Geography

CLICK HERE TO VIEW THE KNOWLEDGE ORGANISERS

As a community we have the highest aspirations for all our students, regardless of their background, and are ambitious in the breadth and depth of knowledge we want our students to gain in their subjects.

Our Curriculum has been designed using a Trivium framework encouraging students to Know Well, Think Well and Communicate Well. Students need to develop rich foundational knowledge, be able to think and deepen their understanding through questioning, discussion and debate. Be able to communicate and express their learning in a variety of forms.

As Tom Sherrington states in The Learning Rainforest, “Knowledge is key in a curriculum but so too is the ability to develop capacity to question and challenge, to engage in dialect of the trivium*, to contribute to debate and conversation.”

Thamesview seeks to go beyond a curriculum based on knowledge alone, to a curriculum that builds thought, expression and character.

The Trivium as outlined by Martin Robinson has three parts for students;

Knowledge (AKA Grammar):

Learning involves connecting new information with what is stored in our long-term memory.  Therefore, limited prior learning can limit our future learning.  Development of a rich knowledge base essentially makes us more intelligent by creating more branches for new learning and ideas to connect with.  Without much foundational knowledge of a topic it is difficult for learners to form their own ideas and to work independently.  Teachers have a vital part to play in leading the learning process to ensure that conceptual understanding progressively builds over time.  The curriculum must be coherently constructed and sequenced across subject disciplines to achieve this.   The development of a broad vocabulary is also a key part of this pillar. Thamesview places high importance on every subject area having a coherent and strong approach to successfully improving and strengthening disciplinary literacy within our school. This work is based on the research of the EEF and Alex Quigley.

Elements of Teaching & Learning related to Knowledge:

• Clarity through explanations & modelling 
• Responsive teaching strategies
• Repetition & spaced retrieval practice 
• Regular low level stakes assessment to identify and close gaps & address misconceptions.
• Disciplinary Literacy strategies to secure and cement knowledge for learners.
• Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.  

Exploration (AKA Dialectic):

Simply knowing things is insufficient. Encouraging our students to think, debate and consider alternative views is a vital part of the education we provide.  Knowing things without the skill to explore knowledge further is of limited value to our students in the wider world. We encourage our students at Thamesview to be respectful of others, to be resilience when learning or when ideas are challenging, to be ambitious for themselves, seeking to take knowledge beyond the just knowing and retaining of facts.

Elements of Teaching and Learning related to Exploration: 

• Real world experience, challenges and experimentation  

• Debate, critical thinking & deep questioning
• Problem solving & reflection
• Character Education
• Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.  

Communication (AKA Rhetoric):

We want our students to leave Thamesview confident communicators. Explaining ideas publicly strengthens knowledge.  This pillar is not, however, limited to public speaking.  Any performance involves communication, whether it be a Sporting or creative performance, essay, speech or exhibition of work.  These performances help to develop a range of qualities that prepare our learners well for their future lives.  Ensuring all our learners can communicate in a clear, articulate and convincing manner, in a variety of ways, is vital.  

Elements of Teaching & Learning related to Communication:

• Public performance & extended writing   
• Presentations, exhibitions and displays.
• Demonstrating Thamesview Character values.
• Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.   At Thamesview we aim to build our curriculum around five key principles.

1. A curriculum that has Coherence for students – explaining to them what they are learning and when and why.
2. A curriculum that provides all students with a wide and deep range of Experience(s).
3. A curriculum that equips students with Knowledge and the ability to use it, develop it and be inspired by it.
4. A curriculum that Expands horizons for students.
5. A curriculum that represents all creating a sense of Belonging

Intent:

At Thamesview 6^th Form, our goal is for all students, staff, parents and carers to develop a sense of a shared ambition for success, and the resilience to achieve that ambition. Our shared vision is for all students to leave Thamesview 6^th Form as knowledgeable, respectful global citizens who are fully prepared to overcome all challenges that come their way in a rapidly changing society. In achieving this, we consider that wider opportunities in the 6^th form are essential to the holistic development of our students. Students have the opportunity to become part of the Student Leadership Team as well as being part of an active academic and pastoral mentoring programme that supports students in the lower school.

