Twitter

24/07/20

Very proud of our very own Ms Bent. https://t.co/mvFFPJHS68

27/06/20

Retweetd From G E N E V I E V E 🇯🇲

Created a school resource for Unconscious Bias. Delivered as an assembly this week, with a student task at the end. Continuation of our  provision, along with this week’s staff training by If anyone’s interested, I will upload on TES 😊 https://t.co/YewMrrAhwP

22/06/20

We would like to wish our students and families a Happy Windrush Day. Our students have been looking at the importance of the Windrush generation last week as part of our Wellbeing Day Friday. .WeCan.WeWill. https://t.co/nibWiOhDZZ

18/06/20

Retweetd From G E N E V I E V E 🇯🇲

Friday - 6pm! Via Twitter Please share with any of your young people/parents or networks! 🥺🥺🥺 https://t.co/HZCbwSFElJ

17/06/20

Retweetd From Rowenna Davis

Really proud of our 13-year-old Elijah from creating amazing art work & raising money for . To see his work & donate visit https://t.co/SH58goK2dP https://t.co/yRKJE7EQzE

17/06/20

Retweetd From G E N E V I E V E 🇯🇲

I am VERY passionate about the Windrush Generation as a 2nd Generation Black British Caribbean Woman. If anyone would like a copy of the Windrush Resources, I’ve made for my school, for , next Monday 22nd, just let me know! 🇯🇲🇱🇨🇹🇹🇰🇳🇬🇩🇧🇧🇦🇬🇧🇸 https://t.co/8qAi5UdlHm

17/06/20

Retweetd From G E N E V I E V E 🇯🇲

The Official Small Island play - based on the fictional book by Andrea Levy centred during the Windrush era - is being streamed LIVE & FREE through YouTube, from Starting Thursday 18th at 7pm! It wills also double up as fundraiser ❤️https://t.co/BgHozeqL2B

17/06/20

Retweetd From G E N E V I E V E 🇯🇲

Good morning 🌞 I’ve put together the Windrush Reading List! Not exhaustive by any means! But download if you like 😁 and SHARE 😁 Happy Windrush Reading 🇯🇲🇹🇹🇬🇩🇧🇧🇧🇸🇰🇳🇻🇨🇩🇲🇦🇬🇦🇮🇱🇨 Available here 👉🏾 https://t.co/qrht31Ouj2 Please leave feedback!

18/05/20

If you are experiencing difficulties opening the staff choir link alternatively please open Spotify and search for Harris Invictus Staff Choir. It’s not to be missed! We Know. We Can. We Will.

18/05/20

Take a look at our fabulous staff singing “Somewhere over the Rainbow 🌈 ” dedicated to our amazing NHS staff and keyworkers We Know. We Can. We Will. https://t.co/cbE4oHPonT

18/05/20

Harris Invictus Staff Choir is now live on Spotify singing “Somewhere over the Rainbow”, in dedication to all our NHS staff and keyworkers who are working exceptionally hard to look after us all. We Know. We Can. We Will https://t.co/cbE4oHPonT

10/05/20

Retweetd From Department for Education

National Crime Agency’s has created a series of activity packs to help you protect your children online 💻 Each pack contains simple 15-minute activities for children age 4-14+ 👇 https://t.co/zckxo1OWxk https://t.co/xT08hC55Bd

04/05/20

We would like to remind all HIAC students, parents and carers our first assembly is this morning at 8.30 https://t.co/M0tClssVjQ

30/04/20

We would like to invite all HIAC students, parents and carers to tune into our first remote Assembly - Monday 4th May at 8.30am via teams We Know. We Can. We Will

19/03/20

Reminder- today - Thursday 19/3/20 partial closure. Years 8,9&10 students will be working from home today. All other year groups are to attend the Academy as normal. Please see our website on a daily basis for more details.

18/03/20

Thursday 19/3/20 partial closure. Years 8,9&10 will be working from home tomorrow. All other year groups should attend the Academy as normal.

18/03/20

Reminder - Today - Wednesday 18/3/20 partial closure. Years 8&9 students will be working from home today. All other year groups to attend the Academy as normal. Please see our website for more details on a daily basis.

17/03/20

Wednesday 18/03/20 partial closure. Years 8&9 will be working from home tomorrow. All other year groups should attend the Academy as normal.

