Geography

The Geography curriculum is aspirational because it emphasises the awe and wonder of the world around us, allowing students to build a clear understanding of how physical and human processes result in the world we live in today. It is designed to develop high-level and transferable skills such as geographical analysis, evaluation, and interpretation, all contained in real world fieldwork that students engage with, thus witnessing the above processes first hand. 

The Geography curriculum serves our students by making them “stewards of the world”, meaning that it provides in depth resources, knowledge and skills to apply academically and in a real-world context. Sustainability is also a large part of what GCSE and A-level Geography students’ study to inform them and encourage a consideration of the world we live in leading to a range of informed choices and ideas. 

The Geography curriculum allows our pupils to flourish by actively promoting British values such as democracy, tolerance, and respect, helping students become informed and responsible citizens. Students apply teaching material from the classroom into the real world, thus becoming global citizens. Self-awareness, a range of positive contributions to the community and the interdisciplinary nature of Geography make it a bridge between the social sciences and the core sciences, allowing students to truly flourish in a truly unique way. 

Sequencing in Geography 

Sequencing in the Geography curriculum at Manshead CE Academy from Key stage 3 to Key stage 5 is designed to build students’ geographical knowledge, skills, and conceptual understanding in a coherent and progressive way. 

At KS3, the curriculum focuses on broad foundational knowledge and core geographical skills. The aim is to spark curiosity and build a base for more complex study later. Key features include locational knowledge, place knowledge, human and physical geography, geographical skills and fieldwork. 

At KS4, students follow a GCSE specification (e.g., AQA), which deepens their understanding of both physical and human geography. Key features include thematic units, case studies, fieldwork and assessment. 

At KS5, students engage in advanced geographical thinking, with a strong emphasis on independent enquiry and critical analysis. Key features include core and optional topics, an independent investigation and synoptic thinking. 

Adaptive Teaching in Geography 

Adaptive teaching in Geography is about ensuring that all students, regardless of their starting points, can access and engage with geographical content meaningfully. It moves beyond traditional differentiation by focusing on real-time responsiveness, inclusive design, and high expectations for all learners. 

Use of extended writing tasks at key stage 3, modelling answers, accessible learning, responsive teaching and ongoing assessment all contribute to the ambitious goals that staff have for their students learning. As well as this, we incorporate experiential learning through students own experiences, for example through Migration units. 

Spirituality in Geography 

We promote spirituality in Geography through a sense on awe and wonder. This is considering and celebrating the mysteries of life, as well as developing a sense of enjoyment and fascination in learning about the wonders of the natural world and human achievements. 

Self-awareness and self-knowledge is also very important, this is being aware of your own thoughts, feelings and emotions. Developing self-respect, a sense of identity and self-worth. 

Finally, we concentrate on developing and clarifying our own beliefs in a supportive environment by exploring the Christian faith and being open to the faith and beliefs of others. 

Learning beyond the classroom in Geography 

Learning Outside the Classroom is a vital and distinctive part of the Geography curriculum, offering students the opportunity to engage with real-world environments and apply classroom knowledge in meaningful, practical contexts. 

At Key stage 3, this includes microclimate investigations, urban land use through OS maps, or river studies. At Key stage 4, this includes fieldwork enquiries, coastal erosion studies and data collection for the human or physical elements of the course. Finally at Key stage 5, this includes independent fieldwork investigations, residential field trips and advanced GIS mapping.