Introduction:
At the St Lawrence Academy it is our intent for the subject of Geography to inspire students with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip students with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earthâs key physical and human processes. As students 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. At the St Lawrence Academy, we want our students to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earthâs features at different scales are shaped, interconnected and change over time.
Geography is the tapestry which weaves the world together, Gilbert M. Grosvenor
KS3
Our KS3 Geography curriculum develops contextual knowledge of the location of globally significant places including physical and human characteristics which provide geographical context for understanding processes. Students will consolidate and extend their knowledge of the worldâs major countries and their physical and human features. We investigate the processes that lead to key impacts on our natural world, ensuring that students are competent and aware of the increasingly complex geographical systems, whilst developing the skills needed to analyse and communicate a range of data gathered. This is done through both virtual and physical experiences of fieldwork.
In year 7, we begin by laying the foundations of geography as a distinctive subject by investigating âWhat is Geography.â We then look at foundational knowledge of map skills which enable us to locate a place at a range of scales which is a key skill throughout a studentsâ 5 years at The St Lawrence Academy. Students will then look at weather and climate in the local area, the UK and around the World before using that knowledge to help them see how climate change is impacting our planet. Finally, students will look at how countries are different around the world, the reasons behind this before looking at how levels of development can impact migration. Students will also create a population pyramid to reflect the development of Scunthorpe.
Year 8 sees students start by looking at Africa as a whole continent and challenge misconceptions of only poor, malnourished people living in Africa. We zoom into a region of Africa before focusing on Nigeria to see what its opportunities and challenges are as well as how the country can overcome them. We then move to study the global cities in Asia and the UK, revising migration, development and population factors. Students will consider what the lives are like for millions of people who live in urban areas. Students then move on to consider human interactions with the physical world, first by looking at the biomes of the world before exploring tectonic theory and examples of volcanic eruptions. Year 8âs then finish the year looking closer to home at coasts; how they have shaped the land at the edge of the sea as well as looking at how we can control erosion and if we really should be doing so.
In Year 9, students build upon their prior knowledge of the landscape of the UK beginning with rivers and glaciers comparing how they are able to change and shape the landscape of the UK. Students then turn north to the Arctic and Russia to consider the rapidly changing situation in the frozen Arctic and the geopolitics that go with it. Students will then move from the snowy boreal forests of Russia to the deciduous forests of the UK to the steamy rainforests around the equator in the Forests topic. Looking at the human and physical interactions around deforestation of the rainforest leads students into their next topic of sustainability where students will look at the UNâs 17 Sustainable Development goals including end poverty, gender equality, affordable and clean energy. Sustainable development requires a wide focus encompassing all areas of life not just energy supplies or green cars. Last of all, students will complete a project looking at the sustainability of the school and how we could make it more sustainable.
KS4
Geography follows the AQA GCSE Geography specification. The AQA specification is an exciting and relevant course that studies geography in a balanced framework of physical and human themes and investigates the link between them. Students will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. Upon completion of this two year course, students will have the skills and experience to progress onto A-level and beyond.
Careers
Geography provides a diverse interdisciplinary understanding that bridges the natural and social sciences. It provides a broad range of transferable skills, and an education encompassing pressing issues at a range of scales, from local up to global, making it a very desirable subject for a wide range of careers. Students of Geography are often employed by the Environmental Agency, Councils, The Department for Food and Agriculture as well as private companies and universities.
Example careers include
- Urban planner
- Environmental scientist
- Politician
- GIS analyst
- University lecturer
- Cabin Crew
- Climate Scientist
- Education
- Community Engagement
- Drone Pilot
- Data Scientist
- Ecologist
- Surveyor
- Forest Worker
- Geoscientist
- Hydrologist
- Architect
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- Curriculum Principles
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- Learning Journey
