There has never been a more important time for students to study geography. From climate change to natural disasters, and from Brexit to social inequality, geography really is the subject for an ever changing and increasingly complex world. Geography is about finding patterns in the complexity of the world and we aim to give our students a deep and secure knowledge of geography so that they can start to make sense of the world1.
Ever since Eratosthenes coined the phrase geö-graphia, which literally means ‘writing the world’, geographers have sought to learn about the world around them. As the next generation of geographers, we want our students to benefit from thousands of years of discoveries about our planet2 and for them to use this knowledge to make sense of the complex world.
The central focus of geography is places, how they are connected to one another and how they interact with both human and natural processes. At TGAW, we aim to provide students with a high-quality geography education which gives them knowledge about diverse places, people, resources and natural and human environments together with a deep understanding of the Earth’s key physical and human processes3. Students can be expected to know the locations of the places they are studying4.
As students progress in geography at TGA, their growing knowledge about the world will give them a deeper understanding of the interaction between physical and human processes and the formation and use of landscapes and environments3.
As well as being an instruction manual for the present, geography is our students’ inheritance1 as one day they will be the decision-makers, the policy writers and the influencers. It is therefore vital that we create global citizens that are aware of and understands the wider world – and their place in it. At TGA we believe that all of our students can make a difference and we encourage them to develop the knowledge, skills and values they need to engage with the world5.
We feel that through geography, our students can contribute to the school community and beyond as becoming global citizens allows students to:
- Build their own understanding of world events.
- Think about their values and what’s important to them.
- Take learning into the real world.
- Challenge ignorance and intolerance.
- Get involved in their local, national and global communities.
- Develop an argument and voice their opinions.
- See that they have power to act and influence the world around them.
As well as learning about the world, we encourage our students to experience the world around them and get a sense of different places in the world. We do this in the classroom, using a number of resources from pictures and videos through to maps and GIS. However, it is outside of the classroom where students will get to experience fieldwork and gain a much deeper understanding of the world around them.
Fieldwork offers our students the chance to explore first-hand how physical and human processes are changing our world6. At TGA Worcester, we offer opportunities for fieldwork across all key stages. From studying the geography of our local area, to studying large urban areas and visiting physical landscapes, we aim to give our students a broad experience outside as well as inside the classroom.
We aim to inspire in students a curiosity and fascination about the world and its people that will remain with them for the rest of their lives3. Indeed, to gain a deep and secure knowledge of geography and start making sense of the world, students need to ‘think like a geographer’. This means that students will not only look at the world, but also investigate it4.
We aim to take what students already know about the world around them, help them make sense of that, but also make new connections to ideas and knowledge that they will not have come across before. Students will learn to see the world differently and understand the processes that happen around us. Students will draw on other disciplines, such as biology, chemistry, maths and history to make conclusions about the world1.
Additionally, we aim to give students a sense of place, so that when they are studying different places they gain an understanding of those places. Through a range of secondary sources of information, students will learn about cultural, political, social, economic and environmental characteristics of different places and as such will think about the world and its people in a curious and fascinated way.
|THEME/FOCUS||Term 1||Term 2||Term 3|
|Year 9 KS3
(3 Lessons a fortnight)
|My Place in the World & USA||Uganda and Ice Age||Wild Water and Cracking Coasts|
|Year 10|| Hazards & Climate Change
NEE case study (Rio de Janiero)
A case study of a major city in UK to show
Living World – Ecosystems
Living World – Rainforests
Living World – Hot Deserts
|Year 11||Economic World
Nigeria NEE case study
The UK Economy
|Economic World & Revision Urban Issues||Revision: all topics|
|Year 12||Glacial Systems and Landscapes
Glaciers as natural systems
The nature and distribution of cold environments
Systems and processes
Glaciated landscape development
Human impacts on cold environments
Social and economic issues associated with urbanisation
Urban waste and its disposal
Other contemporary urban environmental issues
Sustainable urban development
The concept of hazard in a geographical context
Fires in nature
|Year 13||Global Systems and Global Governance
International trade and access to markets
The ‘global commons’
Antarctica as a global common
|Water and Carbon Cycles / Independent Investigation
Water and carbon cycles as natural systems
The water cycle
The carbon cycle
Water, carbon, climate and life on Earth
|Changing Places / EXAMS
The nature and importance of places
Changing places – relationships, connections, meaning and representation
Relationships and connections
Meaning and representation
Quantitative and qualitative skills