At KS5 we offer a varied curriculum made up of A levels,  Vocational courses, and the Extended Project Qualification. Students are able to commence a Foundation Pathway should they fail to meet the Level 3 pre-requisites. This breadth of choice allows students to specialise and focus their learning on three key areas of study and provides access to higher education, apprenticeships and straight-to-work options. In the 6^th Form, we provide high quality careers guidance and experiences to ensure that students embark on the correct programme of study or employment pathway for them. All students will be exposed to advice and guidance from our Careers Advisor.

We aim to map our values and vision across the KS5 curriculum. To support this, each department has a clear statement of its curriculum intent, implementation and impact; additionally, each department has its own curriculum map.

“Students are mature in how they work and behave. They are keen to go to university and, with good careers advice, have begun to think carefully about their futures. They are good role models for younger pupils.” (Ofsted, 2018)

At Thamesview 6^th Form, our intent is trivium. As outlined by educationalist Martin Robinson, we expect all students to “know well, think well, communicate well”.

Know well: To achieve this, all 6^th Form students will be exposed to the best knowledge in their curriculum. Schemes of Work have been carefully designed to ensure that students are able to build on prior learning and knowledge. In most cases, this will be done through ‘do it now’ activities that are prominent in lessons at KS5. Core knowledge is identified and embedded in the fabric of teaching and learning so that students are able to articulate what needs to be retained in their long-term memory. Where possible, hinterland, substantive and procedural knowledge will be utilised to support the core knowledge taught; this will often include trips outside of the classroom, processes and narratives to reinforce understanding. As a member of the 6^th Form, students are encouraged to build their resilience for their chosen subjects and read outside of the curriculum; all students will be given a core reading list and a wider reading list for their chosen subject area; this will enable the application of subject terminology to specific tasks and case studies where applicable.

Think well: At Thamesview 6^th Form, questioning is planned in line with the curriculum and the core knowledge required. As preparation for life after 6^th Form, students at KS5 are encouraged to critically explore ideas and concepts beyond the recollection of facts. To demonstrate ambition, students are encouraged to ignite debate and discussion amongst their peers and demonstrate that they are aware of other perspectives and viewpoints. Often, teachers will use pedagogic models that encourage students to be more independent in their thinking and learning, this will often include working on the foundations of Vygotsky’s Zone of Proximal Development and Bruner’s scaffolding techniques.

Communicate well: At KS5, assessments are either low stake demonstrating retrieval of knowledge or cumulative end of unit assessment. At level 3, assessments will tend to be extended pieces of writing that require analytical and evaluative skills. Schemes of work have been carefully developed to ensure that any mis-conceptions are planned for. Furthermore, communication is also done in the form of articulate debates which enthuse and stimulate discussion around a specific topic area.

Our shared vision is for all students to leave Thamesview 6^th Form as knowledgeable, respectful global citizens who are fully prepared to overcome all challenges that come their way in a rapidly changing society- whether that be for Higher Education or the workplace. We deem it important that students can leave with the necessary skill set to analyse, evaluate and communicate effectively. In achieving this, we consider that wider opportunities in the 6^th form are essential to the holistic development of our students. Students have the opportunity to become part of the Student Leadership Team as well as being part of an active academic and pastoral mentoring programme that supports students in the lower school.

Implementation:

At Thamesview 6^th Form, students can expect a high quality education that is centred on the individual needs of each student. We believe passionately that every young person, regardless of social background or previous experiences, deserves the chance to succeed in education and that is why we expect high standards of effort and behaviour from all of our students. Our curriculum implementation ensures that each student is able to access a curriculum pathway that enables them to make the best progress.

