Geography Handbook 2013 by Martin Colclough

Caedmon School

Geography Handbook 2013 â&#x20AC;&#x201C; 2014

Contents Page

Content

Contents list

Mission statement

Our Vision for the future

The Importance of Geography

Curriculum Aims

Caedmon Geography Curriculum Aims

The Departments Approach to Geography

Developing personal learning and thinking skills in geography

The Geography Departments Profile and timetables

The Geography Curriculum

National Navigation Award Scheme

Geography VLE (Moodle)

Every Child Matters

Assessment, Recording and Reporting

Homework Policy

Intervention

Rewards and Sanctions

Most Able and Talented policy

Geography SEN policy

Pupil Voice

Mission Statement

All who are involved in the teaching and learning of geography will be valued for their individual contribution to the subject and will be expected to give of their best. Through geography, regardless of ability, race, religion, colour, culture, social circumstances and gender, students will be able to make more sense of their own surroundings and of the wider world and be able to take their place in it.

This policy supports and reinforces the Mission Statement and the Aims of Caedmon school.

Caedmon School Geography Department Our Vision for the future The geography department has a shared vision. This informs our endeavours as a department and as geography teachers.

 The Geographers at Caedmon School aim to:  Build an extraordinary learning community that goes beyond the curriculum.  Foster a spirit of enquiry and continual improvement.  Draw on the rich variety of experience and views to support a coherent and collegiate approach to teaching and learning.  Nurture links with other schools and departments locally, nationally and globally.  Enable each person’s continued personal and professional development.  Personalise our programmes of study – making geography lessons relevant to our students.  Provide a KS3 curriculum that enables all students to develop the skills and qualities that they will need to succeed in school and the broader community.

For pupils we seek to engender:  Knowledge and understanding of the planet Earth and its peoples.  Lasting awareness of the world around us.  Sensitivity and empathy towards all others.  Tolerance and independent thinking.  Preparedness for an active citizen’s role in a changing world.

In our department every person’s opinion counts and is valued, the pupil voice is encouraged and listened to.

The Importance of Geography A Shared Understanding The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils’ own experiences to investigate places at all scales, from the personal to the global. Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet. Geography Key Stage 3 Programme of Study 2008

‘….suddenly it becomes more than a subject. Geography becomes the knowledge. The knowledge of the planet, how everything works and how it is all inter-connected. It becomes what geography has always been for me – a fusion of the power of the imagination and the hard truths of science. Geography is all about the living, breathing essence of the world we live in. It explains the past, illuminates the present and prepares us for the future. What could be more important than that?’ Michael Palin, London November 2007

‘GEOGRAPHY is about places. It is not just knowing about places themselves, but understanding the interdependence and connectivity of places. It is about empowering tomorrow’s adults to develop real global understanding and global citizenship so they have the intellectual understanding to participate individually and collectively in shaping the world around them. This knowledge and understanding of other places, cultures and societies underpin sensitivity and tolerance and contributes to good citizenship. Good geographers develop a range of skills which make them highly employable and which are relevant to any future workforce. They are able to understand the language of maps, which linked to competency in ICT and the application of statistics provides a wealth of geographical information which is frequently used by both business and government. Such information is best interpreted by geographers who are used to problem solving and decision making and who have built up and developed their expertise through geographical enquiry’. David Bell (2005) from ‘The Value and Importance of Geography’ in Teaching Geography Volume 30 Number 1 Spring 2005 pp12-13

The Importance of Geography Curriculum Aims The national curriculum program of study for geography was disapplied with effect from 1 September 2013 and is no longer statutory. During the 2013 school year the department will be in a period of transition. Students will follow some of the old curriculum below while the department develops a new curriculum that best meets the needs of our pupils. This is in preparation for the introduction of the new geography curriculum from September 2014.

Key Geographical Concepts There are a number of key concepts that underpin the study of geography, which pupils need to deepen and broaden their knowledge, skills and understanding: These concepts are: Place  Understanding the physical and human characteristics of real places.  Developing ‘geographical imaginations’ of places. Space  Understanding the interactions between places and the networks created by flows of information, people and goods.  Knowing where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people. Scale  Appreciating different scales – from personal and local to national, international and global.  Making links between scales to develop understanding of geographical ideas. Interdependence  Exploring the social, economic, environmental and political connections between places.  Understanding the significance of interdependence in change, at all scales. Physical and human processes  Understanding how sequences of events and activities in the physical and human worlds lead to change in places, landscapes and societies. Environmental interaction and sustainable development  Understanding that the physical and human dimensions of the environment are interrelated and together influence environmental change.  Exploring sustainable development and its impact on environmental interaction and climate change. Cultural understanding and diversity  Appreciating the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies.

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Appreciating how peopleâ&#x20AC;&#x2122;s values and attitudes differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues.

