King Edward VI School Southampton

GEOGRAPHY DEPARTMENT

Handbook 2021-2022

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Table of Contents Teaching Staff page 3 Aims page 3 Roles in Department/Job Description page 3 Geography Department Ambassadors page 4 Rooms page 4 Resources and Equipment page 4 Pupil’s Resources page 6 Textbooks page 7 Fieldwork/Trips Policy page 7 Co-curricular page 9 External Speakers Policy page 9 Gender Policy page 9 Minibus booking page 9 External Examinations page 10 Recent Examination Results page 10 Teaching Periods page 11 Teaching Policies - First Year to Fifth Year page 11 Lesson Observation and Marking Policy page 11 Lower School Marking Policy page 12 Marking policy at IGCSE and A-Level page 13 Internal Examinations page 13 Report grade descriptors page 14 Reports and Tracking Policy page 14 Helping the less able page 15 Stretch and Challenge/G&T opportunities page 15 Pupil Behaviour – Sanctions Policy page 15 Teaching Policies - Sixth Form page 16 Oxbridge Policy page 17 General Comments - All Year Groups page 17 SMSC and British Values Policy page 18 Information Technology page 19 Health and Safety page 19 CPD page 19 Development Plans page 20 Teaching Sets 2021-22 page 20

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Teaching Staff

LJG Laura-Jane Gibbs BA, GTP Head of Geography

AWG Andrew Gilbert BA, PGCE Geography Teacher Director of Preparatory School Liaison

GPH Geoff Havers BSc, PGCE Geography Teacher Head of UVI

AHP Alice Penfold BA, PGCE Geography Teacher (part time) Head of Sustainability

ESW Emily Walls BA, MSc, PGCE Currently on Maternity Leave Geography Teacher Acting Head of Third Year (Spring & Summer Term) Head of House (Watts)

TLK Teresa King BA, PGCE Geography Teacher Assistant Head of Year and Higher Education Tutor General Studies Co-ordinator

TWF Tim Fewtrell BA, PhD, PGCE Geography Teacher

Aims The Geography Department of King Edward VI School aims to promote the diverse and interesting subject, enabling students to understand the links between the environment and the society we live in. We focus on the core ideas of space, scale, interdependence, human and physical processes, environmental impact, sustainable development and cultural understanding and diversity. The department strives to provide high quality teaching and learning for students in a pleasant working environment. The aims of this handbook are: - (a) To provide a source of reference for staff as to the operation and functioning of the Geography Department in the year for which it is published (details will of course vary according to factors such as external examination specifications and due to changes of staff); (b) To provide information for senior management, parents and external agencies such as OFSTED and HMC/ISI inspections. (c) To provide a checklist of what should be happening in order to improve the quality of educational provision.

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Roles in Department/Job Descriptions

LJG All day to day administration for the department, writing SOWs, lessons & resources. Organises trips within the department. Co-organises Geography Society & Lower School Geography Club with TWF. Co-organises Lower School Geography Club with a EFB (Head of Sustainability). Runs Trinity School Essay competition & RGS Young Geographer of the Year.

AWG Assisting LJG with SOW development, lessons & resources Organises and leads Rivers 4th Year fieldwork

GPH IML qualifications means that GPH is able to provide support with all risk assessments for all trips within the department

AHP Assisting LJG with SOW development, lessons & resources Organises and leads Coasts L6th & 4th Year fieldwork

ESW Assisting LJG with SOW development, lessons & resources Currently on maternity leave

TLK Assisting LJG with SOW development, lessons & resources Organises and leads Places L6th fieldwork

TWF Co-organises Geography Society & Lower School Geography Club with LJG

Geography Department Ambassadors Since 2016 the Geography Department has adopted an in-school version of the Royal Geographical Society Geography Ambassadors. Students in the Sixth Form are selected to represent the department as Geography Ambassadors and as part of their role they run Geography Society and help with the running of Lower School Geography Club. The idea behind this, is that older students act as positive role models to younger students in the school and help to provide co-curricular Geography activities outside of lessons. This idea has now be shared with other departments who are also implementing subject ambassadors.

Rooms There are four specific Geography rooms – H5, H6, H7 and H8. Other Humanities Faculty rooms may be utilised when demand is large for a particular period. However, the vast majority of lessons will be taught within the Faculty area. Humanities Office 1 is the Department Office and the base for LJG. This Office is shared with the Economics department and PS. The main storage for the department is located at the back of H8 for the Department's class texts and paper and materials.

