Geography


Geography Key Stage 3

What can students do to develop their skills in this subject area?

  • Get involved in Geography Club.
  • Create a revision guide for the unit of work that they are studying.
  • Create a glossary of new vocabulary that they acquire during Geography lessons.
  • Take a lead role in teaching key concepts and ideas to others during lessons.
  • Try to make links between geographical theory and ideas and places that they have studied.
  • Read and use maps when visiting places outside of the Academy.
  • Watch the news and keeping up to date with current events and their link to Geography.

What wider reading can be completed to support the curriculum?

  • Students could read and critically evaluate the presentation of Geography within any national newspapers.
  • Students could keep a 'Geography in the News' scrapbook – printing off or cutting out any stories they hear about that are related to Geography.
  • Equally, on holiday, they could similar scrapbook about the human and physical environment of the place.

The following texts may be of interest:

  • Read the Horrible Geographies series.
  • Familiarisation and use of atlases.
  • Using encyclopaedias/country fact file books.
  • Reading of world fact books.

What websites could students visit to support the curriculum?

www.metoffice.gov.uk
www.earth.google.co.uk
www.earthfromtheair.com
www.geographypods.com
www.ordnancesurvey.co.uk/mapzone
www.bbc.co.uk/education
www.usgs.gov
www.youtube.com - YouTube account for Mr Parr for Geographical songs.

Can television and film assist with supporting the curriculum?

Certain television programmes can be useful:

  • Planet Earth (BBC).
  • Coast series (BBC2).
  • Search Dr Iain Stewart in YouTube for tectonics and processes.
  • Watch the news for stories with a geographical connection
  • Various BBC documentaries by Simon Reeve, covering both physical and human geographical themes.

Watching films such as:

  • Ice Age: Continental Drift.
  • Madagascar.
  • The Day After Tomorrow.
  • Dante's Peak.
  • The Jungle Book.

How can parents/carers help and what can be done at home?

  • Discuss and debate current affairs, particularly issues related directly to Geography.
  • Discuss geographical events/festivals that are taking place, e.g. music festivals, carnivals, sporting events.
  • Encourage your son or daughter to explain their own views on a range of geographical issues, but also encourage them to reflect on why others may not share these views.
  • Support your son or daughter with additional knowledge linked to homework (i.e. what you know, your opinion, how things have changed?)
  • Visit places of geographical interest, either locally (e.g. Lincolnshire Wolds, Hubbard's Hills, Rimac Saltmarsh, Hull) or further afield (e.g. Dorset coastline, The Eden Project, Brimham Rocks, London, Leeds, etc).
  • When on holiday, take note of human and physical environments such as coastal processes, cultural behaviour and transport systems).
  • Look for evidence of Geography where you might not expect to find it, e.g. sporting rivalries, museums, adverts, music and art.
  • Encourage your son or daughter to investigate or join a conservation organisation, e.g. WWF, Woodland Trust, Surfers Against Sewage.

Geography Key Stage 4

What can students do to develop their skills in this subject area?

  • Attend after Academy revision sessions.
  • Do additional research about the case studies provided in the revision guide.
  • Create a revision guide for the unit of work that they are studying.
  • Create a glossary of new vocabulary that they acquire during Geography lessons.
  • Take a lead role in teaching key concepts and ideas to others during lessons.
  • Try to make links to between geographical theory and ideas and places that they have studied.
  • Ask teachers for access to past exam papers/sample questions and answers.
  • Read and use maps when visiting places.
  • Watch the news and keep up to date with current events and their link to Geography.
  • Enhance maths skills that link to Geography by applying ideas from maths lessons and putting them into a Geographical context.

What wider reading can be completed to support the curriculum?

  • Students could read and critically evaluate the presentation of Geography within any national newspapers.
  • Students could keep a 'Geography in the news' scrapbook – printing off or cutting out any stories they hear about that are related to Geography.
  • Equally, on holiday, they could similar scrapbook about the human and physical environment of the place.

The following texts may be of interest:

  • Reading the Horrible Geographies series.
  • AQA textbooks and revision guides.
  • Atlases
  • Encyclopaedias/country fact file books.

What websites could students visit to support the curriculum?

www.nhm.ac.uk
www.rgs.org
www.ready.gov/volcanoes
www.fema.gov
www.usgs.gov
www.metoffice.gov.uk
www.environment-agency.gov.uk
www.100people.org
www.oxfam.org.uk
www.cia.gov
www.nhc.noaa.gov
www.earth.google.co.uk
www.earthfromtheair.com
ww2.defra.gov.uk
www.gapminder.org
www.coolgeography.co.uk
www.aqa.org.uk
www.cia.gov
www.geographypods.com
www.youtube.com - YouTube account for Mr Parr for Geographical songs.

Can television and film assist with supporting the curriculum?

Certain television programmes can be useful:

  • Planet Earth (BBC).
  • Coast series (BBC2).
  • Kevin Mcleod Slumming it (Channel 4).
  • Search Dr Iain Stewart in YouTube for tectonics and processes.
  • An Inconvenient Truth (Climate Change).
  • Various BBC documentaries by Simon Reeve, covering both physical and human geographical themes.
  • Watch the news for stories with a geographical connection.
  • Countryfile.