13/12/19

Retweetd From CroydonVA

Thank you Mr Mayor for supporting for awarding talented students at the Community Showcase https://t.co/NB2koJaBR8

10/12/19

Another fantastic piece of news from HIAC - our Under 14 boys have WON the Basketball Croydon Cup yesterday- gold medals all round!! Bring on the next competition!! Many thanks to all involved especially Mr Simpson and Coach Raymond We Know. We Can. We Will. https://t.co/UMasAUnRpP

Harris Academies
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Geography

HIAC Geography - curriculum statement of intent

“The best international systems arrange content in a way that is evidence based and coherently arranged. If the specification does not identify elements of deep learning essential to understanding in subjects (and focus only on surface elements) and does not identify those elements essential to progression we get narrow teaching to the test.” (Tim Oates, 2010)

Having discussed the changes in curriculum during the 2018-19 academic year at Network Meetings, the statement of intent for Harris Invictus closely mirrors that of the Federation Consultancy team. Their belief is that in a time of great education reform, there is a pressing need for clarity about our educational priorities. This curriculum statement of intent helps to contextualise the geography curriculum at Harris Invictus Academy.

The importance of Geography in the curriculum

  • Geography is the study of relationships between physical and human phenomena that give rise to spatial patterns on the surface of the earth. Whilst other disciplines may study landscape, flora and fauna, the atmosphere, people and culture, the built environment and political territories, geography is the only discipline that concerns itself with the relationships between these resulting in spatial differentiation.
  • Geography provides students with the means to think about the world in new ways. We call this thinking geographically. Thinking geographically helps in the pursuit of truth. It is the pursuit of truth which distinguishes disciplinary knowledge from everyday social and cultural knowledge, and is a priority for our curriculum.

The Geography Curriculum

  • The term curriculum serves as a short hand for the purpose of school, which we believe is to achieve academic success through enabling students to acquire knowledge that takes them beyond their experience.
  • Knowledge is the common currency for social and economic exchange, and therefore through teaching our students geographical knowledge we help achieve social justice. Access to geographical knowledge through the curriculum is an entitlement for all students, because no child should suffer from the ‘powerlessness of incomprehension’. It is through access to knowledge that young people can improve their lives in society, and therefore knowledge has a kind of power. We call this powerful disciplinary knowledge.
  • Knowledge in geography is not constructed in the same way as knowledge in maths, history, English, science and modern foreign languages. As such, geography teachers need to consider approaches to teaching that are specific to our discipline, rather than applying a ‘one size fits all’ approach to gaining mastery. Geographical enquiry plays a central role in the teaching of geography as it encourages thinking geographically.
  • Geographical enquiry should be at the heart of the curriculum. Enquiry deepens conceptual understanding through reasoning, data interpretation, argumentation and fieldwork. Enquiry incorporates a range of approaches to teaching and learning including both those strongly led by teachers and those with greater independence for students.  An enquiry approach helps students to engage with, and make sense of, geographical data, and encourages a questioning approach supported by evidence from the real world.
  • We believe that knowledge can be questioned and challenged. Some knowledge is fallible and open to debate because it is susceptible to the limitations of theories and ideas created by people. As such a ‘tick-list’ of key facts does not constitute academic excellence; facts on their own are not knowledge.

Geography teachers as curriculum makers

  • Freeing students from the limitations of their experience (which is what schools at their best can do) is always potentially ‘alienating’; however the job of teachers is to help students go beyond, and sometimes resist, the cultural forces that they experience every day. As such, learning powerful geographical knowledge takes time and can challenge the very identity of learners - but it is worth it.
  • Members of the geography teaching profession have specialist knowledge; we are society’s experts and our curriculum empower teachers to make decisions for the particular needs of their students.
  • The primary concern for geography teachers is not to help students ‘get a job’ when they leave school. Finding a good job after school is not a concern that can be dealt with educationally, but rather by strengthening the intellectual resources of young people by the time they leave school to help enrich their employment prospects.

     

    HIAC Geography - curriculum statement of implementation

The Harris Federation Geography curriculum intends to be a complete curriculum insofar as it is accompanied by in-academy support for teachers and leaders, curriculum resources including schemes of work and lesson plans, summative assessments, training for teachers and leaders, and a robust process of quality assurance and evaluation.

The HIAC Geography department has worked closely with Federation Geography Consultants since the Academy’s opening in September 2014. With the Academy now nearing full capacity, there is a Consultant on site for at least one day a week to provide support.

The department follows the Federation curriculum across Key Stage Three to Five, with the lessons and resources being adapted to suit the needs of our students. The principles that guide our curriculum are outlined in our intent. Assessments are centrally written by Federation Consultants and used to measure the impact of the curriculum.

In addition to this there is the ‘Geography Network’ including ITE: geography consultants oversee the Geography Network; a group of 60+ geography teachers from across the Federation. There are six meetings throughout the year which are used to train teachers in effectively implementing the curriculum. There are also eight subject training days for beginner teachers as part of the Harris ITE programme, and four twilight sessions for NQTs.

