KS4 students will enjoy a varied and fulfilling GCSE which will increasingly allow them to be insightful, inquisitive and imaginative about the physical and human world around them. The GCSE is designed to encourage students to develop a greater sense of awe and wonder about the world through detailed studies of particular locations and processes, designed to encourage students to want to explore and investigate it for themselves. We hope to encourage students to be increasingly aware of our impact on the environment and the actions which can be taken to reduce it.
– The challenge of Natural Hazards
– The Living world
– Physical landscapes of the UK
– Changing economic world
– Urban issues and challenges
– Challenge of resource management
– Pre release
– Fieldwork – coasts, urban
Geography at KS4 continues to have an important role in helping to equip students to continue to develop knowledge and skills to help them succeed in life. It provides a deeper understanding for all students of the different regions around the world, and encourages students to develop an analytical/evaluate approach to understanding the frameworks. This equips them with the skills and knowledge to influence their own lives. Cultural capital is further encouraged in geography through the use of contemporary case studies for example Rio and London. The study of these places enables students to understand the different social, economical and environmental opportunities and challenges and the wider impacts of this. Geography at KS4 aims for all students to discuss, to empathise, debate and explore ideas, where independent responses to new material are encouraged by all. Cultural capital is further encouraged by providing all students with the ability to personally explore a physical environment of the Norfolk coast and the urban environment of Cambridge. The study of geography at KS4 continues the process of developing students transferable skills which are essential to a number of careers e.g., problem solving, teamwork, investigation skills including the interpretation of more complex text and data, manipulation of data e.g. use of interquartile range to form conclusions and to take an evaluative attitude to them. We encourage use of GIS, and wider reading and engagement of current affairs to support learning.