year 10-11||02nd Oct 2019||Download|
|Geography Year 7 Autumn MTP||30th Sep 2019||Download|
|Geography Year 7 Spring MTP||11th May 2020||Download|
|Geography Year 7 Spring Workbook||11th May 2020||Download|
|Geography Year 8 Autumn MTP||30th Sep 2019||Download|
|Geography Year 8 Spring MTP||11th May 2020||Download|
|Geography Year 9 Autumn MTP||30th Sep 2019||Download|
|Geography Year 9 Spring MTP||11th May 2020||Download|
|Geography Year 10 Autumn MTP||30th Sep 2019||Download|
|Geography Year 10 Spring MTP||11th May 2020||Download|
|Geography Year 11 Autumn MTP||07th Oct 2019||Download|
|Geography Year 11 Spring MTP||11th May 2020||Download|