Watching films such as:

  • The Impossible.
  • The Day After Tomorrow.
  • 2012.
  • San Andreas.
  • Slumdog Millionaire.
  • Flood.
  • Dante's Peak.

How can parents/carers help and what can be done at home?

  • Discuss and debate current affairs, particularly issues related directly to Geography, e.g. EU referendum, geopolitical debates.
  • Discuss geographical events/festivals that are taking place, e.g. music festivals, carnivals, sporting events.
  • Encourage students to explain their own views on a range of geographical issues, but also encourage them to reflect on why others may not share these views.
  • Support students with additional knowledge linked to homework (i.e. what you know, your opinion, how things have changed?)
  • Encourage students to use road maps when planning a journey rather than a satellite navigation system.
  • Visit places of Geographical interest, either locally (e.g. Lincolnshire Wolds, Hubbard's Hills, Rimac Saltmarsh, Hull) or further afield (e.g. Dorset coastline, The Eden Project, Brimham Rocks, London, Leeds, etc.).
  • When on holiday, take note of human and physical environments such as coastal processes, cultural behaviour and transport systems).
  • Look for evidence of Geography where you might not expect to find it, e.g. sporting rivalries, museums, adverts, music and art.
  • Find out about or join a conservation organisation, e.g. WWF, Woodland Trust, Surfers Against Sewage.

Geography Key Stage 5

What can students do to develop their skills in this subject area?

  • Attend additional revision sessions and crammers as and when they are offered.
  • Ask teachers for information on geographical events beyond the Academy.
  • Create a comprehensive revision guide for the unit of work that you are studying.
  • Create a glossary of geographical vocabulary and terminology and update this regularly.
  • Ask teachers for access to past exam papers/sample questions and answers.
  • Read Geofiles (available in 60N and online).
  • Loan out books from the library and 60N to further studies.
  • Further your understanding of case studies by researching detail beyond what is taught in the classroom.
  • Complete examination preparatory questions beyond what the teacher asks of you.
  • Enhance mathematical skills that link to Geography by applying ideas from your mathematical background and techniques taught in lessons to enhance your controlled assessment.
  • Watch then news and keep up to date with current events and their link to Geography and consider their perspective on these issues.

What wider reading can be completed to support the curriculum?

  • Students could read and critically evaluate the presentation of Geography within any national newspapers.
  • Subscribe to National Geographical magazine.
  • Join the Geographical Association.
  • Ask teaching staff if they have texts you can borrow related to any areas of the course you are particularly interested in.

The following texts may be of interest:

  • National Geographic Magazines.
  • AQA textbooks and revision guides.
  • Travel writing (e.g. Bill Bryson/Michael Palin).
  • America Unchained – Dave Gorman.
  • Works by Doreen Massey (Changing Places).

What websites could students visit to support the curriculum?

www.nhm.ac.uk
www.rgs.org
www.ready.gov/volcanoes
www.fema.gov
www.usgs.gov
www.metoffice.gov.uk
www.environment-agency.gov.uk
www.100people.org
www.oxfam.org.uk
www.cia.gov
www.nhc.noaa.gov
www.earth.google.co.uk
www.earthfromtheair.com
ww2.defra.gov.uk
www.gapminder.org
www.aqa.org.uk
www.cia.gov
www.youtube.com - YouTube account for Mr Parr for Geographical songs.

Can television and film assist with supporting the curriculum?

Certain television programmes can be useful:

  • Planet Earth (BBC).
  • Coast series (BBC2).
  • Kevin Mcleod Slumming it (Channel 4).
  • Search Dr Iain Stewart in YouTube for tectonics and processes.
  • Operation Iceberg
  • An Inconvenient Truth (Climate Change).
  • Various BBC documentaries by Simon Reeve, covering both physical and human geographical themes.
  • Watch the news for stories with a geographical connection.
  • Countryfile.

Watching films such as:

  • The Impossible.
  • Hotel Rwanda.
  • Favela Rising.
  • Slumdog Millionaire.
  • The Full Monty.

How can parents/carers help and what can be done at home?

  • Discuss and debate current affairs, particularly issues related directly to Geography, economy, politics and society, e.g. EU referendum, climate change meetings, disaster priority and aid, etc.
  • Assist students in visiting places of interest – such as the Yorkshire coastline, cities studied in the course, etc.
  • Visit places of Geographical interest, either locally (e.g. Lincolnshire Wolds, Hubbard's Hills, Rimac Saltmarsh, Hull) or further afield (e.g. Dorset coastline, The Eden Project, Brimham Rocks, London, Leeds, etc).
  • When on holiday, take note of human and physical environments such as coastal processes, cultural behaviour and transport systems.
  • Look for evidence of Geography where you might not expect to find it, e.g. sporting rivalries, museums, adverts, music and art.
  • Support Geography Club to be able to articulate geographical ideas to younger students.
  • Find out about or join a conservation organisation e.g. WWF, Woodland Trust, Surfers Against Sewage.

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