It has five key pillars:
Inclusive and Aspirational:
The curriculum at key stage 3 encompasses 7 continents, exploring physical and human issues at different scales. We use real life, contemporary examples to apply knowledge to students to ensure a greater understanding of the ever-changing world they live in. The curriculum acknowledges the local population’s rich mix of ethnicities, family structures, and life experiences. Our local geography content connects students with their community, helping them see the relevance of geography in their own lives. For example, studying local urban regeneration, contrasting areas, and environmental changes within Rotherham. Students can explore how global phenomena—like migration, trade, and geopolitics—are connected to the local environment in Rotherham, fostering understanding of the interconnectivity of the world.
Foundational Literacy and Numeracy:
Throughout year 7 and 8, we put emphasis on the importance of reading. Students will explore glossaries of each topic and have guided reading worksheets to deepen their knowledge and literacy. Students will be exposed to a broad range of geographical terms and concepts, which will help expand their academic vocabulary and reading comprehension. This focus on specialised language will aid students in developing the literacy skills necessary for higher education and the workplace. Students are challenged on their communication skills through deeper thinking questions with a focus on command words to facilitate this (to what extent, assess and evaluate). A key component of the geography curriculum is developing students’ ability to communicate their ideas clearly and confidently. Geoskills are embedded throughout our curriculum at KS3 and regular recall in adaptive starters allow students to continue practising this skill. Geography frequently involves the analysis of numerical data, such as population statistics, climate data, and economic indicators. Students will work with graphs, charts, and tables to extract meaningful insights, building their mathematical reasoning skills.
Ambitious and Sequenced Learning:
At Key Stage 2, the focus is on building a solid foundation in geography by introducing students to basic concepts such as physical and human geography, map reading, and key geographical features (e.g., rivers, mountains, continents, and countries). Moving towards KS3 at Oakwood High School, the Geography curriculum will encourage students to apply and explore this knowledge in the context of both their local environment and global issues. The curriculum is designed to spark curiosity through interactive lessons, and the exploration of global issues like climate change, natural hazards, and sustainability. This early exposure encourages a love for geography and motivates students to ask questions and think critically. Students will explore case studies that require them to think critically about geographical issues like urbanization, migration, and environmental management. The aim is to move beyond factual recall to understanding causes, consequences, and potential solutions.
Cultivating Independent Learners:
Our curriculum will challenge learners’ resilience through data interpretation tasks and analysing case studies. For example, students will explore causes and consequences of natural disasters and effects of urbanization on local environments. These tasks are designed to develop their ability to work through challenges and build resilience and reflecting (Oakwood 5R’s). In geography, students are taught to view errors as part of the process, building their resilience to setbacks and strengthening their capacity to persevere through challenges. By tackling unfamiliar topics or problems in geography, students develop the confidence to step out of their comfort zones.
Holistic Personal Development:
Our KS3 curriculum encourages students to take responsibility for their own learning and development. Through tasks like independent research, extended writing tasks and presentation work, students are held accountable for their contributions to group work and individual projects. This will allow our students to foster qualities like perseverance and reflection. Our geography curriculum fosters self-awareness by encouraging students to reflect on their values and perspectives. By studying global issues, such as migration and poverty, and engaging in discussions about human rights, inequality, and sustainability, students become more reflective about their place in the world and the role they play in shaping global outcomes.