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Resources and Equipment 1) Geography resource area on School network Most of the department’s resources, including power points, worksheets, images, lesson ideas etc. are stored on the staff (T) and shared drive (W) under Geography. This will be moving across to Sharepoint as the year progresses in line with the School IT developments. The shared (W) drive information is available to students, with the staff folder in the T drive being inaccessible to students. The area is divided up using folders for the key topic areas for each year group. Data concerning class sets and examination results and general pupil progress is stored on the Geography folder in the T drive (moving across to Sharepoint). Staff are encouraged to place a copy of their work in the appropriate topic folder and to publicise its existence via email/Geography Teachers Google Classroom. A departmental code of practice has been recommended in using these presentations. No member of staff may alter the master copy, which is found in the staff folder, it should be saved in their individual OneDrive to edit. 2) Geography Department Web Site - http://www.kes.hants.sch.uk/geography The Departmental web site may be seen as an electronic portal into the running of the Department. The site aims to provide up to date information for pupils, parents and staff and is updated on a regular basis. Students should be encouraged to use the site and to provide feedback in terms of ways in which they feel it might be improved. An extensive library of curriculum links is available to staff and students. Staff and students should forward new links to GSH via email if they wish them to be added to the site. 3) Kerboodle & Hodder eTextbooks Lower School textbooks are now electronic – Nelson Key Geography – and these are available through Kerboodle with all students and staff having individual log ons. Resources and assessments are also available through Kerboodle. The institution code for Kerboodle is: zxj8 The A-level OCR textbook is now electronic – Hodder – with all students and staff having a log on for the Student eTextbook and the Whiteboard eTextbook. 4) Google Drive & Google Classroom A department Google Drive & Google Classroom is also used for staff to access shared resources and distribute these to students to use for work involving iPads. 5) Online resources and subscriptions Several subscriptions: The GA, RGS, Geofile and Geoactive, Geography and Teaching Geography, Geographical, WideWorld and Geography Review. Online login details are available on the website, only for use by Geography staff. 6) Paper Materials Paper and stationary are located in H8. 7) Class Texts

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Class sets of numbered textbooks are stored in H8 for GCSE. These are issued at the start of the academic year and numbers are recorded by individual teaching staff on the spreadsheet on the T drive. If additional texts are issued, staff are advised to make a note of it on the appropriate spreadsheets and ensure it is returned. Atlases are available for students to use in the 4 Geography classrooms and all students can use their iPads in lessons as well. 8) The Departmental Library of reference texts is located in Humanities Office 1 as well as additional books in the store cupboard in H8. Help yourselves but please return after use. 9) Ordnance Survey Maps. The department owns a number of 1:25000 and 1:50000 maps. Some of these are kept at the back of H8. Examination maps are kept in the cupboard in Humanities Office 1. Geological Maps and Posters are kept in the storage system in H7. Laminated class sets of maps are currently held in H8 and Humanities Office 1. Sets of OS sheet maps for the L6th and 4th Year fieldtrips are kept in Humanities Office 1. Digi-map is an online resource which staff can use to access any OS maps. This can also be used by students for project and map based work. 10) Geographical Information Systems (GIS) The department has an online subscription to ArcGIS which can be used by students for project work and creating story maps. 11) DVD’s and subject related films The vast majority of the departmental resources have been transferred to ‘Estream’ where additional material can be added by the IT technicians. Some purchased DVDs are kept in Humanities Office 1. 12) Fieldwork Equipment All fieldwork equipment is housed in H8. Please note that the keys for all cupboards in H8 and cabinets along the Humanities corridor are kept securely in Humanities Office 1. 13) Photocopying The Reprographics Office operates a 24-hour turn around for all photocopying. All large quantities should be directed through reprographics. A staff-photocopying machine is available, in staff I.T, which may be used for small numbers of copies in the preparation of teaching material.

Pupil Resources

(i) Staff should ensure that all pupils attend lessons with the appropriate materials. Text books/iPads, exercise books/folders. Drawing and writing equipment must always be available. Appropriate action should be taken to ensure that this is always the case.

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(ii) Additional drawing equipment is located in the H8 store (protractors, rulers, pencils, compasses and rubbers) – please return to the H8 store after use.

14) School Library Pupils should be actively encouraged to utilise the School Library and to make themselves familiar with the rich source of material available. When the new A-level specification was introduced the library was stocked with a new supply of material to support the wider reading of students undertaking this qualification. Members of the department also regularly add to the collection upon undertaking their own wider reading. Individual teachers should liaise with the librarians if they wish for some lessons to be conducted in the library whereby students can complete a reading journal in order to supplement their understanding. Staff should also allow pupils to suggest areas where they feel they do not have access to sufficient material so that action may be taken to remedy the situation.

