Ken Stimpson Academy

Introduction

Geography at our school encourages students to explore the world around them, its landscapes, environments and the people who shape them. Through a broad and engaging curriculum, pupils develop key skills in enquiry, analysis and critical thinking. From local fieldwork to global case studies, our geography lessons aim to spark curiosity and build a deeper understanding of the challenges and opportunities facing our planet today.

Key Contacts

Leadership Link: Mr Akhtar - r.akhtar@kenstimpson.org.uk

Key Stage 3

Years 7

Topic
Where do we live?
Where do people live?
Where are fantastic natural landscapes?
What creates weather and climate?
What ecosystems are there?
Tourism – Synoptic topic

Year 8

Topic
How developed are countries?
Are we resource secure?
What are tectonic hazards?
What is climate change and why does it matter?
Are countries a prisoner of their geography?

Key Stage 4

We offer the following courses in this area at KS4:

See more information and courses on our KS4 Pathways process here

Post 16

We offer the following courses in this area at Post 16:

See our full range of Post 16 courses here

Life After Levels

KS3 Scheme of Learning and Assessment

In 2014 the government abolished National Curriculum Levels for KS3. Therefore, students in Key Stage 3 at Ken Stimpson Academy are assessed using a transitional model that allows students to progress from Key Stage 2 (Primary school) to Key Stage 4 (GCSE).

Each student has a target grade for the academic year in each subject which is derived from KS2 prior attainment. This target grade translates to one of the following descriptors:

Beginning - I can demonstrate understanding by identifying, reducing and transforming key information
Developing - I can demonstrate understanding by describing, deconstructing and deriving key information
Securing - I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.
Advancing - I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.
Excelling - I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

Each subject has a specific scheme of learning and reflection every half term designed to allow students to be introduced to and practice the skills required for GCSE. Therefore, making progress at KS3 will allow students to significantly enhance their performance at KS4.

Students’ homework and assessments throughout the year will be assessed using the descriptors above. Additional subject specific comments will also be made to show students how to progress to the next level.

Phase One Assessment: Life After Levels – competency descriptors

Descriptor	Teaching and Learning: Blooms / Thinking hard	Assessment: Subject specific statements
Beginning	I can demonstrate understanding by identifying, reducing and transforming key information	I can identify the names of places around the world, including areas within the UK I can identify reasons why places change over time. I can identify different stakeholder opinions and know whether they are for/against an issue. I can Identify and know how to use an Atlas including the index. I can create my own geographical question and identify fieldwork equipment and methods. I can identify places on an OS map using 4 compass points. I can identify physical and human features on maps. I can identify and construct a basic bar graph. I can identify data that is useful in a table.
Developing	I can demonstrate understanding by describing, deconstructing and deriving key information	I can describe the location of places using 4 and 8 compass points. I can describe and suggest reasons why places change over time. I can describe stakeholder opinions and suggest why they have the opinions they have. I can use facts and figures to make a decision based on unseen information about a key concept and describe the options. I can create my own geographical enquiry and describe its importance. I can measure scale on a map and describe contour lines. I can describe maps and use information from maps to gather data. I can describe and construct a range of simple graphs accurately (line, bar, pie chart). I can describe data trends using graphs and maps.
Securing	I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.	I can use facts to explain what places are like. I can explain why places change over time in a sequential manner using key terms. I can produce a balanced argument with developed points and factual information to explain an issue or concept. I can develop my own enquiry with a key question, explaining its importance and how I will collect data. I can use a wide range of maps and graphs to explain complex issues and processes. I can use facts and figures to make a decision based on unseen information about a key concept and explain the options. I can explain how places are interdependent and interconnected. I can use a range of maps at various scales and explain what they show such as patterns and trends. I can use graphs to show and explain correlations and relationships with data. I can manipulate data confidently to find averages and trends in data.
Advancing	I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.	I can apply a range of facts and figures to analyse places around the world. I can accurately analyse sequences of events to explain why they have happened and the consequences they have. I can produce a balanced argument based on a range of facts and data through analysing the data and creating a conclusion. I can create my own enquiry and predict what I am likely to find. I can also explain how I will collect data and analyse my results to generate a substantiated conclusion. I can analyse how places are interdependent and interconnected. I can use complex map skills to interpret and analyse processes and concepts. I can use facts and figures to make a decision based on unseen information about a key concept and analyse the options. I can analyse the use of maps and graphs and state how appropriate they are. I can use data from maps and graphs to analyse complex relationships. I can use a range of data manipulation techniques to explain and analyse issues. I can also recognise issues with reliability of data.
Excelling	I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.	I can analyse a range of facts and figures and evaluate how useful they are for investigating places. I can evaluate the importance of different processes when analysing how places have changed over time using key terminology. I can evaluate in a balanced way creating substantiated conclusions justified with data. I can use facts and figures to make a decision based on unseen information about a key concept and evaluate the options. I can create my own enquiry with a hypothesis, methodology, data analysis, substantiated conclusion and an evaluation. I can evaluate how places are interdependent and interconnected. I can use complex map skills to interpret and analyse processes and concepts evaluating how important they are. I can evaluate the use of maps and graphs and state how appropriate they are. I can use data from maps and graphs to evaluate complex relationships. I can use a range of data manipulation techniques to evaluate issues. I can also recognise and explain issues of reliability of data