Geography is everywhere!
We are keen to encourage geography activism through enquiry learning and fieldwork in KS3. We interrogate topical issues and world events through a moral framework. We see the awe of our Earth everywhere.
Please contact Ms Subramoney via email@example.com for more information.
What your child will be learning (curriculum mapping)
To view the modules studied each term, please click here.
Aims and enrichment
Our aims are to spread the Geographical word through exciting, well-taught lessons, supplemented by fieldwork at all key stages.
The department’s excellent, well-travelled background in Geography Education from SOAS, Durham University, UCL and Exeter University provide good grounding in up-to-date geographical debate and discussion.
Students enjoy Geography at CCF; we are the largest GCSE option group in the school, which is a positive reflection of our excellent teaching at Key Stage 3. We are honoured by having been awarded the Secondary Geography Quality Mark, endorsed by the Geographical Association for recognition of quality geography teaching in secondary schools. This award is of particular value to us; in 2016 we were the only school in London to be awarded the Mark.
Fieldwork opportunities in celebration of the “Year of Fieldwork” established by the GA have provided us with inspiration for further quality opportunities to enhance learning outside the classroom. For example, Year 7 investigate their local area around East Finchley, questioning the public on perceptions and local services. Year 8 investigate crime in the area using GIS (Geographical Information Systems) to map and analyse crime statistics. Finally Year 9 begin to embed key skills for GCSE by synthesising data on microclimates. GCSE fieldwork is always hugely popular; every year we take the entire cohort to Swanage, Dorset to investigate coastal management and tourism.
Fieldwork does not stop at Key Stage 3 and 4; Key Stage 5 Geographers are taken on multiple fieldtrips throughout the year, ranging from a 5 day residential in Wales to a day’s fieldwork in Brick Lane, East London. Enthusiasm for Geography is clear; the majority of our A level students go on to study Geography at university and past students are very successful at the tertiary level.
Key Stage 3 lessons are taught in partnership with Global Giving (Water and Child Soldiers). Lessons have also been supplemented by Amnesty International speakers (Human Rights).
Key Stage 4 Gifted and Talented students are invited to Sixth Form talks given by MAP (Medical Aid for Palestine), Greenergy International and Skype calls with a school in Ramallah, Palestine.
Key stage 5 students experience multiple fieldwork opportunities, ranging from week-long trips to day trips to local museums. External speakers have deepened and broadened understanding of the syllabus. Sixth Form Geographers also enter the Royal Geographical Society’s Young Geographer of the Year award, designed to foster new geographical talent.
Key stage 3
At KS3 students are given the opportunity to explore and establish new geographical skills to enable application at KS4.
Exciting topics such as the 2016 Olympics, ecosystems in Australia and Blood Diamonds are examples of our enriching curriculum. We aim to take students on fieldwork in every year at KS3 in order to build knowledge and understanding and further support classroom learning. Previous fieldtrips have included: a local area study into East Finchley, local crime studies and a microclimate investigation. Students thoroughly enjoy fieldtrips and understand their value in the curriculum.
- Map skills
- Settlement building
- Local areas Study (Fieldwork)
- Migration and Citizenship
- Australia: study of an ecosystem
- Brazil: ecosystems study
- Brazil: human interactions
- Water: River systems, Ice, Oceans
- Local Area investigation (Fieldwork)
- Weather and Climate
- Microclimates (Fieldwork)
- Climate Change
- Blood Diamonds
- OCR A GCSE Course: People of the UK
Key stage 4
Exam Board: Edexcel
Geography is the subject of our times. It is inherently multi-
disciplinary in a world that increasingly values people who have
the skills needed to work across the physical and social sciences.
The subject encourages ways of seeing and thinking that make
geographers eminently employable.
-From the Guardian Editorial August 2015
Course outline including units/percentage of GCSE
Paper 1 Global Geographical Issues – 37.5%
A combination of structured and longer answers to assess three topics. These
- Hazardous Earth – Atmosphere and Climate, Tectonics.
- Development Dynamics – Inequalities studying the developing world.
- Challenges of an Urbanising World – A detailed study of megacities
Paper 2 UK Geographical Issues – 37.5%
Questions with a skills focus on the UK’s evolving physical and human
landscape. This paper will also assess geographical enquiry through two
fieldwork trips carried out in contrasting locations.
Paper 3 People and the Environment – 25%
This paper will focus on geographical problem solving and decision making.
This will be done through three topics:
- People and the Biosphere
- Forests under Threat
- Energy Supply
What careers and future pathways can this subject lead to?
Geography combines well with both arts and science subjects, therefore it keeps many options open for future study and careers. The subject provides a
foundation for careers in sustainability, urban regeneration, energy supply, environmental consultancy and planning. However, it also provides the
inspiration and theoretical grounding for careers in international development and relations, politics, human rights and the future management of changing
climate and global issues. Geographers are the most employable university graduates after medical students.
A good grade in GCSE Geography shows you have sound analytical skills, which are highly respected by employers and universities.
Key stage 5
Exam Board: Edexcel
This specification for the discipline of geography encourages students to gain enjoyment, satisfaction and a sense of achievement as they develop their knowledge and understanding of the subject. This A Level course will enable students to be inspired by their geographical understanding, to engage critically with real world issues and places, and to apply their geographical knowledge, theory and skills to the world around them. Students will grow as independent thinkers and as informed and engaged citizens, who understand the role and importance of geography as one of the key disciplines relevant to understanding the world’s changing peoples, places and environments.
- 30% of the qualification
- Topic 1: Tectonic Processes and Hazards
- Topic 2: Landscape Systems, Processes and Change
- Topic 5: The Water Cycle and Water Insecurity
- Topic 6: The Carbon Cycle and Energy Security
- 30% of the qualification
- Topic 3: Globalisation
- Topic 4: Shaping Places
- Topic 7: Superpowers
- Topic 8: Global Development and Connections
- 20% of the qualification
- An externally-assessed written examination. A resource booklet will contain information about the geographical issue. All questions in the examination draw synoptically on knowledge and understanding from compulsory content drawn from different parts of the course. The examination may include short open, open response and resource-linked questions. The examination includes 8-mark, 18-mark and 24-mark extended writing questions. Calculators may be used.
- 20% of the qualification
- The student defines a question or issue for investigation, relating to the compulsory or optional content. The topic may relate to any aspect of geography contained within the specification
- The student’s investigation will incorporate fieldwork data (collected individually or as part of a group) and own research and/or secondary data
- The fieldwork, which forms the focus and context of the individual investigation, may be either human, physical or integrated physical-human
- The investigation report will evidence independent analysis and evaluation of data, presentation of data findings and extended writing
- Students will be expected to show evidence that they have used both quantitative and qualitative data to support their independent investigation as appropriate to the
Stretch and challenge
Students are given opportunities to attend lectures by external providers; in the past (2015-2016) we have visited the Royal Geographical Society, The Royal Institution of Great Britain, and the Geographical Association.
External speakers from Greenergy International (biofuels firm), Medical Aid for Palestinians and the British Red Cross have all come into school to further deepen knowledge and understanding at A level. Finally we take students on additional day trips to the Natural History Museum (tectonics revision), Brick Lane (investigation into Multicultural studies) and an upcoming lecture (December 2016) given by UCL on Geographical Case Studies.