Geography

The world is facing a time of major change and challenges. Whether it is dealing with Covid 19, climate change or political change. Geography looks at these type of world issues giving students the background skills and knowledge to help make sense of our complex and interconnected world.

Students are introduced to a diversity of places, exploring the interactions between people and environments. They develop essential skills in fieldwork and research and are immersed in geographical discussions that embrace the complexities of tackling real world issues. Our geographers are set on a course to become globally informed and caring citizens, with transferable skills that are highly desired by employers.

The Intent of the Geography Curriculum

We live in an increasingly complex and interconnected world. Geography helps young people to understand their place in this world and explain the changes and interactions between human and physical systems. The interpretation, analysis and evaluation skills taught will support pupils as they move through Key Stages 4 and 5, and into the wider world as global citizens. As a result, Geography graduates are amongst the most employable and will be well placed to take a leading role in the Green Economy.

How is the Geography Curriculum Implemented

Geography teaching at Key Stage 3 aims to build on existing knowledge through Years 7-9. In Years 7 and 8, pupils study a range of geographical topics including mapskills, tropical rainforests and climate change. The Year 9 curriculum allows pupils the opportunity to apply their knowledge and understanding to a variety of key Geographical issues and regions, whilst developing synoptic thinking skills in preparation for GCSE and beyond.

Fieldwork is an important part of the Key Stage 3 curriculum as it promotes an understanding of real-life Geography and application of geographical theories and ideas. All Key Stage 3 year groups take part in fieldwork opportunities within the school grounds and the local area. In addition, optional opportunities to travel further afield are offered, to locations such as London Natural History Museum. 

Lessons incorporate a wide variety of resources from a range of media, including news reports, geographical articles, digital mapping and contemporary data presentation.

Pupils are taught in mixed ability groups throughout Key Stage 3. Formal summative assessments are carried out at the end of each topic and take a variety of formats, from written tests to geographical decision-making exercises. Informal formative assessment takes place regularly, providing feedback to ensure that all pupils make good progress.

The impact of the Geography Curriculum

The Key Stage 3 curriculum at Diss High School does not simply prepare pupils for their GCSEs. Pupils are developed as well rounded, informed and critical Geographers, capable of navigating the complex range of issues facing our world in the 21^st Century.

Useful resources to support your child:

Internet Geography: https://www.internetgeography.net/ - a good website which includes information on a variety of geographical topics and articles on current geographical issues.

Ordnance Suvey: https://www.ordnancesurvey.co.uk/mapzone/ - a useful website for pupils to practice their map skills.

BBC Teach: https://www.bbc.co.uk/teach/ks3-geography/zjhbqp3 - a wide range of short video clips which complement many topics and geographical issues covered at KS3.

Careers

Studying geography will help you better understand the world’s people, places and environments from the local to the global scales.

The skills and knowledge you gain from studying geography at GCSE, A-level or at university, are relevant to almost all jobs and workspaces.  You will find geographers working in a diverse range of jobs including energy, disaster and hazard management, Geographical Information Systems (digital mapping), travel, tourism and leisure industry, or in international charities and retail.  Studying geography can help you to achieve careers that are professionally and financially rewarding.

Find out more about a career using geography here.

Field Trips

Field work is an essential part of Geography. Every year the department runs a number of trip to underpin students learning and to encourage curiosity about the world around us.

KS3

During these years we take students into Diss to conduct fieldwork on urban areas and to investigate perceptions of Europe. We also plan trips to the Crystal sustainable cities museum in London.

GCSE

We plan 2 field trips: one to Norwich to investigate changes to the inner city and the central Business district. The other trip of to the North Norfolk coast and student investigate the effect of coastal defences on the area completing beach profiles and questionnaires.

A level

We take students on several days out so they can conduct the 4 days of independent fieldwork they are required to do during the course. The first 2 days help them build an understanding of a wide range of fieldwork techniques and the fieldwork write up process in preparation for their Independent Investigation. Students will undertake a further two days in which they collect the data they require for their own investigation that accounts for 20% of their final grade.

International

The department also offers trips to places such as Italy every other year.

KS4 

The world is ever changing. Geography gives you the chance to learn about these changes through the following units:

UNIT 1- Physical Environment

Changing Landscapes of the UK including rivers and coasts, Weather Hazards and Climate Change, Ecosystems, Biodiversity and management.

UNIT 2 - Human Environments Changing Cities, Global Development, Resource Management

UNIT 3 - Geographical Investigation:

Fieldwork and UK Challenges: Geographical Investigation – Human and Physical Environment, UK Challenges.

At GCSE we follow the Edexcel A specification. It will be assessed with an hour and a half exam per unit. Whilst studying these main areas, the aims of the syllabus are not just to develop a knowledge and understanding of the topics, but also a sensitivity and awareness of the impact they may have on the environment and the lives of other people.