We offer three pathways:

• Pathway A that is made up of Level 3 courses and the Extended Project Qualification (2 years)
• Pathway B mirrors Pathway A but allows students to resit their Math and English in dedicated timetabled lessons.
• Pathway C is a foundation year, best suited for those that have not met the pre-requisites of the Level 3 courses (1 year)

We aim to shape and evolve our students to be as independent in their studies as they can possibly be and prepare them for life after the 6^th Form. It is imperative that students are able to take responsibility for their own learning and complete all activities that are required in class and also sat as homework. All lessons will be planned in line with the school’s teaching and learning policy and teachers will plan for regular summative and formative assessment points. As a member of the 6^th Form, students will be required to abide by the school rules (where applicable) and adhere to the dress code.

All students will be given the chance to partake in Year 12 work experience. Additionally, students will be given plenty of opportunities to attend University open days and career/ apprenticeship fairs. These experiences will help prepare our students for life after Thamesview 6^th Form.

“I’m very impressed with the standard of lessons being delivered with a variety of tasks” (Parental feedback, 2021)

At Thamesview 6^th Form, implementation is centred around Rosenshines ‘Principles of Instruction’. It is important that in all lessons, a review of previous learning takes place; in most cases this will be done in line with low stake assessments and the ‘do it now’ activities. New material will be presented in small, manageable steps in line with the scheme of work and the specification, whereby questions will be asked to ensure that any misconceptions are addressed. At KS5, questions will tend to be analytical and evaluative in nature so that the student is able to reflect on cause and consequences. At Thamesview 6^th Form staff and students have many resources available to enable them to model key concepts and pieces of work, whether this be technological or pedagogic, students can use these processes to help guide them through their work. As previously mentioned, scaffolding techniques are used to enable students to reach their full potential. Where possible, independent practice is encouraged whether this be in the form of wider reading, peer teaching or research specific tasks.

Impact:

Results have been improving year on year since opening in September 2017. We have achieved a 100% pass rate for each cohort and surpassed Kent averages. 100% of our students who made University applications received entry to their first choice universities. This is due to the hard work and dedicated of both students and staff where we strive for excellence on a daily basis.

From a Teaching and Learning perspective, at Thamesview 6^th Form there are a range of measures used to evaluate the impact of the curriculum. These include:

• Progress measures using formative and summative assessment
• Observation of pupil engagement during drop-ins, lessons observations and learning walks
• Deep Dives carried out in conjunction with partner Gravesham Schools
• Director led work scrutiny
• Reviewing attendance data
• Student/ parental surveys
• Destination data and follow up calls to students, parents and carers to ensure transition to University, apprenticeship or employment has been successful.

We aim to map our values and vision across the KS5 curriculum. To support this, each department has a clear statement of its curriculum intent, implementation and impact; additionally, each department has its own curriculum map. Schemes of Work will be reviewed year on year so that necessary amendments can take place if need be.

Student success stories (2020):

“Nga Siene received the equivalent of two A* and one A at A-Level is studying International Business at Greenwich University”

“Alex Austin received the equivalent of two A* and one A at A-Level is studying Film and Screen Arts at Plymouth College of Art”

“Jamie Ward received the equivalent of two A* and one A at A-Level is studying Law at Canterbury University”

“Jamie Rafferty received the equivalent of one A*, one A and one B at A-Level is studying Digital Music and Sound Art at the University of Brighton”

“Molly Maxted received the equivalent of two A* and is studying Law at Greenwich University”

CLICK HERE FOR SCHEMES OF WORK

KS3 Geography Core Knowledge Map

KS3 

Week 1 - Extended homework task: Set at the start of the term, students choose one of the options and complete the task over the course of the term. 

Weeks 2–5 – Microsoft form knowledge check set on class charts once a week on the two lessons taught that week. 

Week 6 – Knowledge organiser and mind map template for students to revise set on class charts. 

KS4 

Each week a knowledge check quiz and exam skills homework set on class charts.

