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Geography

Intent

At Tavistock College, our Geography curriculum is designed to inspire a lifelong curiosity and fascination about the world and its people. We aim to equip students with a deep understanding of the Earth’s physical and human processes, the interdependence of places, and the challenges facing our planet in the 21st century. 

Our intent is to: 

  • Develop Knowledge and Understanding: Ensure students gain a broad and balanced understanding of diverse places, people, resources, and natural and human environments, alongside a deepening knowledge of the Earth’s key physical and human processes. 
  • Foster Global Citizenship: Encourage students to become responsible global citizens who understand the importance of sustainability, climate change, and the impact of human activity on the environment. 
  • Promote Critical Thinking: Cultivate analytical and evaluative skills through the interpretation of data, maps, and fieldwork, enabling students to make informed decisions and reasoned arguments. 
  • Encourage Curiosity and Exploration: Inspire students to ask geographical questions, explore the world around them, and appreciate the complexity and diversity of the planet. 
  • Support Personal Development: Build resilience, teamwork, and communication skills through collaborative projects and fieldwork opportunities, preparing students for further education and future careers. 

Further information

Key Stage 3: Building strong foundations

At KS3, students explore a wide range of topics that lay the groundwork for geographical understanding: 

Year 7: Map Skills, Weather and Climate, Ecosystems, One Planet Many People, Geographical Enquiry 

Year 8: Rivers, Tectonics, Global Resources, Glaciers, Globalisation 

Year 9: Marvellous Places, Superpowers, Comparing Places, Human Rights and Conflict, Journeys That Changed the World, Coasts 

Key Stage 4: GCSE Geography (OCR B Specification)

Students follow the OCR B: Geography for Enquiring Minds course, which focuses on real-world issues and geographical enquiry. 

Topics Covered: 

Our Natural World: Landscapes of the UK, Weather Hazards, Climate Change, Ecosystems 

People and Society: Urban Futures, Dynamic Development, Resource Reliance 

Geographical Exploration: Decision-making exercises and fieldwork 

Fieldwork: 

Dawlish Warren: Coastal processes and management 

Tavistock Town: Urban geography and sustainability 

Assessment: 

Paper 1: Our Natural World (35%) – 1 hour 15 mins 

Paper 2: People and Society (35%) – 1 hour 15 mins 

Paper 3: Geographical Exploration (30%) – 1 hour 30 mins 

Includes synoptic decision-making and fieldwork-based questions 

Key Stage 5: A-Level Geography (Pearson Edexcel Specification)

This course offers a deeper exploration of physical and human geography, global systems, and contemporary issues. 

Topics Studied: 

Tectonic Processes and Hazards 

Coastal Landscapes and Change 

The Water Cycle and Water Insecurity 

The Carbon Cycle and Energy Security 

Globalisation 

Superpowers 

Diverse Places 

Identity, Migration and Sovereignty 

Assessment: 

Paper 1: Physical Geography (30%) – 2 hours 15 mins 

Paper 2: Human Geography (30%) – 2 hours 15 mins 

Paper 3: Synoptic Investigation (20%) – 2 hours 15 mins 

Combines knowledge from across the course to tackle complex geographical issues 

Independent Investigation (NEA) (20%) 

A 3,000–4,000 word fieldwork-based research project on a topic of the student’s choice 

Curriculum Plans

 

Curriculum time allocation

KS3 - 3 hours a fortnight

KS4 - 6 hours a fortnight (option)

KS5 - 10 hours a fortnight (option)

SEND Learner Experience in Geography

Planning

 When planning lessons, we use all SEND information documents available; Individual Learning Plans, EHCP documents and reading age scores to ensure a sound knowledge of individuals' needs and that appropriate resources are used to support learning. The seating plan is carefully organised and a class plan is completed for every class. 

Work scrutiny is used to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate.  

When planning our schemes of work, we ensure that we create a curriculum in which there is a clear revisiting of topics, subjects or themes throughout the course. This ensures a deepening of skills and knowledge, with each successive encounter building on the previous one.  

  • Retrievals used to reinforce learning 
  • Clear learning journey with ‘know it, link it, say it’ 
  • Explicit teaching of vocabulary  
  • Explicit modelling using guided practice 
  • Time for deliberate practice. 

Before each lesson

We ensure that each class has a set seating plan for their lesson to enable us to identify SEND students and deliver timely support.  

Moreover, directorate meetings have a standing SEND point on the agenda where discussions take place to identify and plan for individual needs. 

Entry routine

We welcome the students into the classroom, using thresholding, ensuring all students feel recognised. We use routine and procedure to establish common expectations, e.g the retrieval task is always on the board or, where appropriate, printed out and on desks  

During teaching

We use the Tavistock College Charter to ensure consistency of experience. 

Resources are created to ensure all students can access the lesson.  

'3,2,1, STAR behaviours’ and tracking are used to ensure all students understand and engage with the task.  

We pre-warn students when we are about to cold-call for questions.  

After each lesson

We use the evidence seen in student books to inform our planning of the next lesson.   

After each assessment

We use the evidence seen in student work to inform our planning of the next lesson.  We have a reteach lesson where misconceptions and common errors are clarified and explained. 

Data analysis includes a focus on SEND students. 

Reading and literacy in Geography

Subject contact

Miss Amy Coleman

a.coleman@dmatschools.org.uk 

Dartmoor Multi Academy Trust

Dartmoor Multi Academy Trust was founded in January 2018, driven by a shared vision that unites the Co-operative values with the principles of our Church of England schools.

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