Key processes These are the essential skills and processes in geography that pupils need to learn to make progress. Geographical enquiry Pupils should be able to: a. ask geographical questions, thinking critically, constructively and creatively b. Collect, record and display information c. Identify bias, opinion and abuse of evidence in sources when investigating issues d. Analyse and evaluate evidence, presenting findings to draw and justify conclusions e. Find creative ways of using and applying geographical skills and understanding to create new interpretations of place and space f. Plan geographical enquiries, suggesting appropriate sequences of investigation g. Solve problems and make decisions to develop analytical skills and creative thinking about geographical issues. Fieldwork and out-of-class learning Pupils should be able to: a. Select and use fieldwork tools and techniques appropriately, safely and efficiently. Graphicacy and visual literacy a. Pupils should be able to: b. Use atlases, globes, maps at a range of scales, photographs, satellite images and other geographical data c. Construct maps and plans at a variety of scales, using graphical techniques to present evidence. Geographical communication Pupils should be able to: a. Communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writing.

Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of geography should include: a. A variety of scales, from personal, local, regional, national, international and continental, to global b. A range of investigations, focusing on places, themes or issues c. the location of places and environments d. Key aspects of the UK, including its changing human and physical geography, current issues and its place in the world today e. different parts of the world in their wider settings and contexts, including the European Union and regions or countries in different states of development 6

f. physical geography, physical processes and natural landscapes g. Human geography, built and managed environments and human processes h. Interactions between people and their environments, including causes and consequences of these interactions, and how to plan for and manage their future impact.

Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: a. Build on and expand their personal experiences of geography b. Explore real and relevant contemporary contexts c. Use a range of approaches to enquiries d. Use varied resources, including maps, visual media and geographical information systems e. Undertake fieldwork investigations in different locations outside the classroom, individually and as part of a team f. Participate in informed responsible action in relation to geographical issues that affect them and those around them g. Examine geographical issues in the news h. Investigate important issues of relevance to the UK and globally using a range of skills, including ICT i. Make links between geography and other subjects, including citizenship and ICT, and areas of the curriculum including sustainability and global dimension.

The Importance of Geography Caedmon Geography Curriculum Aims Learning and undertaking activities in geography at Caedmon contributes to achievement of the curriculum aims for all young people to become:   

Successful learners – who progress and achieve Confident individuals – who lead safe and healthy lives Responsible citizens – who make a positive contribution to society

The Geography Department endeavours to:          

Provide a rich curriculum for all years. Stimulate students by the work set to fulfil their potential. Emphasise student achievements. Prepare thoughtful schemes of work that demonstrate progression. Provide differentiated learning resources and situations. Provide creative and intellectually appealing lesson experiences for all. Provide opportunities for students to take responsibility for their own work and to work positively with others. Provide opportunities to learn about, discuss and reflect on moral issues and create an environment in which respect for others is evident in all conduct and relationships. Value each student and treat each as an individual. Have a clear equal opportunities policy.

Aims of school geography The department aims to provide a stimulating and rewarding geographical experience for all and help all students to become thoughtful geographers and independent thinkers. The basic aims and objectives of school geography are: 1. To help students develop geographical knowledge and conceptual understanding. In studying geography students develop a body of factual knowledge that will support conceptual understanding and stimulate an interest in the world. To achieve this geography teaching at school is based on themes that investigate physical environments, social and economic activities and the relationships that exist between people and places. In the geography scheme of work reference is made to the local area, the United Kingdom, Europe and the wider world with studies at local, national, international and global scale. 2. To introduce students to geographical enquiry and develop problem solving and investigative skills. In order to achieve this aim geography lessons involve strategies for teaching students to ask questions and pursue a ‘route to enquiry’. A range of intellectual and practical skills is taught such as: observation, measurement, information selection, interpretation, synthesis, decision making, and problem solving. 8

Graphical skills are taught including graph selection and presentation, map work, sketching and diagrammatic representation. Fieldwork is used to teach some of these skills. 3. To help students develop a sense of identity through learning about the United Kingdom and other countries and the relationships between them; to help students develop their own informed opinions and attitudes. The geography scheme of work involves the study of a variety of places local and distant, at a variety of scales and at varying stages of development. Thus students develop a sense of their own identity, of their place in the world and empathy for other life styles, cultures and attitudes. Teaching strategies are in place in geography to help students develop an understanding of global responsibility and interdependence. These strategies also encourage students to develop their own opinions and attitudes.

The Departments Approach to Geography The department has discussed how we teach Geography and the approach that we wish to encourage in our pupils. As a department we agree that we must be clear and rigorous in our approach. Listed below are the characteristics of Geography teaching that we encourage at all times with our pupils. At Caedmon we encourage geographers to:  Feel their opinion is valued but it must be informed.  Ask questions and keep asking questions.  Be aware of the reliability and bias of all sources.  Appreciate the nature of data, the need to use judgement and informed guesstimates.  Be aware of stereotypes and generalisations.  Avoid oversimplification of complex issues.  Be aware of current issues and topical events.  Appreciate that there isn’t always a clear answer or one answer.  Accept uncertainty.  Appreciate an understanding of Geography is necessary to understanding and participating in the world at large, whether one studies Geography further or not.  Appreciate that Geographers can and should change the World.  Appreciate teachers do not have the answers.  Issues are not ‘black and white’.  Develop empathy. We can encourage these through:  Discussion with pupils (class, small group and one-to-one)  Direct questioning  Written comments in books  Nature of tasks set  Differentiation  Providing pupils with varied reading  Modelling this approach/leading by example These ideas/values should inform our teaching at all times, they are important in supporting more able geographers. This shared departmental understanding of our approach helps us offer pupils a distinct Caedmon Geography experience.