The below outlines how the geography consultancy assure quality implementation of the complete curriculum in schools.

Assessment

Tests exist in service of the curriculum, not the other way round; the foundations of academic excellence should not be built on the shifting sands of ‘good exam results’ but rather through the discipline of geography.  There are two formal assessment points per year for students in Years 7 to 10 and two sets of mock exams annually for Year 11.  The structure of each assessment paper follows the Assessment Objectives of the Key Stage Three Toolkit and the OCR ‘B’ GCSE specification respectively. 

  • In Key Stage 3, assessments are designed so that students build up their knowledge cumulatively throughout each year, with 25% of the marks awarded for coverage of previous topics. 
  • In Key Stage 4, the assessments are again cumulative so that students build up their body of knowledge by revising previous topics as well as the current ones.  Assessments are marked according to the OCR ‘B’ Assessment Objectives and are based on GCSE-style questions.

The assessment scores are collected and analysed centrally by the Federation, allowing the results to be compared against the performance of a large cohort of students across a range of academies.  Assessments are also used formatively within schools, to guide future teaching and for students to work with their teacher to identify areas for improvement and set targets.

Curriculum resources

The Harris Invictus Geography curriculum is accompanied by schemes of work that are built on the principles outlined in our curriculum intent. In Key Stage Three the ‘Toolkit’ sets out the eleven topics that are taught until the end of the autumn term of Year 9. From the spring term of Year 9 students start the core GCSE content, with schemes of work tailed for the OCR B specification. GCSE units of work are sequenced to ensure clear progression in knowledge towards mastery of the OCR B specification, including regular opportunities to develop skills in geographical enquiry through bespoke enquiry lessons. These lessons are reviewed and updated as part of the department cycle of review and quality assurance.

In Key Stage Five units of work are sequenced to provide a logical progression in the building of the students’ knowledge.  Careful consideration has been given to the units taught during Year 12, to afford students the widest choice of topic for their individual research investigations (the NEA).

In regard to fieldwork, there is a bank of Federation technical fieldwork equipment that is reserved for the use of geography departments. This is booked upon request and used in the field with students to ensure quality data is collected. 

Review and quality assurance

To ensure parity between curriculum intent and implementation the Federation consultancy follow a process of action research. Accompanying regular in-academy review and evaluation, the consultancy conduct an annual large-scale review in the summer term involving consultation with teachers via the Geography Network, school visits, and shared planning involving teachers from across the Federation. Any major changes are implemented at the start of the academic year.

 

Curriculum mapping and progression

Year 7 long-term plan for teaching:

Topic

Topic title

Rationale

Topic 1

Geography, my passport to the world

Due to the variability of geography provision in primary, many students in Year 7 lack an understanding of what the discipline of geography is, and the basic skills required to access the study of geography. This unit is designed to close that gap and ensure all students have the skills required to study geography. 

Topic 2

Amazing Environments

This unit is delivered next to build on students’ atlas and map work skills from the first topic in terms of describing distribution of ecosystems and factors affecting ecosystems. This topic also gives students a contextual understanding of many places that they learn about in future units.

Topic 3

Behind the Brand

This unit allows students to explore the geography of a common commodity in their world, mobile phones, to make sense of global patterns of trade and the impact of development on the environment. This is also a unit with more focus on human geography to balance the previous unit which has more focus on physical geography. 

Topic 4

The UK

The three previous units have had a global focus, so Topic 4 is a national ‘case study’ of the UK to develop students’ sense of scale and place. Understanding of the UK is a core requirement of the National Curriculum and underpins much future learning.

Topic 5

Land ho!

From a national overview of the UK, with a slight inclination to more human geography ‘Land Ho!’ focuses on physical processes at local and regional scales. It’s apt to be in in the summer term as there is the potential for schools to incorporate local fieldwork if possible/appropriate.

 

Year 8 long-term plan for teaching:

Topic

Topic title

Rationale

Topic 6

From Cairo to Cape Town

Having finished Year 7 on two UK focused units and physical geography, the start of Year 8 provides an engaging contrast through the study of Africa including an overview of the physical geography and a detailed case study of the development of one particular country. This is an engaging topic which students really enjoy to hook them into Year 8 geography.

Topic 7

Angry Earth

The previous human geography unit is balanced by a physical geography unit of plate tectonics and tectonic hazards. This not only engages students but develops their knowledge of geology from the ‘Land Ho!’ unit and provides a sound grounding to study hazards at KS4. Hazard mitigation also draws on knowledge from the previous unit which introduces students to the concept of development.

Topic 8

How many is too many?

