Durham Trinity School

Transcription

1 Curriculum Policy Document Key Stage 3 and 4 Durham Trinity School Geography Revised July 2014 RB

2 Contents. 1 Statement of curriculum policy 2 Introduction 3 The curriculum content 4 Range of experiences 5 Assessment, recording and reporting achievement 6 Monitoring and evaluation 7 Resources

3 1. GEOGRAPHY POLICY STATEMENT. Durham Trinity School and Sports College believes that the Geography curriculum should aim to develop in pupils an interest and curiosity about the earth, based upon experience and enjoyment and develop in them positive attitudes of responsibility, concern and care for the earth, its people and its environment. All pupils are entitled to a Geography curriculum which offers: opportunities to promote knowledge and understanding of the physical features and processes of the earth, opportunities to develop skills in pupils that will allow them to carry out effective enquiry, opportunities to learn about the United Kingdom and its links with the wider world, especially Europe. Through the implementation of the Geography curriculum pupils will be encouraged to extend their interest and appreciation of their surroundings and to develop a caring and concerned attitude towards the human, physical and environmental aspects of the world in which they live. 2. INTRODUCTION. At Durham Trinity School and Sports College we believe that Geography should be an integral part of each pupil s education and that through the experiences offered by the Geography curriculum, each pupil s education will be enhanced. The Geography curriculum will offer all pupils experiences within a geographical context. Access to the Geography curriculum will be achieved by a variety of means, depending on age, development and specific needs. Some skills, techniques and processes taught within the Geography curriculum will be cross curricular and therefore transferable. Presentation of the Geography curriculum may be through any of the following: topic work, themes, modified National Curriculum programmes of study and rolling program 3.The Curriculum Content Geography offers opportunities for pupils to stimulate an interest in their surroundings and develop a sense of wonder in the beauty of the world which surrounds them. An appreciation of the environment and concern for the quality of life is encouraged and in doing so, a development of a sense of responsibility for the care of the earth and those who inhabit it, is fostered. As pupils have a variety of special educational needs, modified programmes of study based on the Geography National Curriculum 2014 will be provided.

4 The Aims of the Geography National Curriculum Sept 2014 are as follows: develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps and writing at length SECONDARY KS3 At this level Geography for years 7, 8, and 9 is delivered in termly modules, following a 3 year rolling programme, details of which are included in this document. Autumn Spring Summer 1 The local area & home. Earthquakes and Volcanoes Earthquakes and volcanoes Farming France Weather and Climate 2 Ecosystems Rivers. Changing Landscape Energy 3 Population Settlement India Water Supply Development Issues KS4 Within KS4 Geography is only delivered as part of a Humanities option. The students study aspects of History and Geography often linked by a common theme. Flexibility is also offered to be able to follow short modules that the group is motivated by. Course Outline (When running) Term 1- India & Victorian England Disasters & Romans Term 2- Population & World War 1 Settlement & World War 1 Term 3 France & World War 2 Weather & World War 2 Autistic and Sensory Provision. Pupils follow a modified and sensory curriculum respectively. (See documentation for Autistic and Sensory provision).

5 4. RANGE OF EXPERIENCES. The provision of a broad and balanced Geography curriculum at Durham Trinity School will include a vast range of experiences. Below is a sample. It should not be regarded as an exhaustive list. Pupils will follow National Curriculum 2014 guidelines where appropriate. Pupils will make field visits to observe and record features of places and sites of geographical interest. Pupils will be given opportunities to experience first-hand, features such as rivers, moorland and quarries. Pupils will be given opportunities to compare rural, coastal and urban environments. Pupils will be given the opportunity to make artefacts which explore further geographical features, such as volcanoes, rain gauges, weather vanes, islands. Where appropriate pupils will make and use board games. Pupils will be given opportunities to read maps and to explore the use of atlases and globes. Topic boxes and artefacts from the Durham County resource library, for use by the pupils, will be used where appropriate. Pupils will have the opportunity to access audio-visual resources such as slides, photos, videos, posters and television broadcasts. Pupils will use photo copiable printed worksheets. Pupils will use specially devised worksheets which have been differentiated and adapted by teachers in Durham Trinity School for the use of pupils with Special Educational Needs. There will be opportunities for pupils to participate in group discussion and the sharing of ideas where appropriate. There will be opportunities for pupils to have access to a computer to learn basic skills, develop word-processing skills, access the Internet and improve presentation. There will be opportunities where appropriate, throughout the KSs, for pupils to participate in residential visits to a variety of locations. Pupils have internet access and the use of interactive whiteboards to enhance learning opportunities. 5. ASSESSMENT, RECORDING AND REPORTING ACHIEVEMENT. Durham Trinity School and Sports College uses B squared for the assessment and recording of pupil progress in geography which allows progress and achievement to be monitored regardless of the age or ability of the pupil. Teachers throughout Durham Trinity School and Sports College assess in a variety of ways, e.g. marking, observing, direct questioning, listening etc. All of these techniques are appropriate for Geography. In addition IEPs, schemes of work and checklists inform and record pupil progress. Individual educational programmes. Each pupil in Durham Trinity School has an IEP which allows for differentiation and the setting of individual objectives. Some objectives set in IEPs may relate specifically to English or Maths but when addressed can also indirectly affect the pupil s progress in Geography. ( These are currently under review following the introduction of EHC plans) Schemes of work.

6 Schemes of work in Geography offer shared pupil experiences and stimuli, but the tasks set by teachers allow for differentiation by outcome. At the end of each module / topic individual pupil progress will be recorded using B squared. B squared was introduced during 2007 which incorporates P Levels and small learning objectives which are encountered in the teaching of Geography. B squared assessment will accompany students as they progress throughout the school. National Curriculum recording. Pupils at Durham Trinity School follow modified programmes of study for Geography. At the end of each KS teachers responsible for delivering Geography make informed judgements about levels achieved by pupils, using the level descriptors given in the National Curriculum documentation for Geography. Reporting. All staff teaching Geography contribute towards the compilation of a detailed annual report on each pupil. This should refer in a positive way to the skills attained, with focus on what the pupil can do, including where appropriate, targets. 6. MONITORING AND EVALUATION. The coverage of the areas of study for the Geography curriculum will be monitored by Key Stage Leaders. The quality of the Geography curriculum will be assured by continuous review and evaluation. The policy document and schemes of work will be reviewed and updated annually. B squared is used for assessing and recording progress. 7. RESOURCES FLAMBARD PREMISES Collections from Durham Learning Resources are regularly utilised. Resources for Geography are held centrally in the Humanities teaching area. These vary from wall maps, globes, atlases, reference books and DVD/videos to printed and teacher-made worksheets. Teachers also utilise the County library resource centre from which they can borrow topic boxes and artefacts. HUMANITIES ROOM. Geo-safari - worksheets. Places, buildings, maps, features, flags, costumes. Folens Copy-masters - Specials KS3/4. Mapping skills. Physical geography. Human geography. Environmental geography. Widdowson Copy Masters Wallchart maps. British Isles - Counties. Europe. World.

7 Globes - 3. Sunshine Geography - 30 books. Toppers. Spring/summer/autumn/winter. Collins Bus Books - Earthquakes. Volcanoes. Deserts. A First Guide to... France. Ireland. Starting Geography - Landscapes.