Geography

At King’s our goal is to deliver Geography in a high quality and stimulating environment. The subject at King’s is superlative! The teaching is purposeful and enjoyable. We hope that Geography helps pupils make sense of the world. For our pupils we provide learning opportunities which allow them to tackle the big issues of the world – such as environmental responsibility, global interdependence, cultural understanding and tolerance, commerce, trade and industry.

We teach pupils the skills and the “vocabulary” necessary to answer these big issues. We teach them practical skills, such as map use, data analysis, problem solving and ICT use; alongside the skills they will need to develop to work successfully alone, or in a team. They also have opportunities to work in the real word – on fieldwork.

Students can obtain additional support through The King’s School Geography Blog www.thekingsschoolgeography.wordpress.comm

The King’s School is delighted to announce that it has been awarded the Secondary Geography Quality Mark by the Geographical Association. The award, now into its 10th year, recognises student attainment, progress and achievement in areas such as geographical knowledge, understanding, values, skills and concepts, and sets expectations about the quality of teaching in geography. It aims to promote effective subject leadership and management, helping subject leaders raise the standards of geography in schools.

The department underwent a rigorous moderation process, and the Geographical Association were particularly impressed by the manner in which The King’s School is continuing to embrace new and innovative approaches to teaching geography; the detailed work that students are producing in years 7 and 8 and how popular the subject is at the school at GCSE level. They also highlighted the high standards achieved in the subject at GCSE examination level.
Students partake in a range of fieldwork opportunities at The King’s School with regular trips to The Lake District, Norfolk and The Swiss Alps.

Geography

• Mr T England – Subject Team Leader (Acting)
• Miss K Cook – Assistant Headteacher & teacher of Geography
• Miss J Senior – Teacher of Geography
• Mrs Y Hawthorne Lacy – Assistant Headteacher & Teacher of Geography
• Mr S Banks – Assistant Headteacher & Teacher of Geography

The geography curriculum has been designed to encourage students to develop awe and wonder about places. All our schemes of work have local, national and international links. Geographical enquiry forms a major part of our learning. Geography of Place, school based fieldwork and GIS activities which are being introduced into all our units completed throughout our two-year Key Stage 3. Furthermore, teaching and learning is adapted to reflect topical events.

Units Covered are:

Year 7 – Geoskills, Fantastic Places, Glaciation and Into Africa
Year 8 – Amazing Asia, Restless Earth, Can the Earth cope? and Geography of Conflict

Our pupils follow a three year GCSE course.
Our current Year 11 students cover AQA Spec A. The website link for this course is: http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030.

The structure is shown below. It is assessed via the means of a Controlled Assessment (25%) completed in Year 11, usually based on investigating a local issue in Pontefract.

At the end of Year 11, there two written examination papers. Paper 1 is a
Physical Geography Paper, while Paper 2 is a Human Geography Paper. Both are worth 37.5%.

Year 9 – Ice on the land, Population Change, Coastal Zone

Year 10 – Changing Urban Environments, Controlled Assessment, Restless Earth (Part 1)

Year 11 – Restless Earth (Part 2), Tourism, Revision

The final Examination year for this GCSE is 2017

Students sitting examinations from 2018 will cover AQA Spec 8035. The website link for this course is: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

The structure is shown below.
At the end of Year 11, there are three written examination papers. Paper 1: Living with the Physical World (35%), Paper 2: Challenges in the Human Environment (35%) and Paper 3: Geographical Applications (30%)

Year 9 – Physical Landscapes in the UK: Glacial and Coastal Landscapes, Urban Issues and Challenges, The Challenge of Natural Hazards (Part 1)

Year 10 – The Challenge of Natural Hazards (Part 2), The changing Economic World, Fieldwork

Year 11 – The Living World, The Challenge of Resource Management, Issue Evaluation Preparation, Revision

Both formative and summative assessment techniques are used within the department although the focus is very much on formative ‘assessment for learning’ strategies, with summative assessment used only to prepare students for external exams.

