Curriculum overview for A Level Geography

Curriculum intent – the knowledge, understanding and skills that students will learn
Geography is a facilitating subject which is well-regarded by both employers and universities due to the range of skills developed such as inquiry and analytical skills. It is one of the few subjects that cover all six key skills:  application of number, communication in the English language, information technology, improving own learning and performance, working with others, and problem solving. The Geography A Level course enables students to study both Human and Physical landscapes with a real focus on the processes that are reshaping our world such as Globalisation and the Carbon Cycle. There is also the opportunity to partake on two-day field trips, one in East End and one to East Sussex, that prepare students for the Unit 4 fieldwork.  Geography is an ambitious option: it has a lot of overlap with traditional arts and sciences as well as combining well with vocational courses, thereby enabling students to make links with other subjects selected for study at Key Stage 5 to develop their knowledge and understanding and translate this understanding into examination success.

Curriculum implementation – teaching, learning and assessment strategies
The course is divided into four areas of study: Dynamic Landscapes, Dynamic Places, Physical Systems and Sustainability and Human Systems and Geopolitics. There is also an independent coursework element worth 20% of course marks. Students are expected to attend two days of teacher guided data collection in the East End in the Autumn term and two days of teacher guided coastal data collection in the Summer term. Two teachers teach the course with a 50/50 Human and Physical Split. The Human topics are taught in this order: ‘Globalisation’, ‘Regeneration’, ‘Superpowers’ and ‘Migration, Identity and Sovereignty’. ‘Globalisation’ comes first as it has huge synoptic links with all the following topics. Given that the synoptic paper accounts for 20% of the A level qualification it is imperative that we make these links throughout the course. ‘Regeneration’ is taught next as this topic has strong curriculum links to Year 13 learning. ‘Superpowers’ and ‘Migration, Identity and Sovereignty’ are taught in this order as they have significant links to Year 12 teaching and provide a means to revise these topics in preparation for the exam. 

‘Tectonic Processes and Hazards’ is taught first, as the first enquiry question focuses on the physical components of tectonic hazards, so students can build upon their knowledge from GCSE whilst embedding A-Level terminology and concepts. The next two enquiry questions focus on human activities and the role of governance. This concept allows students to make synoptic links to other Geography topics and locations. ‘Coastal Landscapes and Change’ is taught next as this has four enquiry questions and carries 40 marks in Paper 1. Students can again build upon their GCSE knowledge and then develop their evaluation skills as this topic has a 20 mark evaluate question. This topic then leads into the Summer term when we visit Seaford for a one night residential trip. This fulfils the criteria for a minimum of two days physical fieldwork, and allows students to work on their coursework proposal in the last few weeks of term as they would have completed the required four days of fieldwork. ‘The Water Cycle and Water Insecurity’ and ‘The Carbon Cycle and Energy Security’ are taught in that order in Year 13 as they build upon synoptic links from both Year 12 topics and other curriculum concepts. We provide students with suggested reading lists at the start of Year 12 which we refer to during the lessons. We also issue students with a wider research form that students complete whenever they do further research, which includes source, key ideas and the links to the course. This enables students to develop a deeper understanding of the world around them. Teachers are expected to formatively assess verbally in lessons through questioning and through written exam question assessments. Summative assessment occurs at the end of Year 12 and November in Year 13.

Curriculum impact – intended outcomes for students 
At Blackfen, we want to create Geographers, not just students who study Geography and, over time, our students regularly apply to study Geography at university. It is our intent to ensure that students have the literacy skills to confidently write about the subject in a structured manner, and the numeracy skills to analyse and dissect data. By the end of the course our students should have a wide and deep understanding of the world that they are entering and are able to connect to that world. Students should be able to conduct an inquiry; identifying an issue, asking questioning about that issue; effectively collect data, present data, analyse issues and draw conclusions and evaluations. These skills prepare students for further learning, or entry into the workforce.

Course overview for A Level Geography  
Exam board: EDEXCEL - https://qualifications.pearson.com/content/dam/pdf/A%20Level/Geography/2016/specification-and-sample-assessments/Pearson-Edexcel-GCE-A-level-Geography-specification-issue-5-FINAL.pdf
Coursework: Yes - 20% of the qualification 

Paper 1            
Section A: Tectonic Processes and Hazards
Section B: Landscape Systems, Processes and Change - Coastal Landscapes and Change
Section C: Physical Systems and Sustainability 

Paper 2            
Section A: Globalisation / Superpowers
Section B: Shaping Places - Regenerating Places
Section C: Global Development and Connections - Migration, Identity and Sovereignty

Paper 3                
Synoptic Paper – Students have an information booklet that draws on the synoptic topics and most answer all questions