Developing personal, learning and thinking skills in geography What are we trying to achieve? The secondary curriculum focuses on developing the skills and qualities that learners need to succeed in school and the broader community. The development of personal, learning and thinking skills (PLTS) is essential to meeting the three national curriculum aims of becoming successful learners, confident individuals and responsible citizens. As such Caedmon School has developed its own range of PLTS. Geography provides an essential range of activities, learning opportunities and contexts essential for the effective development of these skills (PLTS). Caedmon Schools framework comprises of ten PLTS: 

Speaking - explaining or giving a point of view

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Listening - thinking about what the person is saying and not interrupting

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Thinking - using what I know, linking ideas and asking questions

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Knowing what to do to improve work (mine or someone else’s)

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Working well with others even if they are not my friends

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Working independently - not expecting the teacher to give me all the answers

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Persevering - not giving up

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Being in control of my feelings

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Organising myself – having what I need for a lesson and finishing work on time

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Showing empathy - taking notice of how someone else thinks and feels

PLTS underpin the whole curriculum and can transform young people’s engagement with learning. They support learners’ understanding of themselves as well as their relationship with others and the world around them. Effective development of PLTS can raise achievement and make a considerable impact on learners’ ability to succeed, both now and in adult life. How do we develop PLTS? The geography programme of study provides a rich and exciting range of opportunities to develop PLTS as an integral part of subject teaching and learning. Explicit and implicit opportunities are present in the key concepts, key processes, range and content, and curriculum opportunities.

Speaking - explaining or giving a point of view Learners can develop their speaking skills when they are provided with opportunities in geography to: 

present campaigns and ideas on various topical geographical issues

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take part in formal/informal discussions and exchanges that include unfamiliar subjects participate in dramatisations of geographical situations talk to other students in groups on geographical matters to explain their ideas and express feelings and opinions using geographical vocabulary talk for various purposes such as giving explanations, information and instructions and using arguments, whilst using a variety of written texts and resources, to encourage discussion about geographical ideas.

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Listening - thinking about what the person is saying and not interrupting Learners can develop their listening skills when they are provided with opportunities in geography to:   

take part in formal/informal discussions and exchanges and build on other students comments listen to documentary films and lectures on geographical subjects Listen to other students work and share feedback

Thinking - using what I know, linking ideas and asking questions Learners can develop their thinking skills when they are provided with opportunities in geography to:    

explore geographical imaginations and alternative futures for places, people and for themselves try out new ways of applying and adapting knowledge and skills to different contexts to deepen and extend their understanding question their own and others’ ideas of the key concepts of environmental interaction, sustainable development, cultural understanding and diversity to find imaginative solutions to issues or problems develop their confidence to challenge assumptions and reach outcomes of value.

Knowing what to do to improve work (mine or someone else’s) Learners can develop their knowledge of how to improve their work when they are provided with opportunities in geography to:  

invite and reflect on feedback from others to monitor and improve on their own performance identify and plan for their own realistic goals, recognising how adapting and refining their ideas as work progresses can make for enhanced outcomes

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communicate their understanding of processes and concepts, selecting ways appropriate to different audiences, for example through maps, graphs and geographical information systems (GIS) continuously monitor their own progress, identifying criteria for success and making changes to further their learning.

Working well with others even if they are not my friends Learners can develop as their team work skills when they are provided with opportunities in geography to:   

experience the benefits of working collaboratively to complete tasks in the classroom and in fieldwork, for example in conducting a river survey survey recognise their own strengths and those of others by allocating roles and tasks, and taking responsibility for their own contribution, for example in planning for a presentation or a debate extend their work with others to improve their understanding of different people and places, for example by using modern communications systems to work with different schools, regions and countries

Working independently - not expecting the teacher to give me all the answers Learners can develop as independent workers when they are provided with opportunities in geography to:   

structure their own geographical investigations, researching answers to different kinds of questions, issues or problems that they have identified for themselves explore issues from different and personal perspectives by gathering, analysing and evaluating evidence to reach their own, well-reasoned decisions and conclusions Apply what they have learned to new and more challenging contexts, investigating, with increasing independence, issues at different scales and of greater conceptual complexity.

Persevering – not giving up Learners can enhance their perseverance when they are provided with opportunities in geography to:  

address challenging tasks that require application of perseverance, initiative and creativity, for example applying skills or concepts to a new or unfamiliar context Respond positively to new or changing priorities, for example actively embracing the challenges of investigating new places, ideas or issues.

Being in control of my feelings Learners can take control of their feelings when they are provided with opportunities in geography to: 

engage personally with issues of concern relevant to their own lives locally, nationally and globally 13

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provide and respond to constructive feedback, taking account of different views and developing the confidence to resolve issues and achieve their identified goals.