Text Books

Year 1 Foundations Basic Map Skills (not issued)

Year 2 Connections Basic Map Skills (not issued)

Year 3 Interactions Basic Map Skills (not issued)

Year 4 Cambridge IGCSE Geography (Collins)

Essential Map Skills (not issued)

Year 5 Cambridge IGCSE Geography Collins

Essential Map Skills (not issued)

Sixth Form A very extensive collection of textbooks is issued to all pupils including the core OCR texts by Raw et. al. M. Raw et al OCR A-level Geography (eTextbook) G. Nagle & P. Guinness Skills for AS Level H. Harris Essential Maths Skills for Geography P. Stiff & D. Barker Student Guide – Earth’s Life Support Systems & Global

Connections A. Palmer & P. Stiff Student Guide – Landscape systems and Changing spaces;

making places P Stiff et al. Student Guide – Geographical debates P Stiff et al. Student Guide – Geographical Investigation Texts, which are not returned or are lost or damaged during the academic year, will be charged to the pupils concerned. The numbers of all books issued across all year groups are stored electronically. At the end of each academic year all books are collected and checked against the book lists numbers. If the incorrect book is return or a book is lost or damaged then this information is passed on to the Accounts Department for billing purposes at the end of the academic year.

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Fieldwork/Trips Policy

The Department is very aware of the benefits of fieldwork at all levels in Geography. We are, however, constrained by the effects that such work may have upon other subjects under the heading of 'disruptions'. This is something that has been discussed at length over recent years and there is now general appreciation that subjects such as Geography have a basic requirement to get pupils out of the classroom and into the field. However, it must be appreciated on the part of the Department, that we should not cause more disruption than is absolutely necessary to our colleagues in other Departments. Staff should be aware that before any pupils may go off site we should gain permission for the trip from SRP and HMS/CEF by using the trip management program EVOLVE – the link to the page is here. Once approved the form will be sent to PRCB/YMP who will set up a trip list on ISAMS. EVOLVE allows for the completion of all paperwork linked to individual trips. Letters for all trips are sent out to parents by LJG and also posted on the school website. Staff are asked to regularly remind students about expected behaviour on trips and to report any incidences to LJG immediately. A base contact for residential trips will be put in place and paperwork is detailed and thorough in order to ensure everyone is aware of their roles and responsibilities, as well as any particular needs of students. Lower School Fieldwork

First Year fieldtrip to Longdown Activity Farm. Each First Year class will have a morning visit to Longdown Activity Farm where they will be given a guided tour to talk about how farming has changed over time and how farms have diversified in order to continue to make a profit. The students will travel by minibus with 2 members of staff. The students will return by lunchtime and then spend the afternoon doing follow up work, planning their own farm diversification project. First Year fieldwork on Southampton Common. First Year fieldwork to take place on Southampton Common looking at the use of Southampton Common, how this has changed over time and what the Common can tell us about the Geography of Southampton. This is to take place in the second half of the Spring term during a 1st year lesson plus lesson before or after and will require 2 members of staff per class. The Second Year trip to the Living Rainforest This fits into the Tropical Rainforests topic and takes place in the Spring Term (2 trips are pencilled in for February but will depend on the booking system and timings of tours due to Covid restrictions). Funding is met by the Governors. This trip requires 6 members of staff on each trip. Third Year trip to St Mary’s Football Stadium This trip links to the Think Act topic and will look at the Southampton Football Club Sustainable Strategy ‘The Halo Effect’. Students will be given a guided tour of the stadium and learn about the history of the stadium as well as the aspects of their Sustainable Strategy. The dates and group sizes for this trip are yet to be finalised due to Covid restrictions. Funding is met by the Governors.

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Upper School Fieldwork Fourth Year Rivers & Coasts fieldwork During the July 2022 Endeavour, all 4th year Geography students will undertake 2 fieldtrips on Rivers and Coasts. These trips will help students to prepare for their Alternative to Coursework paper (Paper 4). The Rivers fieldtrip involves travelling from the source to the mouth of the Lymington River and undertaking river measurements and other fieldwork techniques. The Coasts fieldtrip involves visiting Barton on Sea to look at coastal erosion and Studland to measure sand dunes and look at the impact of tourism. There is a small cost to students to cover transport. Fifth Year Human fieldwork In October 2021 5th year students will undertake human fieldwork in the local area to develop appropriate skills for the Alternative to Coursework paper (Paper 4). The students will be able to walk to their study locations therefore reducing the need for transport.

