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Geography

We want students to think like a ‘geographer’. A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Competence and confidence in using and applying geographical skills is an essential part of the purpose of the geography curriculum. These include the ability to: 1. Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes. 2. interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). 3. Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

We operate a 3 year KS3 and a 2 year KS4 and a 2 year KS5. Each Key stage works to the same philosophy and principles.

The United Learning Curriculum as a core academic curriculum, founded on these key principles:

Entitlement – We believe that all children have the right to learn a powerful knowledge based curriculum. We operate the United learning curriculum where it is available within KS3

Mastery – We want all students to achieve a full understanding of the knowledge specified in the Geography Curriculum for each year, and teaching should not move on until this is achieved.

Stability – We won’t constantly amend the Geography Curriculum: while we should make occasional adjustments in the light of feedback and experience, we will aim for stability over many years, so that teachers can develop expertise, and we constantly build assessments and teaching materials to support the Curriculum.

Concepts not context – The Geography Curriculum is intended as a concise specification of knowledge and content to be taught and learned; it is for schools and teachers to decide how to teach and bring it to life.

Subject specialism is at the heart of our curriculum and you will see differences in the way that the curriculum is constructed and assessed in different subjects. Standardised written assessments, for example, play less of a role in performance subjects such as music, drama and physical education. The stability of our curriculum allows subject expertise to develop over time, and we are careful to provide sufficient time for teachers of the same subject to plan together and collaborate. Our timetable on a Monday has been changed to provide “Golden time” to allow our teachers to collaborate and work on subject development as we believe this collaboration is vital.

Further subject specialism is provided by United Learning’s subject advisors. These advisors are subject experts who help teachers link the subject discipline to our pupils’ daily experience in the classroom. Subject advisors meet regularly with Faculty Leaders at Accrington and provide curriculum resources to support the implementation of the subject curriculum.

As a mastery curriculum our pupils study fewer topics in greater depth, with the expectation that we don’t move on to the next topic until all pupils have a secure understanding of the current topic.  A 3-year Key Stage 3 provides pupils with the time and space to gain this secure understanding. In our lessons we expect to see all pupils grappling with the same challenging content, with teachers providing additional support for pupils who need it.  Rather than moving on to new content, our higher attainers produce work of greater depth and flair.

Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction to develop our teaching practice. At the heart of Rosenshine’s principles is a simple instructional core:

  • Demonstration: Teacher presents new information in small steps  (I)
  • Guided practice with models, prompts and scaffolds (We)
  • Independent practice with monitoring and feedback from the teacher (You)

At each point, teachers check understanding of all pupils by asking lots of questions and providing feedback. We use a framework of instructional coaching at Accrington to allow our teachers time and space to develop their practice.

The Rosenshine principles support the implementation of the curriuculum by ensuring that pupils regularly recall prior learning. You will often see this at the start of our lessons with our Academy “live in 5 strategy”. When prior learning is committed to long term memory it becomes fluent or ‘automatic’, freeing space in our working memory which can then be used for comprehension, application, and problem solving.

In order to allow the mastery approach to be effective (i.e. children learn what they are expected to in the year they are expected to), early catch-up is essential: we aim to promptly identify and support pupils who start secondary school without a secure grasp of reading, writing and mathematics so that they can access the full curriculum.

Everything from which children learn in school – the taught subject timetable, the approach to spiritual, moral, social and cultural development, the co-curricular provision and the ethos and ‘hidden curriculum’ of the school – are to be seen as part of the school curriculum.  Our principle of ‘Education with Character’ is delivered through the curriculum in this broadest sense.  We are passionate about ensuring this character education  though our “Accrington Aspires” programme of form time/assemblies/Every child matters days and a broad range of extra-curricular activities which ensure we focus on developing the whole child.

With thousands of pupils across United Learning following the same curriculum, we have been able to devleop common assessments in most subjects.  These are summative assessments which allow pupils to demonstrate their growing understanding of their subjects and enable teachers to assess the impact of their teaching. These summative assessments are typically taken once or twice a year, allowing teachers to focus on formative assessment from lesson to lesson.

We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing. Knowledge organisers provide students with key information that they are expected to learn and recall with fluency, enabling them to develop their understanding of key concepts outside of their lessons.

The culmination of our curriculum is that pupils leave our school with the confidence and intelligence to thrive. We know our pupils as individuals which enables us to provide curriculum guidance and careers guidance throughout their time with us. We expect all pupils to leave our school with the grades required to progress to their desired destination, and the character required to flourish once they get there.

By teaching our curriculum well, and delivering education with character, we bring out the best in everyone.

To find out more about our curriculum please contact our Vice Principal in charge of Quality of Education Mrs Charlotte Marsden, charlotte.marsden@accrington-academy.org or see our Curriculum policy.

Dance Studio

Geography Staff

Click Teacher name to read full bio.

Mr K. Croniken

Mr K. Croniken

Subject Leader of Geography

BSc Geography – Edge Hill University  I have had a passion for Geography throughout my time in...

Mr K. Croniken

Mr K. Croniken

Subject Leader of Geography

BSc Geography – Edge Hill University 

I have had a passion for Geography throughout my time in education and my love for the subject developed from an early age. I find applying concepts to the great outdoors one of the strengths of the subject and this has led me to understand the landscape and the people within it. I enjoy travelling and have been to many exotic and far off places including Hong Kong and Bali. As a teacher I try to inspire the next generation of geographers and encourage them to see the world through a geographers eyes. I am a keen musician and play both the guitar and bass guitar. I support Manchester United and try to attend as many matches as possible. I also enjoy playing football.

Mr B. Mears

Mr B. Mears

Teacher of Geography

Of course, I love all the topics in Geography, however I have always been biased towards Physical...

Mr B. Mears

Mr B. Mears

Teacher of Geography

Of course, I love all the topics in Geography, however I have always been biased towards Physical Geography.  I have always had a love for the outdoors and our planet ever since childhood! I try to convey this enthusiasm over in my teaching in an attempt to not only cover the important physical aspects of the subject such as rivers and coastlines but also that it is vital we look after this earth of ours! Human Geography topic would have to be Tourism. I love travelling and love learning about new places in the world and the culture that is there. I like to inspire students using examples in my lessons from the places I have visited, hoping that one day my students will travel across the globe discovering exciting new places and experiencing a whole new culture. In my lessons I always try to incorporate different learning styles to enable each child to access the curriculum. I also feel it is crucial to give students and GCSE students in particular the tools and knowledge to answer GCSE questions. This then gives the control to the students and ultimately leads to a greater level of confidence with the question and lead to a positive grade achieved.

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