Organising myself – having what I need for a lesson and finishing work on time Learners can develop as organisational skills when they are provided with opportunities in geography to: 

take personal responsibility for organising their time and resources, prioritising actions and managing risks to carry out and successfully complete a task, for example a research task carried out over several weeks

Showing empathy - taking notice of how someone else thinks and feels Learners can develop their skills of empathy when they are provided with opportunities in geography to:  

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Review alternatives, negotiating and balancing diverse views to understand how workable solutions to geographical issues might be achieved. explore and question their own values and responsibilities to other people, to the environment and to the sustainability of resources to develop their own views about their place and role as global citizens participate in responsible action in relation to issues that affect them and those around them using well-reasoned decisions and judgements

How we plan for PLTS Through planning for PLTS in geography we ensure that they are embedded into sequences of work, teaching approaches and learning outcomes. We aim to enrich the experiences of learners and support their progress in geography while increasing coherence across the curriculum. Within the geography schemes of work we:   

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Plan opportunities for learning and teaching, where the ten PLTS can be taught, practised and reinforced in a range of contexts. Plan experiences sufficiently ‘open’ for learners to draw on personal experiences and set themselves personal challenges. Do activities that encourage learners to explore a range of settings, for example collaborative work, individual work, in and out of the classroom, the school and out of school. Learners are encouraged to communicate in a variety of ways. There are opportunities to make coherent links to learning in other curriculum areas to effectively connect and enhance learners’ experiences. e-technologies are used to enable and support such learning.

The Geography Department Profile and timetables

The geography department comprises of two full time subject specialists. Changes to the school timetable have increased the time allocated for Year 7 & 8 to 4 hours per fortnight. Year 9 remains a 3 hours per fortnight. Geography is taught at the following times:

WEEK 2

WEEK 1

WEEK 2

WEEK 1

2013 â&#x20AC;&#x201C; 2014 Geography Timetable

MCo

Period 1

Period 2

Mon Tue Wed Thur Fri Mon Tue Wed Thur Fri

9C 7C 8D 8C 8C 9C 7C 8D 8C 8C

8A 7E

8E 7C

7A 9D 7E 8D

PLo

Period 1

Period 2

Period 3

Mon Tue Wed Thur Fri Mon Tue Wed Thur Fri

Period 3 7A 9D 7E 8D

8E 7C 8A 7E

9E 9F 9B 9B

Period 4

Period 5

8E 7A

8F 8A 7D

9C 8F 8E 7A 9C 8F

Period 4

Period 5

9A 7B 9E

7D 8F 8A 7D

8B 9E

9F 9A

9A 7B 9F

The Geography Curriculum Fri

The Thinking behind the Curriculum Geography is a diverse subject and there are many possible approaches to the teaching of geography. At Caedmon the department endeavours to provide a stimulating geographical experience for all students through a planned yet flexible scheme of work. The KS3 course is intended to introduce students to the full scope of the subject from the start. The programme of study in each year at KS3 incorporates a variety of places, scales and issues and is planned for progression of skills, knowledge and understanding. KS3 Long Term Plan Module 1

Module 2

Module 3

Module 4

Geographical Skills

British or European Who do you think you are?

Moving Stories Why is the population of the UK changing?

Raging Rivers River studies and flooding

Coasts

Restless Earth (Tectonics)

Energetic Climate

A Thorny Issue Should I buy a Valentineâ&#x20AC;&#x2122;s rose?

Population & Development

The Rise and Rise of China Where does China go from here?

Geographies of Fashion Globalisation

Changing My World What difference can we make to the climate

Year 8 Measuring the weather

Year 7 Rivers May Beck Year 8 North York Moors Danby

Year 7

Year 8

Year 9

Field work

Year 7 Field Sketch NNAS Activities Year 8 Sandsend

Module 5

Endangered Ecosystems

Year 8/9 Overseas Visit

Geosciences The department has developed links with York Potash, Hull University, North York Moors National Park and the STEM Ambassador scheme. As such, we are able incorporate additional curriculum opportunities for students so that they gain a greater understanding of the Earth Sciences. 16

KEY STAGE Schemes of Work (SoW) Geography is a compulsory subject at KS3. Students follow the National Curriculum for England. New and detailed schemes of work are given later. Units of study vary in length and style, and allow for progression of knowledge, skills and understanding. New schemes of work across the key stage are currently under developed. As part of this new fresh approach we are aiming to provide a wide but balanced geography curriculum incorporating different themes. At the heart of the new program of study will be the integration of assessment for learning and PLTS. Lessons will be developed that involve various AfL activities such as peer assessment and self assessment. Each SoW will incorporate mini classroom based assessment activities as well as formal end of unit assessments. Year 7 Units in Year 7 are intended to build on and consolidate KS2 experiences and stimulate interest in enthusiasm for Geography thus local places and distant places are studied, skills are developed and physical topics are covered. Students come to Caedmon with varying experiences of KS2 geography and so in Year 7 courses are designed to establish their understanding through baseline testing, and develop their awareness of the subject, competence in basic skills and their existing geographical knowledge, and help them develop a ‘personal geography’ and appreciation of place. The local area, Britain and the European Union are studied and students are encouraged to make links at a variety of scales. Skills and knowledge will be further developed through the study of physical geography and fieldwork (River Studies). Students will also be given the opportunity to work towards the National Navigation Award Scheme (NNAS) Bronze, Silver and Gold awards. Year 8 Units in Year 8 will focus on aspects of Physical Geography (Coasts and Plate Tectonics). Students will carry out fieldwork at Sandsend and with the North York Moors Danby. Further units at national and international scales will focus on a mix of human and physical themes. In addition students will complete a sequence of lessons based on the import of roses from Kenya and complete a Decision Making Exercise (DME) style exam. Year 9 Year 9 has a strong global focus and brings together in-depth understanding of important concepts i.e. sustainable development. The Year 9 scheme is intended as a conceptually demanding and enriching experience for our pupils. Skills and knowledge will be further developed by studying a significant yet distant place (‘The Rise and Rise of China’) and the study of Climate Change. Throughout KS3 students increasingly:         