Sixth Form Fieldwork

The major piece of fieldwork for Lower Sixth will run in June 2022. All pupils in Lower Sixth will be taken to Slapton Ley in South Devon on a residential field trip based at the Field Studies Centre in Slapton. The course is a compulsory part of the A-Level Course, and is run by the Field Studies Council and members of the Geography Department. The course acts to fulfil two key elements:

(a) Fieldwork exercises and data collection for students’ Independent Investigations (b) Detailed case study material of named areas

Following this residential trip to Slapton, Lower Sixth students will then develop their ideas and methods for their own independent investigations. They will then have another day in late June to start collecting their data/pilot their techniques for their own Non-Examined Assessment (NEA). Double lessons may also provide opportunities to take students out for local based fieldwork for both Physical and Human elements of the course. Over the last few years the department has also been fortunate enough to develop contacts with key advisors for the new A-level and we have run in school revision sessions with David Holmes (OCR) to support students as their approach the end of their A-level students and with their NEAs.

International Trips Larger International Geography Trips are run every 2-3 years depending on demand/interest. In the last 7 years, 2 trips to Morocco and 1 trip to Iceland have been run by members of the Geography department. Another trip to Iceland was proposed for 2020, however limited demand/interest meant that this trip could not take place. Note: Unfortunately due to the current coronavirus situation a larger international Geography trip is not looking likely until at least the academic year 2022-23.

Co-curricular Geography Society is run for Upper School & Sixth Form students on a fortnightly basis, whereby talks are given from a wide range of people – both internal and external – to broaden geographical awareness outside of lessons. 2 members of staff help to organise this

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along with Geography Ambassadors (students from the Sixth Form who have shown keen interest in the subject). Lower School Geography Club is also run on a fortnightly basis and involves activities such as building erupting volcanoes, creating ecobricks using unrecyclable plastic etc. External Speakers In addition to these co-curricular clubs LJG also organises for guest speakers, such as David Edwards, to come in and give talks to students during Geography lessons. We also have good links with the Royal Geographical Society in London and they run an Ambassador scheme, whereby external Geography Ambassadors (often University students) come in to school and run sessions with students in their lessons – these are always engaging and fun for our students. All external speakers are required to complete A Visiting Speaker Self-Declaration Form (found here) and bring a form of photographic ID with them. Gender policy When trips take place a strict gender policy is in place, whereby students are in single-sex rooms and no member of the opposite sex is allowed into the room of an opposite member of sex. Mixing of the two genders will only be in communal areas supervised by members of staff. Gender accessible arrangements will also be made as far as possible to accommodate specific students.

Minibus Booking

The School has seven minibuses, which are booked via the electronic booking system here, found on the school website. Staff are advised to book well in advance to avoid disappointment. Staff are also reminded that it is their responsibility to check that the buses are fully operational before they leave the School premises and that pupils are always wearing their seat belts. All trips should aim to be self-financing. If financial assistance is required then staff should consult with LJG well in advance of the proposed trip or visit. If the School buses are booked, the Office operates a booking system for additional vehicles – speak to YMP regarding this.

External Examinations IGCSE The Department follows the Cambridge Assessment International Education IGCSE Geography Specification (0460) for both year groups. A-Level OCR Specification A-level (H481)

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Recent Examination Results

Recent Geography A-Level Results

A B C D E N U

2014 (15) 1* 6 6 1 - 1 - -

2015 (28) 4* 8 12 4 - - - -

2016 (25) - 12 10 3 - - - -

2017 (22) 4* 6 9 3 - - - -

2018 – First year of new linear A-level results

2018 (23) 7 12 3 1

2019 (17) 4* 5 5 3 - - - -

2020 (16) 3* 5 5 3 - - - -

2021 (28) 3* 11 11 3 - - - -

Recent Geography GCSE Results

A* A B C D E

2014 (64) 34 19 9 2 - -

2015 (71) 50 17 3 1 - -

Start of the new IGCSE Syllabus

2016 (69) 26 27 12 3 1 -

2017 (65) 17 24 19 3 2 -

2018 (72) 23 29 13 6 1

2019 (90) 21 37 30 2 - -

2020 (87) 29 34 21 3 - -

2021 (86) 30 30 22 3 1 -

Teaching Periods The School operates a 60 period two week timetable. The following is the period allocation for Geography: - First Year 3 periods Second Year 4 periods Third Year 4 periods Fourth Year 6 periods Fifth Year 6 periods Lower Sixth 12 periods Upper Sixth 12 periods (Staff and room timetables for the Department can be found on Isams).

