Geography is taught to all students at key stage 3.  At key stage 4 the GCSE humanities course contains modules in geography.

Curriculum Organisation

During the late 1990’s the humanities department offered a modular humanities course to mixed ability groups at key stage 3.  This proved to be one major stumbling block to raising levels of achievement.  By September 2000 we had changed the way in which we organised the curriculum so that each of the humanities subjects (geography, history and religious education) was taught for one hour each week to setted groups.

Staff List

Frank Smith                              Head of Geography, joint head of year 8.

                                                Personal and Curriculum Development Manager.

Gordon McKenzie                    Specialist geography teacher, head of year 11.

Susan Graney                           Geography teacher, Head of Careers.

Susan Goodier                          Geography teacher with particular emphasis on the less able and head of special needs..

Heather Baron                          Geography teacher with particular emphasis on the less able.

Katrina Robinson                      Geography teacher with particular emphasis on the less able.

Department Profile

The department is staffed by two specialist geographers and three non specialists.  FS and GM have a considerable range of experience in delivering geography programmes in a variety of schools.  FS has previously produced commercial geography packages for students with varying literacy needs.  SGo and  HBr are members of  the special needs department and in years 7 and 8 use this expertise in teaching some of our least able groups.

Strengths of the Department

A reflective department, able to focus on the need for change to improve student learning and behaviour.

During the 1990’s, as explained above, we recognised the need for a radical changes in humanities which would affect the entire structure of the department and long established ways of working.  Discussions began on the use of setting and the availability of specialist staff in 1995. 

The division of humanities into discrete disciplines has increased the confidence of staff, enhanced the quality of planning and teaching in those areas and enabled staff to more effectively deliver specialist skills and understanding.

An active involvement in school and             LEA issues

Both OFSTED and HMI noted that the development of literacy was a significant key to our continued success as a school.  The department felt that geography could provide a range of opportunities for improving literacy.  In July 1999 work was undertaken with other heads of geography across the city to plan the systematic development of literacy across Key Stage 3.  The work on this was completed in January 2000 and published in booklet form by the LEA.  The use of writing frames has been an increasing feature of  the department both at Key stages 3 and 4.

In addition, the department has recognised the importance of two further initiatives and tried to incorporate these into lesson planning and delivery – question and answer, and visual, auditory and kinaesthetic learning.  (VAK). Research into these areas in the summer and autumn 2000 revealed important links with developments in language, literacy and structured thought.  A Waltheof publication concerning the importance of question and answer was presented to the whole staff during the autumn term 2000.

A willingness to trial new approaches and build on them.

Since the OFSTED inspection there have been major changes in the way lessons are planned and delivered.  Learning objectives are provided at the beginning of each lesson, in terms of gains in knowledge, understanding and skills.  These are shared with the students, as are differentiated learning outcomes which identify specific learning objectives for three ability bands in each lesson.  There is an expectation that all abilities will achieve.  The extent of learning is measured throughout the lesson by individual and group questioning and in the plenary at the end of the lesson.

A willingness to share expertise, to work as a team on shared objectives.

We recognise that we can learn a great deal from each other, by observing lessons and by sharing differentiated teaching materials.

Lesson inspections have revealed considerable expertise in the delivery of the subject and a much clearer appreciation of the way in which children learn.  Lessons are typically well planned and are characterised by shared learning objectives, good subject knowledge, a high degree of student participation/involvement, a good pace, well planned and differentiated learning resources and with a distinct emphasis on measuring student achievement in each lesson.

An enthusiasm to take geography out of the classroom

Fieldwork in years 7 and 8 is now an established feature of our practice.  Further developments are planned, however, in both year 8 and year 9.  In year 8 some settlement fieldwork has been trialled in the immediate vicinity of the school and it is hoped to contrast this area with a study of the St Barnabas district in Sheffield’s inner city.  In year 9 planning is underway to take some groups to the Yorkshire coast during this summer to study coastal erosion.

