Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-1-1-organising-a-key-stage-3-geography-curriculum [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Organising a KS3 Geography Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum.md) › Organising a Key Stage 3 Geography Curriculum # Organising a Key Stage 3 Geography Curriculum CPD: Organising a KS3 Geography Curriculum (by Kate Stockings), topic 1.1.1 ## Organising a Key Stage 3 Geography Curriculum The aim of this CPD course is to aid you in thinking about why you teach what you do. ![](https://image-v2.cdn.app.senecalearning.com/2019-01/4427ebd8-145b-46bc-8d7a-665a09de5cac/wetland-landscape-.jpg) - In a discipline as broad as geography we cannot teach everything so what to teach is a hugely important decision. - Carefully thinking about what is included in a curriculum is essential if we are to ensure that pupils’ geographical understanding progresses over time. ### This course ![This course](https://image-v2.cdn.app.senecalearning.com/2018-08/944bdd1e-6142-44fe-940f-9526857c151b/ocd-organised-stationary.jpg) - This CPD course discusses two different ways of coherently organising a Key 3 Stage Geography curriculum: - Thinking about the distinction between regional and systematic geography. - Thinking about key concepts in geography. ### Approach ![Approach](https://image-v2.cdn.app.senecalearning.com/2019-05/05d46920-9395-4392-96bf-9b14e6277178/books-.jpg) - By using these approaches for curriculum thinking, we can avoid the risk of a curriculum that is made up of distinct topics with little to link them together. - We can use these approaches to connect the silos of information and ensure coherence across our curriculum. ### Geography: a horizontal discipline ![Geography: a horizontal discipline](https://image-v2.cdn.app.senecalearning.com/2019-03/53170092-d122-4317-bdfd-1cddf453747c/waterfall-.jpg) - Geography is a **horizontal subject** unlike, for example, Science, which is more vertical or hierarchical. ### Horizontal subjects ![Horizontal subjects](https://image-v2.cdn.app.senecalearning.com/2018-05/85008f8e-ba34-4654-b6e4-67cd697c4520/shutterstock_748601869.jpg) - This means that new segments of knowledge are added to existing knowledge. - The knowledge is distinct but it is related. Key concepts are revisited periodically and restudied numerous times in different contexts. - For example, the concept of development will be revisited and restudied lots of times in different contexts throughout Key Stage 3. ### Hierarchial subjects ![Hierarchial subjects](https://image-v2.cdn.app.senecalearning.com/2018-03/93bf8431-12f5-4e4f-bdf0-12ee86ceb426/shutterstock_355540604.jpg) - In a hierarchical subject, the knowledge becomes increasingly abstract as you progress in your studies. - This increasingly abstract knowledge helps understand relationships and helps establish generalisations and laws within the subject. ### Why does this matter for teaching? ![Why does this matter for teaching?](https://image-v2.cdn.app.senecalearning.com/2018-04/f1950899-9e95-4fb4-85d0-99d0376a4969/physicsBridge.jpg) - The horizontal knowledge of geography matters because it means that effective sequencing of content is incredibly important. ## Organising a Key Stage 3 Geography Curriculum There are a number of different ways of thinking about the organisation and sequencing of a KS3 geography curriculum. ### Sequence ![Sequence](https://image-v2.cdn.app.senecalearning.com/2019-07/0c9edab8-038e-47ed-a209-4be2de377ad3/chain-3481377_1920.jpg) - There may not be an obvious sequence for teaching and depending on the order of content that you choose, different links can be drawn between topics and concepts. - It is essential that students are able to see, and draw, these links frequently as this is what sets geography apart from other subjects (Enser, 2019). ### Abstract concepts ![Abstract concepts](https://image-v2.cdn.app.senecalearning.com/2018-11/f03a8df4-86b1-459d-8843-7bd4acc47cdd/arm-chair-bech-.jpg) - What is key is that throughout the curriculum, the key concepts are revisited to broaden and deepen pupils’ understanding. - Within segments of geography, the knowledge may be hierarchical and become increasingly abstract (Standish, 2017) so this requires consideration too. - For example, understanding the concept of ‘place’ is hierarchical in nature. ### Changeability ![Changeability](https://image-v2.cdn.app.senecalearning.com/2018-09/8edf554a-4343-4695-8765-1b51a8791845/time-for-a-change-.jpg) - It’s also critical to remember that geography as a discipline and as a school subject is ‘in a constant state of becoming’ (Lambert & Morgan, 2010). - Thus, our curriculum will need to be constantly reflected upon, tweaked, and changed. - The concepts within our curriculum will also need to change as geography creates concepts in response to changes in the nature of the world (Lambert & Morgan, 2010). - So, our curriculum planning and thinking are never finished. ### Building understanding ![Building understanding](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/10.3.1%20Using%20materials/brick-wall-3044356_640-min.jpg) - Careful sequencing of content helps to build students’ knowledge, understanding and skills in geography over time. ### Points of assessment ![Points of assessment](https://image-v2.cdn.app.senecalearning.com/2018-09/dbf70cf3-022d-4513-bab0-33d64e7cae32/road-start-finish-.jpg) - It helps to add clarity and align expectations around what students will know and what geographical skills they can display at certain ‘end’ points. - E.g. the end of Year 9 or Year 11. ### Regional vs Systematic geography ![Regional vs Systematic geography](https://image-v2.cdn.app.senecalearning.com/2018-03/4488ab65-9737-4185-b90d-3400a0acc135/shutterstock_158229185.jpg) - One useful way to think about a KS3 geography curriculum is to consider the balance between regional and systematic geography. ## Test yourself on Organising a Key Stage 3 Geography Curriculum - What is a horizontal subject? - Why is careful sequencing of content important when creating a curriculum? [Practise this topic for free](https://app.senecalearning.com/classroom/course/4d12da32-8f03-4512-bc14-ba4befec0562/section/ac6a533c-be8f-41ea-a35c-cdc6534f0004/session) - Next topic: [1.1.2 Regional Vs Systematic Geography](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-1-2-regional-vs-systematic-geography.md) ## CPD: Organising a KS3 Geography Curriculum (by Kate Stockings) contents ### 1 Organising a KS3 Geography Curriculum - 1.1 Introduction - [1.1.1 Organising a Key Stage 3 Geography Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-1-1-organising-a-key-stage-3-geography-curriculum.md) - [1.1.2 Regional Vs Systematic Geography](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-1-2-regional-vs-systematic-geography.md) - 1.2 Concepts in Curriculum Making - [1.2.1 The Value of Using Concepts in Curriculum Making](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-1-the-value-of-using-concepts-in-curriculum-making.md) - [1.2.2 What are Geography's Key Concepts?](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-2-what-are-geographys-key-concepts.md) - [1.2.3 More Key Concepts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-3-more-key-concepts.md) - [1.2.4 Further Considerations](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-4-further-considerations.md)