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Teaching Policies - First Year to Fifth Year Pupils are taught in Forms from the First to the Third year (All teaching groups can be found on Isams). IGCSE groups (Fourth and Fifth year) are normally a mixture of classes and teaching sets because of the option box system. Whilst all pupils follow Geography to the end of the Third Year, it is normal for around 80-90 pupils to continue with the subject to IGCSE. This normally represents five teaching sets at this level.

Lesson Observation and Departmental Marking Policy

LJG conducts lesson observations of all members of the department and feedback is provided in order to support development. Peer-peer observations are also undertaken, whereby members of the department partner up and observe one another in order to expand their knowledge of good practice. In addition to full lesson observations, the department very much has an open door policy, whereby a lesson could be visited for a short period of time by LJG. In addition to departmental observations, a cross-faculty lesson observation programme

takes place as well as faculty open-door days whereby colleagues within the faculty to visit

any other lesson within the faculty.

SLT observations are also conducted annually, whereby on average 3 members of the

department are observed by SLT per year.

Marking reviews are also conducted by LJG (as well at a whole school level by SLT) to ensure

that the departmental marking policy is adhered to and effective feedback is given to

students in order to ensure progression.

Lower School Marking Policy

Lower School work should in general be marked out of ten. Staff should make appropriate comments on the work and ensure that work is undertaken to an appropriately high standard. All marks should be recorded.

Geography Lower School – Expectations and Marking (to be distributed to each

lower school pupil) You are expected to arrive at your lessons on time. Note any difference between Week A and Week B timetable. You must bring everything that you need to your lessons.

- It is your responsibility to come to lessons with your iPad charged so you can access the textbook and have your exercise book/folder and to keep them in good order.

- Please notify your teacher in advance of any music lessons and complete any work that you have missed. It is your responsibility to find out what homework was set.

- Lower School work will in general be marked out of ten. Staff will make appropriate comments on your work and ensure that work is undertaken to an appropriately high standard.

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The following descriptions indicate what your marks mean:

Mark Description

10 Outstanding High level of analysis and use of detailed factual material. Shows a very high level of independent thinking and ability to develop ideas beyond the expected level.

9+ Excellent Analysed with a high level of understanding and use factual evidence effectively in support. Written with a wide range of terminology.

8+ Good A good grasp of the majority of the subject. Shows a sound level of understanding. Written answers show a good level of analytical thought.

7+ Moderate A moderate grasp of some of the subject, though there may be areas where understanding is more or less advanced. Varied factual evidence.

6+ Inadequate Understanding is inconsistent and analysis is not fully developed. Written work may suffer from briefness or inaccuracy.

5 Poor Understanding is weak and use of appropriate terminology and factual evidence is thin. Style, presentation and spelling are poor with little content. Possibly re-do.

Below 5

Unacceptable A combination of incomplete and poor. Very weak understanding the work will have to be repeated.

Rewards & Sanctions A high mark will reflect both your understanding and the care that you have taken with the work. Credits will be awarded for exceptional effort as well as achievement and can be awarded for an individual piece of work or a consistently high standard across several pieces. Credits can also be awarded for improvement. On the other hand, yellow cards will be issued for work that is unacceptable and, in some cases, inadequate; disruption to learning; anti-social behaviour and missed deadlines. In some cases, a full detention may be given. Homework:

- Homework must be handed in/submitted on time. If it is likely that you will be late with your work, for whatever reason, you must inform your teacher ahead of the lesson, preferably with a note from your parents.

- If you have not informed your teacher ahead of the lesson, and you do not hand in your homework by the deadline you will be issued with a yellow card and a 24 hour extension

- If you do not meet the extension you will be issued with a work detention - You should check your student planner to ensure you are clear when and what homework is

set. - Your homework should take you no longer than half an hour. Stop after 35 minutes and ask

one of your parents to sign your book if you have not been able to complete what you have been set in the time allocated.

Marking Policy at IGCSE and A-Level

1. The marking at both of these levels is essentially dictated by the structure of the questions themselves and by the mark schemes in operation by the Examination Board. The mark scheme used will always be explained to the students at the appropriate time through the course of study. Copies of the mark schemes can be

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found on the examination board website and various recent ones (for iGCSE) on the shared drive.

2. More general homework exercises at IGCSE will normally be marked out of 10 or as appropriate as dictated by the question set. If the work is marked out of 10 then the following scheme as used in the Lower School can be used.

