Head of Department
Mrs H Houston
Mr D Thompson [Acting Head of Department]
Mrs J Haugh (Vice Principal)
Mr G Lipsett
Mrs G Preece/Mrs V Burrows
The Geography Department in Regent House aims to stimulate pupils’ interest not only in the classroom but in the world around them. In order to do this, we aspire to provide a broad and balanced geographical education in such a way that pupils can explore their sense of place – how they belong to their own locality and how they interact with the wider world. Through this, pupils will hopefully appreciate physical and human diversity and gain some understanding of the needs and perspectives of others.
Throughout Years 8 - 10 we aim to give pupils a good understanding of the main topics of Geography as well as a firm foundation for those who choose to study the subject at GCSE or A’ Level. Pupils will study Human and Physical Geography as well as having the opportunity to do group work, ICT and fieldwork whereby developing their teamwork, presentation and computing skills.
Key Stage 3
What is Geography and where we live
The changing world of work
Meeting our future energy needs
Our crowded world
Earthquakes and volcanoes
At Regent House, pupils study the CCEA GCSE Geography specification.
The course is comprised of two units each made up of three themes:
- Understanding our Natural World: The Dynamic Landscape, Our Changing Weather and Climate and the Restless Earth
- Living in our World: People and Where They Live, Contrasts in World Development and Managing our Resources
The final mark is made up of two 1.5 hour papers which together are worth 75% and a piece of Controlled Assessment worth 25%. The Controlled Assessment takes place in June of Year 11 and September-October of Year 12.
At Regent House, pupils study the CCEA GCE Geography specification
Whether you just want to broaden your knowledge, plan to continue your studies through further education, or use this course to start your career, this course will provide you with the opportunity to gain transferable skills such as communication, teamwork, analysing, investigation, IT and map reading.
In Years 13 and 14 we follow the CCEA specification. Geography at this level is divided into 2 modules in each year.
AS 1: Physical Geography
- Fluvial environments
AS 2: Human Geography
- Rural and urban environments
A2 1: Human Interactions and Global Issues
Section A comprises 3 optional units of which we choose 2:
- Impact of population change
- Planning for sustainable settlements
Section B - Global Issue:
A2 2: Physical Geography and Decision-Making
Section A comprises 3 optional units of which we choose 2:
- The dynamic earth
- Fluvial and coastal environments
Section B – Decision Making Exercise
Pupils in all year groups should be given opportunities to develop their ICT skills through Geography. These should be used to enhance their learning. Each member of the department should evaluate any such resources and be aware of the ‘geographical’ content of all such resources used.
It is one of the objectives of the Geography department that all year groups should have the opportunity to carry out one fieldwork task per year. This is something which we hope to roll out over the next few years (2013-2015). Pupils often find that fieldwork allows them to connect what they have learned in the classroom to real life i.e. turning theory into practice/reality.
Fieldwork is widely regarded as an essential component of geography education and a well planned field trip can be one of the most memorable parts of a student's time at school. According to Paula Richardson of the Geographical Society, “Exposure to television, advertising and modern travel has extended pupils’ awareness of other places and environments, but nevertheless they may remain unobservant, uncritical and unchallenged. Often they make little use of their experiences in their local area to really understand why things are as they are.”
On alternate years since 2006, the Geography Department have taken a group of Year 13&14 Geography students to New York City.
As well as an educational visit it is also a cultural experience. The five days have a full and action-packed itinerary, which leaves no stone unturned and no sight unseen in one of the most famous cities of the world.
Activities include a visit to the Empire State Building, a tour of the United Nations, a boat trip on the Hudson River and East River and a tour of Ellis Island and the Statue of Liberty. The bus tour around Manhattan and Brooklyn is also very popular with the pupils.
As part of the evening activities, we have some time to relax and there is no visit to New York complete without catching a Broadway Show. Ice skating is another popular activity either at the Rockefeller Centre or Bryant Park. On one afternoon the pupils are allowed some souvenir shopping time on 5th Avenue. For many of our pupils it is a trip of a lifetime, creating memories that will remain with them for life!
According to CCEA studying Geography will help you gain a greater understanding of, for example people and places, weather systems, tourism, global energy and sustainable development. It can help you to develop a wide range of skills that are attractive to employers such as developing your skills in investigating, collating and evaluating information and being able to contribute to important debates on the current issues facing our world today.
You may just wish to study Geography for your own personal interest, but if you wish to continue the study of Geography at degree level, you will need to complete the full A Level course comprising the two units at AS together with the two at A2.
Many of the topics or issues that you will study will be reported in the media, for example, environmental concerns such as pollution, flooding, earthquakes and global warming. This close link between studying Geography and what is going on in the world around you could lead you perhaps to a career in environmental work or with an aid agency. Many geography students go on to have successful and interesting careers such as urban planners, cartographers, GIS specialists, climatologists, environment managers, weather forecasters, researchers, teachers, demographers, environmental managers and/or hazardous-waste planners.