A successful Poly Geographer is someone who can contextualise the world around them. He can identify how certain landforms have been created through acute understanding of different processes, and is able to explain how physical events, such as volcanoes, can have devastating effects. He understands why different societies and cultures are affected by different geographical phenomena be it natural hazards or urbanisation whilst maintaining an element of empathy towards these situations. A true Poly Geographer can apply geographical understanding to a wide range of disciplines, such as a how geographical situation can have an impact on a country’s trade and economy and be able to make astute comparisons between these different countries. Geographers can not only understand the world, but also seeks ways to improve it, especially regarding the issues of plastic pollution in our oceans and the rising of the planet’s temperature. To be a Geographer is to be excited and intrigued by the wonders, mystery, and dangers of the world.
Key Stage 3
The Geography Curriculum has been planned meticulously to encompass a wide range of disciplines, skills, content, and regions of the world. Considering a curriculum that could span 7 years, should a student decide to approach further study of the subject in GCSE and A Level, the department has worked tirelessly to ensure the grounding knowledge from the first three years of the programme of study provides strong foundations to thrive into KS4 and KS5.
The course allows for as many opportunities as possible to re-visit and reuse information previously covered. With an attempt to move to a more dynamic curriculum, students will begin their learning journey studying a variety of crucial geographical skills around maps and graphicacy, culminating in a local area study. They will then begin their studies of the beauty of our natural planet. Within this unit, some of the core principles that have shaped out planet, our atmosphere, our ecosystems, and the rocks that characterise our landscapes will be explored here. With a particular focus into the rock cycle. They will focus more on the role of the atmosphere later in Year 7, looking at the role of weather in the United Kingdom. Into Year 8, this will be built upon in Extreme Environments, where students will apply this grounding knowledge to develop a deeper understanding as to how erosion and weathering can leave distinct landscapes from a variety of “agents” of erosion alongside studying cold and desert biomes in detail from their natural characteristics to the opportunities they present humans. The idea of change is explored heavily in these units, appreciating the earth is constantly changing and being shaped by processes on the surface.
Students will develop deep understanding of the idea of inequality within the course of study. Starting in Year 7, students will be introduced to the idea of population and how inequalities have led to populations changing and people moving around the world. Into Year 8, students will deepen their understanding of inequalities using the Geographical “lenses” of social, economic, environmental, and political. Following a study of the planet’s economic systems and how these are disparate in different areas of the globe, students will undertake a synoptic study of Africa, applying knowledge picked up across a range of different disciplines to understand why the region is so diverse and so important to the rest of the world.
Students will also explore the idea of causality and embed their understanding of physical processes through studying the risk associated with natural hazards in Year 8. Appreciating that levels of development leads to different living standards and access to key services, students will learn about how this leads to different levels of risk and resilience to natural hazards and their phenomenal power. During Year 8, students will also undertake a deep study of the current Energy Crisis that is affecting the world and how we can change our future to ensure sustainability. They will end applying everything to the environmental emergencies the planet faces into the future and if we can indeed live with the risk that our natural planet poses to us.
Our core concepts through the course of the study will be applied to a variety of different areas of study. These are:
- Time, Place and Space
Support materials and useful links
Knowledge Booklets and Knowledge Organisers
Seneca KS3 Geography
Key Stage 4
AQA GCSE Geography - Specification
Paper 1 – Physical Geography
Paper 2 – Human Geography
Tectonics & Weather Hazards (whole unit)
Urbanisation, Mumbai and London (whole unit)
Ecosystems, Rainforests and Deserts (not cold environments)
Development, Nigeria and UK Economy (whole unit)
Coasts and Rivers (not Glaciers)
UK Energy, Food and Water
Energy Management (Not food or water)
1 Physical Geography Exam – 1 hour 30
1 Human Geography Exam – 1 hour 30
1 Skills Exam – 1 hour 15 (exam assesses fieldwork and will also have a pre-release of material released 12 weeks before the exam usually around March 19th)
support materials and useful links
Knowledge Booklets and Knowledge Organisers
Seneca KS3 Geography
The Oxford GCSE Geography textbook
CPG AQA Geography Revision Guide (available from school via Wisepay for £5.50)
Seneca AQA Geography & Standardised Assessments (students will be put into a class for this)
The Geography GCSE Padlets (additional reading and revision resources – password for all is wpsgeog)
Any specialist equipment required?
An atlas would be useful. Alongside the usual equipment, students will need coloured pencils and a protractor.
At least 1 day of Fieldwork – a mix of physical and human
Clubs or Interventions
Activities week activities (examples):
National Maritime Museum
London Transport Museum
Riverboat trip and river hike
Future careers and University courses
Geography is an overly broad subject. As a result, there is a large variation of future opportunities within the subject. Tabulated below is a selection of what you could go into with further study.
Physical Geography with Geology
Geography and Urban Planning
Global Development & Sustainability
Coastal and Flood Engineering
Hazard Management Engineer
Humanitarian Aid Officer
Urban Town Planner
Emergency Planner & Catastrophe Modeler
Flood Risk Engineers & Coastal Flooding Engineer
Climate Change Consultant
Social, Moral, Social, Cultural (SMSC) and British Values
At KS3, the importance of individual liberty and mutual respect is woven into topics such as living with the risk of natural hazards or population pressures, where we discuss why different people may have different opinions on how a particular area should be used, and how any conflicts are best managed.
By exploring lives and landscapes in different parts of the world, for example in units on An Unequal World and The Middle East, students develop an understanding of lives different to their own, which helps promote tolerance of those with different faiths and beliefs.
At KS4, understanding of concepts such as democracy and the rule of law is enhanced by looking at topics such as 'The Economic World' and 'Urban Environments'. Through a study of global ecosystems in 'The Living World' and a unit on Global Resources, students come to see that importance of mutual respect extends beyond the individual and so consider their and our responsibilities to the planet and its people as a whole.
At KS5, British Values take centre stage in units investigating Superpowers and Global Migration, and individual liberty is considered in the light of our freedom to engage in behaviours that can either help or harm fragile environments, such as Glaciers, and in the choices that we make in an increasingly globalised world.