Welcome to the Burford School Geography Department. This is a dynamic and thriving department within the school, consisting of six committed and enthusiastic teachers.
A mixed ability teaching approach is used to achieve success with carefully researched and differentiated materials. A wide variety of teaching methods, materials and ICT resources are used.
Key Stage 3:
The department has prepared challenging work booklets for Key Stage 3 including a range of differentiated tasks and supplemented by ICT and other additional resources.
In Year 7 we introduce students to a range of mapping skills. In the Autumn Term we investigate environmental issues within the school environment and National Parks, evaluating how we can improve areas and the likely impacts such changes will have on different groups of people. During the Spring Term we investigate different landscapes and see how they are formed and why they are different, focusing on weathering and erosion processes. During the Summer Term students study the formation of settlements focusing on Burford and their local area.
In Year 8, we start off the year by revisiting map skills and enhancing atlas skills. During the Autumn Term we study the different types of industry, its location and impacts of industrial change. This unit investigates the Aston Science Park, Birmingham and the Corby Steelworks. During the Spring Term we visit Japan focusing on a range of environmental, cultural and economic aspects of the country; a decision making activity is based on the development of Minami Alps. To round off the year students investigate why some settlements grow more than others, looking at the benefits and drawbacks of city living. Students finally move on to study the emergence of shanty towns in Lagos, Nigeria.
In Year 9, Geography takes on a more global perspective. The year starts of with students studying global population issues. Students then go on to investigate the social, cultural, environmental and economic aspects of China, paying particular attention to the country’s One-Child Policy. This whistle-stop tour then takes us to Italy where students investigate many aspects of the country but mainly focusing on its economic North-South Divide. Finally, students have the opportunity to study coastal erosion, landforms and management schemes using an investigation into cliff collapse at Mappleton located along the Holderness coastline.
Key Stage 4:
At GCSE, the subject is taught according to the WJEC specification B [4241]. The course content encourages independent learning through the 25% controlled assessment element, while also considering a number of geographical issues through in-depth case study investigations.
The following topics are covered:
Theme 1: Challenges of living in the Built Environment:
- Living in different Residential Places – Sao Paulo and Coventry
- Changing the residential environment – The development of Marriotts Walk
- Urban – Rural Interaction:
Theme 2: People and the Natural World Interaction:
- Weather and Climate Influences
- The Hydrosphere
- Landforms Interactions (Rivers and Coasts)
Theme 3: People, Work and development
- Development and Interdependence
- Economic Activity
- Economic Activity and Sustainable Environments
Fieldwork Opportunities
At Key Stage 3, all pupils undertake fieldwork in the local area. In line with our curriculum, pupils are encouraged to develop their geographical understanding of the local scale issues before progressing to more national and international issues. In Year 7, groups are taken to Burford High Street to investigate issues such as traffic, parking and the quality of the environment. They also carry out investigations on the quality of the school environment and the impact of weathering and erosion on the school landscape.
At GCSE, our students travel to the town of Carterton, Oxfordshire, to investigate the likely impact of a supermarket development on two locations within the town.