Process 

Homework to be set on Monday and due on Friday. 

Positive point given to every student that submits homework. 

Negative point for lack of work given for students that do not submit homework. If students do not submit three homework assignments, they will receive an hour detention after school which their teacher will contact home for.  

A golden ticket for ambition is given to students that complete the extended homework task. 

A golden ticket for ambition given to students that receive the highest score.

Geography Learning Journey

Humanities Faculty Assessment and Feedback Policy

Rationale

Assessment across Humanities is intended to support our students to ‘Know well, think well, communicate well’, in accordance with the whole school intent of Trivium. Out intention is for students to both be able to recall core knowledge they have learned and to apply this knowledge, so that they are able to think in more depth about how they use the knowledge have learned.

In order to achieve this, students in Humanities will sit two assessments per half term:

1. Formative assessment, which will take the form of a low-stakes knowledge check.
2. Summative assessment, which will take the form of either a cumulative assessment or an end of unit assessment.

PSHE assessment will differ from that in Ethics, Geography and History in that only low-stakes formative knowledge checks will take place.

Formative Assessment

Years 7-11 (Ethics, Geography, History, PSHE)

Lesson-based assessment, known as a knowledge check, will take place in all Humanities subjects.

Knowledge checks should:

• Be carried out approximately every ten lessons or one per term (this should roughly be as units are being completed).
• Check students’ understanding of the content they have been studying (substantive knowledge) by assessing their recall key facts, key terminology and key processes they have learned across a topic.
• Check for any misunderstandings or misconceptions that students may have surrounding the topics they have studied.
• Be marked in green pen by students or red pen if marked by teachers (this will be dependent on whether low-stakes assessment takes place at the same time as summative assessment).
• Be followed up by teacher-led feedback in which strengths are identified, misconceptions highlighted, exemplars/models provided and next steps tasks given to develop students understanding of areas that they have found to be more challenging. This should take the form of a whole class feedback sticker, in accordance with the Thamesview School Feedback Policy.

All students responses to the feedback should be completed in green pen.

Formative Assessment

Years 7-11 (Geography and History) and Years 7-9 (Ethics)

End of topic or cumulative assessments are to take place in Ethics, History and Geography only.

Formative assessment should:

• Be prepared by the subject leader, or where prepared by another member of teaching staff checked by the subject leader, to ensure the content is appropriate and reflects student learning.
• Not be shared with students prior to the assigned time and date of the assessment.
• Reflect the information contained in the relevant knowledge organiser, so that students are able to adequately revise for the assessment.
• Assess student understanding of procedural knowledge and the skills they have developed over the course of their learning with question types that are reflective of this learning.
• Be cumulative in terms of the development of skills, in order to cater for the needs of all students, including LAPs, MAPs, HAPs, SEND and PP. An example of this could be the inclusion of define, describe, explain and evaluate questions.
• Be scaffolded, where required, through the use of sentence starters to support all students to complete extended pieces of writing. This should be minimised for Year 10 and 11, with alternative means of supporting students being found that reflect the needs of GCSE assessments.
• Be followed up by teacher-led feedback in which strengths are identified, misconceptions identified, exemplars/models provided and next steps tasks provided to develop students understanding of areas that they have found to be more challenging.

Marking of formative assessments at KS3 should be carried out by the class teacher with data inputted into the trackers. Class teachers should use the data in the tracker to identify and respond to any gaps in learning. Subject Leads should use the tracker to gain an overall picture of gaps in knowledge and skills among the entire cohort and adapt future plans of study accordingly.

Marking of GCSE mock papers should be shared amongst staff in the subject. Standardisation is to take place prior to learning to ensure that variation in marking is minimised. Moderation is to take place once all papers are marked. This is to be led by Subject Leads and involve all staff who have taking part in the marking process. Results should be entered into the subject tracker and gap analysis completed by the Subject Lead to identify any adjustments that are required to future learning.