3. All marking should be carried out in a positive fashion with comments, where appropriate directing students to ways of improving their work.

4. If grades are used at either IGCSE or A-level then they need to be linked to the grade system at that level. These are currently as outlined below.

IGCSE A-level

A* 82%+ A 80%

A 70-81 B 70%

B 62-69 C 60%

C 50-61 D 50%

D 40-49 E 40%

Internal Examinations End of year examinations are compulsory for First to Fourth Year students. First and Second year students take a 45 minute paper and Third and Fourth Year take a 1.5 hour paper. The Second, Third and Fourth Year also have an additional skills paper in class time. Lower Sixth students sit internal exams in the first half of the summer term. Fifth Year and Upper Sixth students sit mock examinations in January with the Fifth Year skills (Paper 2) paper sat before Christmas in lesson time. LJG is responsible for setting these examinations and the marking of these examinations is shared amongst the department depending on classes taught by individual teachers. Moderation and standardisation takes places where appropriate.

Reports and Tracking Policy Full written reports are issued once a year with one single commentary box for each subject plus a tutor report. The reports are issued at various times throughout the year, depending on the year group.

- End of Autumn Term – Fifth Year - End of Spring Term – Lower Sixth and Upper Sixth - End of June – First Year and Second Year - End of Summer Term – Third Year and Fourth Year

SMO has produced a series of documents explaining the format to the reports written on the ‘Isams’ package. ISAMS can be used to see student’s previous reports. Please also be aware of any special needs pupils where it might be easy to make an inappropriate comment on the report – consult with ZNR and student passport. Tracking In addition to the full written report and in order to both report to parents and to improve the tracking of progress in the Lower School, half termly grades for all year groups have been introduced. Upper School and Sixth Form maintain IEG and Progress Grades based on

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exam grades (see below). This provides meaningful and regular information to pupils, parents, and staff alike. A new uniform four-point scale has been introduced and teachers will report on three aspects: progress/attainment, behaviour and attitude to learning, using the following descriptions 4 – Excellent, above the expectations for pupils at KES 3 – Good, in line with the usual expectations for pupils at KES 2 – Concern, generally below the usual expectations for pupils as KES 1 – Serious Concern, well short of the minimum expectations for pupils at KES If a Grade 1 is given, staff are asked to write a short comment to support this. MIDYIS, GCSE & ALIS data is used to give students in the Upper School and Sixth Form Initial Expected Grades (IEGs). Progress grades are then given by subject teachers on a half termly basis in order to indicate their progress throughout the GCSE and A-level courses. Topic tests take place throughout the GCSE course and these are used for the tracking data, which is input 5 times (termly) during the GCSE course for Geography. This information, which can be accessed by staff on the school website, so that individual pupil progress can be monitored, is then used by the department to assist with necessary intervention by LJG. Students of concern is always an item on the agenda for department meetings so that face to face discussions can be had about students, and LJG asks that all members of the department alert her to any further students of concern in the interim. LJG will have one to one discussions with students, strategies are put in place and in the past, compulsory revision sessions (with the permission of parents) have been run for underachieving students in order to support them. Helping the less able As mentioned above, Students of Concern is always a department meeting agenda item in order to put necessary strategies in place to support the less able students. The nature of difficulty (e.g. organisation, work completion, extended writing, focus etc) will influence the support put in place. Revision is something many students find challenging and therefore sessions are run by members of the department to support students with this. Seating plans are strongly encouraged within the department again to support the less able appropriately and inclusively. Stretch and Challenge/G&T opportunities It is important to not just offer strategies to support the less able, but also to provide opportunities to stretch the more able students. Extensions tasks are used effectively by members of the department and Schemes of Work suggest ideas and opportunities for stretch and challenge. LJG works alongside GSPL to provide a suggested reading list for G&T students in the Lower School as this is an excellent way in which they can extend their geographical understanding. The GCSE magazine Wideworld is also made available to students in the 3rd year and in the library so that students can read current articles of a

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higher level. In the Upper School and Sixth Form, Geography Society creates opportunities for students to stretch their geographical understanding. Furthermore, students are encouraged to subscribe to the magazines Wideworld & Geography Review. Geographical Association Evening Lectures are also encouraged (some with members of the Geography Department and some independently). An extensive reading list is given to students in the Sixth Form and a reading journal is insisted upon in order to evidence the reading undertaken – some students will be encouraged to undertake some of the more challenging books/articles on the list. Non-compulsory essay competitions are also encouraged to particular students – Trinity Group Geography Essay, RGS Essay Competition, Humanities one-word Essay Competition.