Broaden and deepen their knowledge and understanding of places and themes. Make use of a wider and more precise geographical vocabulary. Analyse geographical patterns, processes and changes. Appreciate the interactions within and between physical and human processes. Appreciate that places are interdependent. Study a wider range of scales, places and environments. Apply geographical knowledge and understanding to unfamiliar contexts. Select and effectively use of skills to support geographical investigations. Appreciate the limitations of geographical information and the tentative nature of some explanations. 17

Medium Term Plans Medium term plans for each module are produced in the following format and are available within the main department handbook Annex A â&#x20AC;&#x201C; C.

Key Stage Three Cross Curriculum Dimensions These are given below along with examples of how the geography curriculum contributes to them. • Cultural diversity and identity i.e. studies of migration and world development • Healthy lifestyles i.e. studies of sustainable development and health in developing countries • Community participation i.e. Fieldwork actives within the NYM National Park and local tourism • Enterprise i.e. Study of tourism in the local area, and industry and consumerism? • Global dimension and sustainable development i.e. Study of interdependence and world development • Technology and media i.e. GIS applications and Fieldwork • Creativity and critical thinking i.e. problem solving and fieldwork The dimensions are some of the major ideas and challenges that face society and individuals today. They are non-statutory but unifying ideas to be built into the curriculum and opportunity to integrate learning and build a curriculum for the 21st Century. The emboldened dimensions are those to which Geography has special relevance. Geography contributes to these dimensions through:  Departmental development plans, policies and ethos  Links across subjects through common topics and themes, for example collaborations with History  Separately timetabled fieldwork activities  Field visits and visiting expert speakers  Lesson plans and schemes of work The dimensions give the geography department the opportunity to:  To influence and shape the curriculum  Make a powerful case for school geography  Demonstrate the power and importance of geography Throughout the Geography curriculum involves pupils in the following:  Explore big issues  Critical and creative thinking about topical issues  Deconstruct issues and events from range of perspectives  Argue a case  Reflect on consequences  Consider futures  Explore conflict, diversity, human rights, interdependence, social justice and sustainable development.  Make links between personal, local, national and global scales  Critically evaluate their own values and attitudes  Develop skills to identify and challenge injustice and discrimination  Consider probable and preferable futures  Take responsible action  Develop individual Personal Learning Thinking Skills (PLTS) 19

National Navigation Award Scheme

The National Navigation Award Scheme (NNAS) is a personal performance, non-competitive, incentive scheme for all ages to learn navigation skills and gain confidence to get out and enjoy the countryside. The focus of the Young Navigator awards is to encourage exploration and journeying in local areas using simple maps such as street maps, pictorial park maps and orienteering maps. There is a gradual learning progression via One Star (bronze), Two Star (silver) and Three Star (gold) levels with certificates and badges available for achieving candidates. The syllabus content is structured to allow flexible teaching approaches to suit the candidates and type of maps available locally. The syllabus outline below indicates the main intentions at each level. One Star (Bronze)  Make simple maps of interior and exterior building features 

Undertake journeys around the inside and outside of a building using a map

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Orientate the map at different locations

Two Star (Silver)  Follow a defined route around a large school grounds or small park using prominent paths or tracks 

Orientate the map against handrails and major point features at regular intervals

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Understand the use of basic map symbols

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Discover and investigate points of interest during the journey

Three Star (Gold)  Plan and follow a journey around a large area using prominent paths, tracks or roads 

Identify prominent collecting features on map and ground

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Discover and investigate points of interest during the journey

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Understand basic walking safety issues

All students will be able to access the Bronze and Silver award through the Year 7 Unit 1 Geographical Skills. Students will be awarded the respective level on successful completion of a variety of tasks. Students wishing to complete the Gold award will be required to complete a variety of extracurricular activities. Students will be required to contribute to the cost of official certificated and badges.

Geography VLE (Moodle) The geography departments VLE has been designed to be an integral part of the students experience of geography. The geography department aims is to use the VLE for the following purposes:         

To give students electronic access to all their geography lessons and associated resources. To give students the opportunity to access lessons that they may have missed. To provide a resource that allows students to revise or revisit lessons to reinforce their learning in class. To provide online tests to reinforce learning. To provide detailed instructions and all the resources needed to complete homework tasks and assessments. To provide additional resources so that students can explore the subject further. To provide a resource for parents that informs them of the geography curriculum, assessment requirements and other activities. To allow students to submit homework and class work completed within the ICT suit electronically. To allow students to work independently on ICT lessons.