This unit focusses on global population and resources and starts to consider concepts of over and under population and strategies to manage this. This will also enable students to build on their knowledge of development issues from ‘Cairo to Cape Town’ and apply the concepts of development and development indicators to population issues.

Topic 9

Borders

This gives students an opportunity to develop their knowledge and understanding of global population issues from the previous unit to the context of local and regional case studies of demographics in particular migration and the impact of natural and man-made borders

Topic 10

Gazing at glaciers

Glaciers have played a significant role in the shaping of the UK’s landscapes and as such, all students have an entitlement to knowledge and understanding about glaciation.  It has been left to the final topic in year 8 as incorporates some of the most challenging technical terminology which students are less likely to have come across before. The unit builds on the knowledge and understanding from ‘The UK’ and ‘Land Ho!’.

 

 

KS4 OCR B DELIVERY SCHEDULE RATIONALE

 

Year 9

Year 10

Year 11

HALF TERM 1

Unit title: Core UK “Buffer” unit

We have an extended core UK unit. This covers core knowledge and understanding of ‘the UK’ which underpins many of the rest of the topics throughout KS4 which many students lack. This includes an overview of the physical and human geography of the UK and introduces a Unit 3 style activity to develop AO3.

This ‘buffer’ unit also reflects that students at this point in Year 9 are not quite ready to start the GCSE content.

Unit 1 Topic 1 :   Global Hazards – Climatic

Once they have done convection, the systems introduced in this part (atmospheric circulation and El Nino) will be far more accessible. A systems approach builds on key stage three (in Amazing Environments and Angry Earth).

Unit title: Urban fieldwork (4/5 weeks)

This will build nicely on the physical fieldwork to ensure the students really understand the stages of enquiry. It can also facilitate a recall of some of the knowledge and understanding from both Unit 2 Topic 5 (Urban Futures) taught in Year 9 and Unit 2 Topic 7 (UK in the 21st Century) taught in Year 10.

Mock Exam preparation

HALF TERM 2

Unit 1 Topic 4: Sustaining Ecosystems

Sustaining Ecosystems builds on the knowledge introduced in climatic hazards (namely atmospheric circulation) and will provide good opportunity to recall and practice atmospheric circulation in the context of ecosystem distribution and factors affecting climate. 

Unit 2 Topic 8:  Resource Reliance

This is a very synoptic topic so is well suited to Y11.

 

HALF TERM 3

Unit 2 Topic 6 Dynamic Development

This is first of the GCSE units to be taught because:

  1. It is one of the more accessible units which will lead to fewer students ‘switching off’.
  2. It builds on the knowledge and skills learnt about the UK’s development in the first unit and provides a contrast to the UK through a detailed case study of an LIDC.

 

Complete Sustaining Ecosystems unit as necessary

Unit 2 Topic 7:  UK in the 21st Century

This unit is fairly straightforward and will allow schools to ‘catch up’ if they have fallen behind. This is also a short term with the revision and assessment week taking out 2 weeks of teaching.

 

Unit 1 Topic 2: Changing Climate

Another synoptic unit which will facilitate retrieval of previous knowledge from other topics and interleaving of previous topics and case studies. As the shortest unit, it will fit well in this term.

HALF TERM 4

Complete UK in the 21st Century unit as necessary

Unit 1 Topic 3: Distinctive Landscapes

Distinctive Landscapes is the unit the students find the hardest with a large number of specialist key terms and concepts so towards the end of Year 10 where students are more fully engaged with the GCSE course is more appropriate. It also leads well into the summer term for the students to complete their Physical Fieldwork.

 

Unit: Unit 3/ Revision

We will try to embed regular Unit 3 prep into other units (over a double lesson – we will resource centrally if schools choose to use) but spending some time here will help really tie down the paper.

 

HALF TERM 5

Unit 2 Topic 5:  Urban Futures

This follows nicely from Development and will enable students to develop a sense of scale as many schools use a city case study in the same country as their Development case study.

 

Unit: Revision

 

HALF TERM 6

Unit 1 Topic 1:  Global Hazards – Tectonic

The Global Hazards section of the specification has been split into the ‘tectonics’ and ‘climate’ sections and we will deliver the tectonics section first at the end of Year 9. This is because tectonic hazards is more straightforward and more familiar to them from KS3 and once they understand the system of convection they will be able to handle atmospheric circulation and El Nino more easily.

 

Unit: Physical fieldwork

This follows nicely from the Distinctive Landscapes unit and the weather lends itself to physical fieldwork. Schools will be advised to do a ‘virtual fieldtrip’ to the landscape not visited in their fieldwork i.e. coasts if they did rivers and vice versa.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Documents

LTPs - Geography 15th Jan 2020 Download