Pupil Behaviour – Sanctions Policy The member of staff should deal with poor classroom behaviour. After School detentions may be given for either poor work or conduct (there are different detentions for each of these). It is, however, always beneficial to try not to use this deterrent in the first instance unless this is unavoidable. There is also a ‘yellow card’ system for informing tutors about bad behaviour or other classroom issues which can be found on the right hand side on Isams. For more persistent offenders or more serious offences, pupils may be placed in a Saturday detention. However, this should only take place after consultation with LJG and the pupil's Tutor. Twenty-four hours notice must be given to the pupil for any detention and this should be done via ISAMS. Staff should keep LJG fully informed of any cases of repeated bad behaviour. NB. Class detentions must not be given as this is seen as imprisonment. If a pupil is sent out of the classroom they must report to the Main School Office. An appropriate Year Head will be informed and a letter outlining the reason for the pupil being removed from the classroom will be produced by LJG and sent home. A copy of this letter will be placed in the students file via his/her tutor. As the detention system does not apply to Sixth Form, if students are not producing work to an adequate standard, LJG is informed by the member of department and LJG will initially meet with this student to discuss. Strategies such as room allocation during a free period where dedicated Geography work is undertaken have been used to support students and encourage an improvement in standards and independence.

Teaching Policies - Sixth Form

LVI Two members of staff deliver the course content. In the LVI students will be taught – Earth’s Life Support Systems, Coastal Landscapes, Changing Spaces; Making Places & Global Migration, in order to prepare them for their Independent Investigation which they will begin in the Summer Term. The students will sit internal examinations in the LVI in order to give them an indication of progress and attainment. The students have 6 lessons a fortnight with each teacher and they are expected to undertake at least 4 hours of independent study per week in order to supplement their classroom learning. Wider reading is necessary and students are provided with a reading list and reading journal for this purpose.

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UVI Two members of staff teach each Upper Sixth Form Geography Set (where possible this will be the same teachers as they were taught by in the LVI). The first half of the Autumn Term will involve the completion of their Independent Investigation, following their fieldtrip at the end of the Summer Term. The deadline for this Independent Investigation is before half term. The remainder of the UVI year will include the teaching of Power and Borders/Human Rights, as well as 2 of the 5 debates (Climate Change, Future of Food, Disease Dilemmas, Exploring Oceans, Hazardous Earth). Individual staff interests and preferences are always taken into account in order to ensure the most effective and engaging lessons are delivered to students. Homework At this level the timing of work is not prescribed as it is lower down the School. It may involve reading; research; completion of statistical exercises; planning for project work/independent investigation; the writing up of project work; essay writing and exercises based on short structured questions. Clearly staff should give pupils an appropriate amount of time for the exercise being undertaken. Work should then be marked according to the mark schemes already outlined. Clearly, a more extensive comment is called for at this level of study. Reports The Sixth Form also receive one full written report per year as well as Initial Expected and Progress Grades each half term. Grades For the Lower Sixth: -

(i) Initial Expected Grades and Progress Grades will first be published at October half term.

(ii) A predicted grade for Higher Education is produced after the internal LVI examinations in the Summer Term ahead of Parents Evening

For the Upper Sixth -

The A-level prediction is reviewed in early September which is used on UCAS applications.

Oxbridge Policy Students who wish to apply for Oxbridge are encouraged to make LJG aware so that practice interviews can be conducted to support such students in their preparations. Suggestions of wider reading will be made and support can be given with individual personal statements where necessary. Students are encouraged to read broadly and to independently attend talks and lectures to further enhance their geographical awareness and understanding.

General Comments All Year Groups

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Absence from Lessons Absence from lessons should be noted. Any repeated evidence of absence should be notified to LJG/HOY/Tutor. An afternoon electronic registration is completed at the beginning of period 5 (all classes up to and including the V year). Rewards Policy A variety of formal rewards are available to staff in all departments, and colleagues are encouraged to use them: (a) Merit System There is a Merit System for members of the Lower School. Merits may be given for excellence in a single large piece of work or test; for continued good work in class or homework assignments, or for improvements in standards. The Merit should be written on the piece of work (dated and initialled). Students collect their merits on merit cards. A sticker can be placed in the student’s exercise book. (b) Postcards Postcards are available to send home to parents to make them aware of good work produced by students. These can be used for all year groups. (c) Head of Year Commendations (d) Headmaster's Commendations When any pupil has produced an outstanding piece of written work or worked to a high standard over a long period of time this may be commended to the Head. LJG would like to be kept aware of such recommendations. The piece of work or set of books is then submitted to the Head Master, who then sees the pupil in his study and provides words of praise and encouragement. Commendations are recorded by the Headmaster's Secretary and accumulate towards a book-token. (e) Digniora (First to Fifth Year) and Dignissima (Sixth Form) Work of the very highest level of achievement is submitted for entry into the Books of Digniora and Dignissima. LJG should be consulted before the recommendation is submitted to the Headmaster. Bevan Prize for Geography This is normally awarded to a member of the Upper Sixth. He or she must have shown true geographical ability throughout the 'A’ Level course.