Every Child Matters The geography curriculum closely supports the school’s focus on Every Child Matters’ (ECM). The geography curriculum supports and actively promotes personal development and learners' wellbeing, and seeks to enable them to develop their potential as healthy, enterprising and responsible citizens. Geography makes unique contribution to teaching for ECM. The subject gives pupils a wider global understanding and develops empathy for children living different lives in different places. In geography every child really does matter. Learning to be healthy • The importance of eating sensibly, staying physically active and getting enough rest • How to make positive choices and take sensible actions • How to protect their emotional, social and mental wellbeing • The long-term consequences of the lifestyle choices they make now. Throughout the curriculum pupils are given opportunities to consider their immediate health and well-being in comparison to others. Through fieldwork in Year 8 students assess risk and take responsibility for their everyday choices and actions. Pupils also assess their current lifestyles in relation to environmental impacts and resource use, for example in their studies of climate change in Year 9. Learning to be safe • How to identify and minimise risk • How to make informed and safe choices • How to stand up for their own opinions and resist unhelpful peer pressure. The geography curriculum gives pupils frequent opportunities to make and justify their own choices and voice their opinion. We nurture a calm and supportive listening environment in which all voices are valued so that all can feel able to present their views on issues ranging from personal choices to world poverty, climate change to local developments. The department encourages all pupils develop skills in justifying and discussing their views. Learning to make a positive contribution • How to work imaginatively and creatively to develop new ideas, insights and ways of doing things • How to assess their skills, achievements and potential in order to set personal goals and achieve their best • The joy to be gained from successful learning. We hope that the varied and topical geography curriculum offers pupils to enjoy success. Pupil surveys confirm that pupils enjoy the lessons fieldwork activities and issues they are presented with. These pupil surveys are also used to inform departmental planning. The curriculum is designed to offer pupils a wide range of creative learning opportunities. Assessment for learning, self and peer assessment techniques are employed in lessons, particularly when marked work is returned and so pupils review work and set targets for development.

Learning to achieve economic well-being • About the global economy and how businesses work • The qualities and skills needed for adult working life to be enterprising • How to manage their own money. In studying global development, economic groupings and the impacts of our consumption, geography provides pupils with essential aspects of economic understanding. For example, in Years 9 pupils study global development and the economic impact of Globalisation. The geography department also believes that EVERY TEACHER MATTERS and so the department values collaborative teamwork and endeavours to provide personalised and appropriate CPD opportunities when available.

Assessment, Recording and Reporting The national curriculum levels have now been withdrawn and a new assessment framework is being developed. The department fully supports the school assessment policy and views assessment as an integral part of the curriculum. Assessment makes a constructive contribution to teaching and a variety of assessment techniques are used in geography from open-ended questions to decision-making exercises, letter writing, oral presentations, end of year exams and fieldwork reports. Self and peer assessment are employed and valued in the geography department. These take place formally when assessed work and coursework are returned through comment sheets and monitoring sheets and also informally in lessons through brief comment, ‘smiley faces’ and discussion. There are key assessed activities in each unit of study at KS3. These are identified in the scheme of work and focus on particular knowledge, skills or places. All students complete these tasks and work is assessed using a common mark scheme. (The levels are moderated at department meetings and recorded on spreadsheets and in staff mark books. Thus consistency of practice across the department is ensured). The department recognises that no single piece of work can test every aspect of the level descriptors. Assessments are viewed as pieces of evidence that together with other evidence from lessons, homework and discussion allow teachers to judge each student’s overall performance and evaluate their ‘best-fit’ level. In addition, where activities are cross-curricular, level descriptors from other departments are incorporated (i.e. English literacy levels). Learning objectives and assessment criteria are shared with students. Level descriptors are given in a colour coded ‘student-friendly’ language in lessons and on assessment sheets. These are referred to in lessons and thus students are familiar with the criteria against which they are assessed. The mark schemes and criteria for each assessed activity are made clear before the activity is begun and referred to again in feedback when the marked assessments are returned to students. Students identify and record a focus or target for improvement based on their performance and the level descriptors. Thus assessment is formative and criterion-referenced. Students keep assessed work with some examples being stored in exemplar portfolios and/or displayed. Evidence for Assessment Evidence of assessment can be found in:  Student exercise books and files.  Staff markbooks.  Excel spreadsheet files.  Monitor sheets Students will know staff assessment of their work through:  Written comments on their work.  Oral feedback in lessons to individuals, groups or class.  Levels for assessments. 24

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School reports. Examination results and comments. Parents' Evenings. Term grades. Flight path monitoring Comments on assessment sheets. Front of book assessment recording

The school is developing a database of student data that includes school assessment, national and benchmark data. Such information is recorded in CMIS and student progress will be available for discussion at departmental meetings. Staff set targets in line with school policy. It is hoped that the department will be able to use the database to monitor progress over time and inform target setting and teaching. Currently, students that are underachieving are identified by individual teachers and intervention strategies are instigated as per department procedures. Marking Marking should always have a positive impact on student motivation and be constructive in its criticism. Marking involves reading and checking homework and classwork. It allows teachers to monitor progress in knowledge, effort, understanding and skills; offer guidance; give written and oral feedback; award merits and reward students. Marking is carried out on a regular basis in red ink. Students carry out peer assessment in green ink. Books are marked as per the school marking policy. All marking should be returned to students as soon as possible, preferably, by the next lesson. Corrections form an important part of marking. If necessary time should be spent in lessons reinforcing important concepts or skills to individuals or whole groups. Although the focus of marking depends on the nature of the tasks set, effort and communication skills are important, particularly:  Spatial and diagrammatic skills i.e. graph drawing, map interpretation.  Skills of analysis and synthesis i.e. interpretation of information, explanation.  Memory skills. The effort and level descriptors are used. Students will always have reference to the meaning of these levels and they are always given with supporting comment. Teachers endeavour to write comments that:  Praise good work and make clear exactly what is good about it.  Identify areas for improvement and set targets and suggestions for action.  Ask questions to encourage dialogue and understanding. Level descriptors and effort grades for geographical work are used in order to allow parity of judgements between teachers and thus comparability of levels and work between groups and so aid pupil progression and group handovers.