Key Stage 3
Marking and providing pupils with feedback

Assessment tasks
• 6 Key pieces of work are identified in each year to provide clear guidance on achievement and how to improve. These tasks are completed on yellow paper and stored in student’s exercise books
• These Key pieces are assessed by the teacher then recorded on their assessment tracker along with any targets that they have identified. These trackers are kept in the front on Student’s exercise books.
• A standardised mark sheet is used by all staff. This sheet informs pupils of progress and identifies targets for development
• Before an assessed task students are shown the mark sheet to ensure they are clear about expectations and assessment criteria

Classwork and homework tasks

• Exercise books are used to help students develop new skills, knowledge and understanding. Often exercise books will be used to draft answers and test new skills. Whilst staff will regularly check exercise books not all work will receive comments
• Where comments are appropriate staff will
o Identify what the student has done successfully
o Identify target(s) for improvement

• Peer and self-assessment of classwork and homework will be used on a regular basis
• Positive oral contributions will be given regularly to students

Key Stage 4

Marking and providing pupils with feedback

Assessment tasks

• Mid way through and at the end of each unit of work students will be given an assessment based on past questions. The test will be marked using exam board mark schemes.
• Students are given feedback in a variety of ways including written feedback and model answers which students then use to identify their own successes and targets.

We have recently introduced a programme of ‘walk and talk’ examinations with our Year 11 students as part of their GCSE mock examinations. These have proved to be extremely successful in preparing students to decode questions. It has also allowed the department to focus revision on particular areas of weakness.

Assessment

Marking and providing pupils with feedback

Assessment tasks
• Mid way through and at the end of each unit of work students will be given an assessment based on past questions. The test will be marked using exam board mark schemes.
• Students are given feedback in a variety of ways including written feedback and model answers which students then use to identify their own successes and targets.

We have recently introduced a programme of ‘walk and talk’ examinations with our Year 11 students as part of their GCSE mock examinations. These have proved to be extremely successful in preparing students to decode questions. It has also allowed the department to focus revision on particular areas of weakness.

Classwork and homework tasks

• Exercise books are used to help students develop skills, knowledge and understanding. Often exercise books will be used to draft answers and test new skills. Whilst staff will regularly check exercise books not all work will receive comments.
• Staff will monitor student progress through the use of past questions
• Where comments are appropriate staff will
o Identify what the student has done successfully
o Identify target(s) for improvement

• Peer and self-assessment of classwork and homework will be used on a regular basis.

At The King’s School we pride ourselves on the quality and quantity of out of school field trip experiences. The Geography department runs a number of exciting fieldtrips and offer students opportunities to study Geography both in the local area and abroad.
Bridlington—July

Year 10 students visit Bridlington in July to complete fieldwork on the coastal erosion, defence features and impacts of tourism. This is a vital part of their GCSE as it examined in Paper 3 at the end of Year 11.

Borrowdale, Lake District -October

Year 9 students will be offered the opportunity to visit the Borrowdale region of the Lake District. During this weekend excursion, students will hike up to Blea Tarn and observe the stunning features of a glaciated valley. Students stay for one night in the very accommodating Borrowdale Youth Hostel.

Blakeney Point, Norfolk Coast – June

Year 9 Students are offered the opportunity to visit the Blakeney Point National Nature Reserve along the north coast of Norfolk. During the weekend students will study the formation of coastal landforms. This is an integral part of their
learning towards external examinations.

Trips Abroad

GCSE students have been offered a chance to visit the glaciers of the Leysin Valley in Switzerland. During this trip, students experienced learning at the glacier’s snout, observing settlement patterns in a u-shaped valley, along with enjoyable excursions to a hot spa and white water rafting. Future trips are also currently being considered to other parts of the world.

Local Area fieldtrips include:
• CBD data collection in Pontefract town centre (Current Year 11),
• Environmental Issues survey (Year 8),
Coming soon: Dalby Forest orienteering (Year 7)

We aim to set meaningful home learning tasks which either consolidate or develop geographical learning. Pupils at Key Stage 3 can expect to have set a task of around 30 minutes in length once a week or a more extended project to be completed over a number of weeks.
At GCSE, the level of home learning will vary; from completing past paper questions, to researching information or completing projects and presentations. These tasks are more complex and often allow students to develop their exam technique.

Home learning is an important part of the home-school dynamic, and our aim when setting home learning tasks is that they will compliment work done at school, and contribute to development of resilient and resourceful learners.

BBC Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/geography/

School Geography Blog: www.thekingsschoolgeography.wordpress.com

Digimap for schools: http://digimapforschools.edina.ac.uk/
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Exam Results

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Prospectus

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