Curriculum Maps can be found here
The Head of Department is Mrs Ware.
Our department Bible verse is: "God spoke: “Let us make human beings in our image, make them reflecting our nature So they can be responsible for the fish in the sea, the birds in the air, the cattle, And, yes, Earth itself, and every animal that moves on the face of Earth.” (Genesis 1:2)
Geography is often described as a sense of place. What is it that makes places and landscapes unique, special or similar to others? More importantly what is our relationship to these places and landscapes as individuals or as large groups of people? As a Department, we see Geography as being a vehicle that enables students to explore processes and patterns on the Earth’s surface. Geography is an exploration of the nature of the physical landscape and requires students to investigate the interaction of human beings with the environment. The subject plays a key part in the development of active citizens who are good stewards of God’s Earth, interested in the plans, policies and activities, which can influence our world. In our teaching we aim to develop independent enquiring minds. We strive for excellence and demand that students observe, think for themselves and work to be problem-solvers of the future.
Studying Geography with its wide ranging skills helps pupils to be well-prepared for life in the 21st century world. Analysing real life issues including through engagement in fieldwork means that pupils have the opportunity to become adept in the skills of enquiry, data collection, processing, analysis and interpretation.
The assessment descriptors for this subject are available here.
Key Stage 4
Geography GCSE is a popular option subject at Trinity. We strive to develop globally aware citizens who show cultural and moral understanding, through a programme of study which brings alive a wide range of issues facing us at a local, national and global level. Not only do pupils become aware of the challenges faced by decision-makers in the United Kingdom dealing with problems such as river and coastal flooding, but they are also confronted with issues such as the fight against disease and poverty in Newly Industrialising Countries such as India and Low Income Countries such as Malawi.
The use of a wide range of stimulating resources and teaching strategies enables pupils studying Eduqas Specification A, to become excited and knowledgeable about the patterns and processes in the world around them. Pupils’ ability to draw inferences from, analyse, interpret and evaluate a wide range of resources, including quantitative and qualitative information, such as graphs, maps, tables, photographs and interview material, is thoroughly developed so that they can tackle the source-based questions in their three examination components. It also prepares pupils well for writing their extended answers which require pupils to make justified decisions about an issue. All pupils are expected to participate in organised fieldwork in rural and urban locations to develop their curiosity and enquiry-based learning to prepare them for their Applied Fieldwork Enquiry Component 3. Most recent locations for GCSE learning have included Greenwich, Tonbridge, the River Cray, Cuckmere Haven and Eastbourne