SMSC and British Values Policy

All teachers should be aware of the need to be aware of, and promote, British values in the classroom. Teachers should:

• encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs

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• assist pupils to acquire an appreciation of and respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions

• provide pupils with a broad general knowledge of public institutions and services in England

• encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely

• enable pupils to distinguish right from wrong and to respect the civil and criminal law

• enable pupils to develop their self-knowledge, self-esteem and self-confidence Many of the topics covered by the Geography syllabus across the school enhances awareness and promotes British Values in the classroom and when out on fieldwork. The Geography department are asked to contribute to the school-wide SMSC and British Values policy as such a variety of ideas are covered within the Schemes of Work.

Information Technology With two Information Technology suites located close to the Department we have a good facility at our disposal. Staff and student iPads and interactive whiteboards in classrooms means that it is very easy to bring ICT into the classroom. The Department is also very keen in using digital photography at every opportunity so that there is an extensive library of such images for teaching use. Staff are encouraged at all levels to utilise the materials on offer to the Department and to make requests concerning areas where new developments are taking place. Larger groups of students (class groups) may be booked into IT rooms if iPads is not a possible option. Oliver Rokison (Assistant Head – Digital Strategy) and Steve Rigg are always available to help and give advice and to encourage staff and pupils to make use of the new facilities. Staff should use the booking system, found on the school website to reserve rooms in the IT areas. All new staff are given basic training in the school software and iPads. Further appropriate follow up training will be available throughout the year via Twilight sessions.

Health and Safety and the Security of Rooms Staff need to take great care in the day to day use of the equipment in classrooms. Power cables represent a hazard for both pupils and staff. During lessons, staff should be aware of any movements which could be potentially dangerous. At the end of the lesson all equipment leads should be securely stowed away and all equipment turned off at the sockets. LJG to liaise over PAT testing of equipment. All fieldwork equipment is safely stored in locked cupboards and can only be used under the supervision of staff.

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CPD A folder is kept in Humanities Office 1 with information regarding any forthcoming training events for Geography Teachers and also for management and educational progression. Staff may help themselves and LJG will aim to keep it up to date. Through the new Annual Review system relevant CPD for individual teachers should be identified and this will enable LJG to distribute any relevant course information. Twilight sessions will be available throughout the year and generally take place in half hour, to an hour slots after school or at lunchtime. They are available to book via the CPD link on the school website.

Development Plan Targets

1. Fieldwork – implementation of new fieldwork for 1st Year (Longdown Activity Farm – Farm Diversification), 3rd Year (St Mary’s Stadium – Sustainability) & 5th Year (Human Geography techniques)

2. Evaluate and improve 4th year Rivers & Coasts fieldwork

3. Evaluate the Lower School SOW and associated resources

4. Maintain and enhance numbers at GCSE and A Level

5. Continued improvement in the delivery of the A Level course

6. To promote environmental responsibility

Geography Department Teaching 2021-2022 First Year Second Year Third Year 1/1 - TWF 2/1 - TLK 3/1 - LJG 1/2 - TWF 2/2 - GPH 3/2 - TWF 1/3 - TWF 2/3 - AHP 3/3 - GPH 1/4 - AWG 2/4 - AWG 3/4 - TLK 1/5 - AHP 2/5 - TWF 3/5 - TWF 1/6 - TLK 2/6 -TWF 3/6 - GPH 3/7 - TWF Fourth Year Fifth Year 4 - AWG 5 - GPH 4/1 - TWF 5/3 - AHP 4/8 - GPH 5/7 - AWG 4A - LJG 5A - TLK 4B - TLK 5B - TWF

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LVI Set C – LJG & GPH Set D - TLK & AWG UVI Set C – AWG & AHP Set D – LJG & TLK All staff timetables can be found on Isams on the right hand panel as can rooming timetables.

LJG August 2021