Homework Policy A school homework table is compiled each term and the geography department allocates students an extended homework to coincide with assessment. All homework tasks are to be made available to parents via the school VLE. Please see the school homework schedule for details.

Intervention Intervention Strategies The department is aware of the importance of assessment and marking and aims to use data obtained constructively. The department is currently developing and instigating a range of intervention strategies for students identified as underachieving. These are implemented as and when necessary.

Rewards and Sanctions Pupil successes and concerns are a standing item on the Humanities Department meeting agenda and a matter for regular discussion between staff. Each case is dealt with individually according to pupil need. The department follows the school behaviour system closely. Strategies for difficult pupils and situations include:  Observations (Learning Mentor)  Removing pupils to other classroom  Letter to parents, phone call, email or meeting if necessary, contact maintained if necessary  Lunch detention, as appropriate  Humanities after school detention, as appropriate  Support sessions  Book checks  Amended deadlines  Differentiation as appropriate  Consultation with Head of Year and tutor  Monitor and support systems for important assessments However, the department strives to maintain positive relations with all pupils and reward and motivational strategies are used. Strategies for rewarding pupils include:  Verbal praise  Geographical congratulatory postcards sent home  Formal letters of congratulation to parents  Award of prizes and certificates  Award of house points  Head of Department and head’s commendations  Oral and written comment  Positive comments on CMIS  Inviting senior team to visit lessons and see great work and great pupils  Assembly announcements  Information to tutors and Heads of Year  Award of learning walk vouchers

Most Able and Talented policy Aim The Geography department endeavours to make the curriculum accessible to all. This is done through detailed schemes of work, varied teaching resources and a wide range of teaching and learning styles. To ensure that the needs of the Most Able and Talented students are met, consideration is made when planning work and enrichment activities. Objectives To achieve our aim, the following strategy framework has been identified:  Identification - to identify Most Able and Talented students within geography.  Differentiation - to provide work that is different and challenging, not simply ‘more of the same’ extension tasks.  Enrichment - to provide enrichment activities.  Curriculum design - adapt the curriculum to accelerate learning.  Learning ethos - recognise and celebrate Most Able and Talented work Strategy Framework Identification The Most Able and Talented register is the school’s agreed list of students. It takes into account data from a range of sources. In addition to this, the geography department maintains its own gifted and talented list that is specific to geography. The Geography department therefore has its own procedure to help identify any students who are Most Able and Talented in geography. The following points are considered when making decisions:  Does the student perform to the highest of standards in assessments?  Does the student understand new concepts clearly?  Can the student communicate well using both the written and spoken word?  Can the student reason, argue and think logically?  Does the student enjoy using graphs, charts, maps and diagrams?  Does the student relate well to other people, showing an ability to lead, manage and influence others, appreciating and understanding others' views, attitudes and feelings?  Does the student have a highly developed value system?  Does the student have a wide-ranging general knowledge about the world?  Is the student able to transfer knowledge from one subject to another?  Is the student creative and original in their thinking?  Does the student have a passion for geography? A Most Able and Talented student would not necessarily display all of these characteristics, but would certainly cover many of them. Teachers discuss Most Able and Talented students at department meetings and agreed names are added to the departments Gifted and Talented coordinator list and are forwarded to the school Most Able and Talented coordinator.

Differentiation Differentiation is embedded into the geography schemes of work throughout KS3. Mixedability teaching has required work to be differentiated, in order to make the curriculum accessible to all. A key focus for the department is to develop; thinking skills, reasoning skills, information-processing skills, enquiry skills and evaluation skills. In addition to this the department has also focused on developing lessons to cater for the range of teaching styles; visual, audio, reading/writing and kinaesthetic. Various different types of differentiation are utilised within the department such as: Key Words Simple Language Keyword Display Keyword Discussion Images Exemplify Keyword Context Antonyms Prior Knowledge Stepped Activities Options Personal Experience Match Group Rank Worksheets Case Studies Question Range Open and Closed Students Ask Questions Individual Questioning Blooming Extensions Top Middle and Bottom Modelling Sentence Starters Scrap Paper Challenge Narrative

Modelling Conversation New Words Dictionary Champions Task Explanation Seating Plans Hot-Seating Students Teaching Envoys Choices Extensions Wonder Wall Pace Yourself Buzz Groups Visits and Visitors Discovery Learning Question Planning Clarification Serial Questioning Assertive Questioning Evaluate and Create AFL Check Sheets Writing Frame Bullet Points and Tables Different Media

Socratic Dialogue Confidence Indicators Expert Corner Helpers Model Answers Photocopy Good Work By Outcome Open Activities Group Work Pair Work Discussion Card Sorts Design Brief Student Presentations Experiments Justify Challenging Questions Thinking Time Task Mixture Blooming Questions Listening Frame Structure Guidelines Planning Pro-Forma Individual Writing Activity Stations

