Geography at SRWA

With a focus of students becoming more knowledgeable and literate, there are a range of key concepts we wish for students to know, understand and be able to articulate in both written and verbal form. 

Firstly, the importance of understanding the concept of  ‘cause, effect and response’ which underpins such a diverse range of geography, from a Tsunami disaster to deforestation of our tropical rainforests as examples. It is important that students can understand how and why we study both human and physical geography at a range of different scales, to include local, national and global and varying timescales.

An ability to understand the relevance of sustainability for our ever changing world is also vital. We wish for students to be able to access and understand a wide range of current and contemporary issues, for example, climate change and global issues including inequality and development. 

We aim for students to ‘think like a geographer’ by being able to consider a range of different points of view, make clear decisions about how to manage a range of social, economic, environmental and political issues, identifying and understanding spatial patterns and analysing a range of qualitative and quantitative data.

The geography curriculum builds on the primary curriculum and is structured and carefully sequenced so that knowledge and skills are revisited and built upon with a greater level of challenge as students move through from KS3 to KS5.

For example, students revisit and build on both locational and place knowledge taught in KS2 as they transition into their KS3 journey.

Also students study the causes, effects and responses of tectonic hazards in year 8. This is then built on in year 10 where students build on their knowledge to grasp an understanding of vulnerability and factors that influence hazard risk.

In year 12 students build on this further to assess the role governments play in hazard management. 

‘Geographical enquiry’ is introduced in year 7 through an in-class investigation based on which site would be best to place a festival in Lancing.

In year 10 students collect their own data out in the field and write up their findings, and in year 12 students plan and carry out their own independent enquiry, with fieldwork taking place in an unfamiliar context.

A geography degree is within the top 10 most employable degrees in the UK. By encouraging our students to become knowledgeable, skillful and literate, opportunities will in turn open up for them. We promote the link between having good literacy and enhanced opportunities in later life.

Also, the development of an understanding of their position within the wider world will allow for students to empathise and become critical thinkers which will allow for them to succeed in further education and employment. 

Throughout the curriculum, discussions take place about the links the students’ geographical journey has with the world of work. For example, discussions around key players linked to topical issues e.g. town planners managing flood risk, volcanologists and the local government’s role in regeneration. 

We also develop a diverse range of  transferable skills from cartographic to statistical analysis and the ability to assess and evaluate.