An active involvement in school and LEA issues

Both OFSTED and HMI noted that the development of literacy was a significant key to our continued success as a school.  The department felt that geography could provide a range of opportunities for improving literacy.  In July 1999 work was undertaken with other heads of geography across the city to plan the systematic development of literacy across Key Stage 3.  The work on this was completed in January 2000 and published in booklet form by the LEA.  The use of writing frames has been an increasing feature of the department both at key stages 3 and 4.  (Appendices 3 and 4).

In addition, the department has recognised the importance of two further initiatives and tried to incorporate these into lesson planning and delivery – question and answer, and visual, auditory and kinaesthetic learning.  (VAK).  Research into these areas in the summer and autumn 2000 revealed important links with developments in language, literacy and structured thought.  A Waltheof publication concerning the importance of question and answer was presented to the whole staff during the autumn term 2000.  

A willingness to trial new approaches and build on them.

Since the OFSTED last inspection there have been major changes in the way lessons are planned and delivered.  Learning objectives are provided at the beginning of each lesson, in terms of gains in knowledge, understanding and skills.  These are shared with the students, as are differentiated learning outcomes which identify specific learning objectives for three ability bands in each lesson.  Appendix 5 shows an example of this approach in the planning of a G.C.S.E. teaching module “People and Work”.  There is an expectation that all abilities will achieve.  The extent of learning is measured throughout the lesson by individual and group questioning and in the plenary at the end of the lesson.

A willingness to trial new approaches and build on them.

Since the OFSTED last inspection there have been major changes in the way lessons are planned and delivered.  Learning objectives are provided at the beginning of each lesson, in terms of gains in knowledge, understanding and skills.  These are shared with the students, as are differentiated learning outcomes which identify specific learning objectives for three ability bands in each lesson.  Appendix 5 shows an example of this approach in the planning of a GCSE teaching module “People and Work”.  There is an expectation that all abilities will achieve.  The extent of learning is measured throughout the lesson by individual and group questioning and in the plenary at the end of the lesson.

A willingness to share expertise, to work as a team on shared objectives.

We recognise that we can learn a great deal from each other, by observing lessons and by sharing differentiated teaching materials.

Lesson inspections have revealed considerable expertise in the delivery of the subject and a much clearer appreciation of the way in which children learn.  Lessons are typically well planned and are characterised by shared learning objectives, good subject knowledge, a high degree of student participation/involvement, a good pace, well planned and differentiated learning resources and with a distinct emphasis on measuring student achievement in each lesson.

An enthusiasm to take geography out of the classroom

Fieldwork in years 7, 8 and 9 is now an established feature of our practice.

In year 7 we begin locally by investigating the city centre.  We have plans to extend this by contrasting shopping developments in the city centre with those at Meadowhall.

In year 8 our students contrast two urban and one rural environment.  They begin by exploring the Manor estate and then compare this to an old inner city area – St. Barnabas.  During the summer they are involved in visits to the Peak District National Park.

In year 9 the students visit the Yorkshire coast to examine economic activity and the Impact of coastal erosion on both boulder clay and chalk cliffs.

Major Themes in Geography

At key stage 3 geography examines a number of themes.  In years 7, 8 and 9 these themes are examined at increasing levels of complexity in a variety of case studies.

These themes are illustrated in Appendix 9.

Teaching units in geography at key stage 3.

Year 7

Introduction geography                                                                                1 lesson

Map work.                                                                                                       12 weeks

Local area                                                                                                        12 weeks

Weather and climate                                                                                      12 weeks

Year 8

Atlas skills                                                                                                        3 weeks

Settlement                                                                                                        7 weeks

Italy                                                                                                                  7 weeks

Hostile environments/National environments                                                    12 weeks

Economic activities                                                                                               7 weeks

Year 9

Japan                                                                                                               7 weeks

Tectonic Processes                                                                                             7 weeks

Development                                                                                                    7 weeks

Ordnance Survey map work.                                                                           7 weeks

Coastal erosion                                                                                     7 weeks