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Lutterworth College

Geography

At Lutterworth College we understand the interaction between human and physical systems and we embody this complex interrelationship in Geography. The passion for our world is at the heart of everything we do in Geography as we explore a wide range of themes and issues at local, regional, national and global scales. We bring in current events for students to apply their newly acquired knowledge and allow them to contextualise what we are studying.  In Geography we continually pose questions in order to develop enquiry skills which are key in developing an analytical mind. The relationship between conditions, process and outcome are explored as patterns, features and changes over time and space are understood.  Quantitative and qualitative skills are adopted in our learning as we challenge the world in front of us and its status quo in order to question stake holder perception and expectations of our world. Geography helps prepare students to be responsible and considerate citizens with a clear vision of their footprint and impact on the human and physical systems around them. We work alongside our Church of England CHRIST values to enrich how our students experience. Students are able to demonstrate these values at various points in the curriculum in the following ways:

  • Being Courageous expressing our own opinions and challenge contentious issues, for example climate change and flooding plus urban development.
  • Being Hardworking in our fieldwork enquiries and analysing data collection methods.
  • Being Reflective as we think about how topics like Rhino Poaching and Deforestation relate to our lives, challenge behaviour and habits to make us more responsible citizens by considering alternate points of view through DME (Decision Maker Exercises)
  • Being Inspirational in the way we stand up and speak about your beliefs and opinions regarding issues like migration and share new news events through our Geography Instagram page.
  • Being Supportive as we share good practise, essay examples and offer advise with model answers.
  • Being Tenacious as we better our geographical map skills, introduce difficult concepts to promote resilience and complete regular GCSE and A Level exam style questions from Key Stage 3 through to Key Stage 5 lessons.

Key Stage 3

At Lutterworth College our Key Stage 3 Geography curriculum will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Our curriculum will enable students to see their role in our modern world in a sustainable and responsible manner. Our teaching, through posing questions and the enquiry process, will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As students’ progress through KS3, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. It will allow students to see their world in another way and consistently question and review their surroundings and experiences.

Students develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes and the resultant features. Students are challenged as they are introduced to new geographical skills which enables them to collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes. They use and interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) in order for them to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. Such skills are not only preparing them for the GCSE exam and equipping them with the necessary skills required to be an active and successful learner but also a responsible and reflective citizen.

Key Stage 4

During Key Stage 4, students at Lutterworth College follow the WJEC Eduqas GCSE Geography B specification which encourages them to think ‘like a geographer’. By following this specification learners develop the ability to think creatively, to think scientifically and to think independently by applying geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts. In so doing they will appreciate that geography can be ‘messy’ and that real geography does not always match typical or predicted outcomes. Our geography curriculum adopts a distinctive problem-solving enquiry approach to the study of interactions between people and the environment. By following this course students will develop skills of interpretation, analysis and evaluation.

Students will become critical learners through the analysis of data and evidence from a wide range of primary and secondary sources, and are challenged to express their opinions and make judgements about a huge array of contemporary and often contentious geographical issues. Our students will become informed and reflective citizens when they consider a range of viewpoints, values and attitudes which are held by different stakeholders and members of society.

WJEC Eduqas GCSE Geography B develops and extends learners knowledge of locations, places, environments and processes, at a range of different scales. As we progress through this qualification, students build upon their locational knowledge acquired during key stage 3, understand more about the distinctive human and physical features of the UK and develop an in depth understanding of the features and challenges of diverse Low Income Countries and High Income Countries from around the world.

Following this GCSE course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop learners’ competence in using a wide range of geographical investigative skills and approaches. Fieldwork is an essential aspect of geographical education and it forms a key part of our geography journey at Lutterworth College as we engage with enquiries conducted outside of the classroom and school grounds. The focus points of our Key Stage 4 studies allows students to develop the skills and knowledge applicable to real world situations in order to confidently tackle the changes and challenges they will face in their further education and lives outside of school. 

Key Stage 5

In following the WJEC Eduqas A level Geography specification, we encourage learners to apply geographical knowledge, theory and skills to the world around them. In turn this enables learners to develop a critical understanding of the world’s people, places and environments in the 21st century. As a facilitating subject, our Geography A Level course equips learners with the knowledge and understanding of contemporary geographical concepts together with transferable skills which enables them to either progress to higher education or a range of employment opportunities.  We provide opportunities for our learners to extend their life-long learning and be confident and competent citizens as they reflect and continue to question the world around them. 

The in-depth study and development of complex human and physical interactions are continued in the A Level syllabus and contextual applications at different temporal and spatial scales are established in order for students to illuminate and underpin their understanding of some of the key issues facing the world today.  Further development and application of evaluation and analysis skills are enhanced through data response questioning and essay writing. The specialised concepts of causality, equilibrium, feedback, identity, inequality, interdependence, globalisation, mitigation and adaptation, representation, risk, resilience, sustainability, systems, and thresholds run throughout the course and interrelationships are evident as we use topic synthesis to support Geographical understanding.  Through the study of Tectonics, Coastal landscapes, Changing Places, Global Governance and Global Systems, plus contemporary issues such as the Energy Dilemma and African Development, students develop as critical and reflective learners, able to articulate opinions, challenge ideologies and concepts as they suggest relevant new ideas and provide sustainable evidenced arguments in a range of situations. Students understand the fundamental role of fieldwork as a tool to understand and generate new knowledge about the real world, and become skilled at planning, undertaking and evaluating fieldwork in appropriate situations.  They use quantitative and qualitative skills rigorously and approaches, (including observing, collecting and analysing geo-located data) are applied through their studies and independent learning.