When dealing specifically with Most Able and Talented students the department looks at new ways of differentiating work and extending the student. One way in which this is achieved is by setting higher targets for pupils (i.e. a Year 7 pupil working at a NC level 5 will be given level 6 or 7 targets). This may take the form of:  give more detailed descriptions when writing  explain what they observe  identify similarities and differences in the environments of different places and the lives of people who live there  explain links and relationships that make places dependent on each other  suggest their own relevant geographical questions and issues  independently select and use appropriate skills, information and sources of evidence  suggest plausible conclusions to any evidence Inclusion for Most Able and Talented students is achieved through using the wide variety of teaching and learning methods outlined above.

Enrichment The department has developed activities with the North York Moors National Park and this has allowed Most Able and Talented students to undertake fieldwork that is aimed at GCSE and A Level. In addition Most Able and Talented students have been specifically chosen to undertake various activities associated with the Geosciences and Geology. Curriculum design and planning The schemes of work in geography are designed to incorporate different Learning and Teaching styles (detailed above). The Key Stage 3 scheme of work, for instance, implements the Key Stage 3 strategy wherever possible. When planning lessons (and series’ of lessons) teachers obviously refer to the schemes of work. However, when planning specifically for Most Able and Talented students, teachers should consider:  What understanding of this topic/unit do I expect gifted pupils to be able to achieve?  In what ways would their understanding go beyond that of other pupils?  To which relevant concepts might they be introduced?  What qualities of understanding of this concept should I look for?  What links between relevant concepts could the pupils usefully explore?  Can key ideas be placed within a structured network of ideas that gifted pupils could understand?  Would understanding involve the ability to explain?  Can the new ideas be related to pupils' experience? In what ways can they best be illustrated?  How can pupils be encouraged and helped to apply ideas to other situations?  To what extent are gifted pupils being challenged to deal with appropriate levels of complexity, abstraction and precision? Learning ethos The work of Most Able & Talented students needs to be celebrated and used as a model for others. Wherever possible, work should be displayed, students should be asked to initiate/direct class discussions, etc. This will, hopefully enthuse the Most Able and Talented students and raise the expectations amongst others. Next steps Subject teachers need to:  Identify the School Most Able and Talented students they teach.  Identify any other students who may be gifted at geography.  Develop strategies to challenge these students.  Monitor the progress they are making. As a department we need to:  Highlight areas within the schemes of work (ideally every lesson) where Most Able and Talented pupils can be challenged and write these into our schemes of work. The HoD needs to:  Up-date schemes of work (continually)  Monitor and review the progress of Most Able and Talented students  Annotate the Most Able and Talented register to indicate whether students should be added to or removed from the register  Report back to the Most Able and Talented coordinator. 31

Geography SEN policy

The Department's vision is to give pupils of all ability full access to the National Curriculum and enable them to achieve their full potential. The department is in a good position for the delivery of the curriculum to children with SEN, as the teacher with special responsibility for teaching pupils with learning difficulties teaches within the department. This will be achieved by: Identifying the needs of pupils at the earliest opportunity.  Pupils with SEN are identified via the SEN register  Geography staff contribute to SEN Reviews and reports for all pupils on the SEN register.  Information from pastoral and SEN is used in lesson planning to ensure that the curriculum is accessible to pupils with SEN  Differentiated resources are shared within the department  When TAs are allocated to groups, they will be familiarised with the learning objectives and tasks, and be deployed for maximum support of SEN pupils.  Ensuring that the needs of pupils are made known to those who teach them.  Links with Primary Schools are planned to achieve smooth curriculum transition.  Giving consideration to curriculum differentiation, which meets the needs of pupils of all abilities.  Giving consideration to appropriate resources to support pupils, staff and the curriculum.  Regular reviews of pupil progress.  Appropriate assessment, recording and reporting so those pupils feel valued.  Appropriate consultation with parents to gain their support.  Liaison with Heads of Year and learning support staff.  Relevant Inset for each member of the department.  Ensuring that SEN pupils join in the general activities of the Department with all other pupils.  Ensuring that the Geography curriculum allows open access to pupils of all abilities including SEN.  Having Learning Support Assistance in mixed ability classes at KS3 during Geography lessons when the timetable allows.  Developing worksheets for low ability pupils based on common resources.  Developing extension work for gifted pupils.  Involving Learning Support Assistants in fieldwork where appropriate.  Acting on SEN/Pastoral information and applying this to the teaching methodology.

Pupil Voice

The pupil voice is valued in the department and strategies are being developed to gain the pupils’ views on a range of matters. Pupil opinion of lessons and teaching and field visits are often sought and used to help in the development of the department. Departmental strategies for determining pupils’ views include: • Open and informal discussion in class • Questionnaire (sometimes anonymous) • Ongoing pupil feedback and comments in exercise books • Target setting • Circulation of comment sheets • Anonymous feedback slips, with specific questions or open response invited • Pupils asked what they think about geography, what they would like to change, what they would like to happen and so on. Careful thought is given to these strategies and how and when they are used. The aim is to generate manageable and useful information to help improve the geographical experience of pupils at Caedmon.