At Trinity all students will develop a curiosity about the world around them and develop contextual knowledge of the location of globally significant places. Students will have knowledge about systems both within the human and physical environments, their interdependence, the risk and inequality that faces the human population and consider a hopeful future – how we can move forward sustainably. Throughout they will develop geographical skills to collect and analyse data, create and analyse sources of geographic information (maps, diagrams, aerial photos) as well as hone their mathematic, graphical and extended writing skills. This geographical knowledge, understanding and skills will allow them to explain how the Earth’s features at different scales are shaped, interconnected and change over time.
By the end of year 9 students entitlement will have been met through a broad and balanced curriculum which meets the requirements of the national curriculum. Students will be able to comprehend key geographic principles and will be beginning to use it critically; some will be able to analyse and evaluate. They will develop their geographical skills, including using data and analysing geographic information. The will also develop their literacy, mathematical and graphical skills through topics such as weather, development, urbanisation, rocks, coasts and rivers.
By the end of year 11 students will have developed and extended their knowledge of locations, places, environments and processes, and of different scales including global; and of social, political and cultural contexts. They will also gain understanding of the interactions between people and environments, change in places and processes over space and time, and the inter-relationship between geographical phenomena at different scales and in different contexts.
In the Sixth form A-Level Geography is a popular a successful subject. Geography is a relevant and vital subject in our rapidly changing world. Students will enjoy this rigorous course as they challenge perceptions and stimulate their investigative and analytical skills. Whilst we will study some new units which reflect the world today, we also study topics you have studied before. You will have the opportunity to complete your own piece of fieldwork, stretching you as an independent learner. Finally, this course will equip you with the knowledge, skills and enthusiasm sought by higher education and employers.
SEND and Geography at Trinity
At Trinity It is an expectation that all lessons and wider resourcing has effective provision for students with SEND so that they are able to make equal progress to their peers. SEND data is analysed and used to inform planning and interventions where necessary.
In geography all teachers consider the needs of SEND students in three ways.
Firstly, teachers consider a ‘seating check’ In geography. This allows teachers to seat students within the classroom according to their SEND need. This means they are able to be best supported by their classroom teacher.
Secondly, all resources are checked to ensure they are SEND friendly. In geography this means that all resources are checked to ensure they are readable, and we use diagrams and images to represent the information that we are delivering. Handouts are available in lesson to reduce cognitive load in lessons, allowing students to focus on the content of the task.
Finally, the way Geography is implemented is at Trinity ensures all SEND students can make progress. This means that all students have the same learning destination, but they may take a different route via support available. For example, some students will be offered additional scaffolding such as success criteria, sentence starters or writing frames in longer written work. In geography new information is broken down into chunks of information, to support students in understanding the content before applying the information to composite tasks.