Geography

Geography occupies three well-equipped teaching rooms and a spacious office in the Spinney Centre. All three classrooms are inspirational places in which to learn Geography because each one offers a quite spectacular view of the Dorset landscape and skyscape and almost compels the learner to want to enquire into the geography behind the view through the window.

Every time pupils enter a Geography classroom during daylight hours, especially G1, they experience that ‘Wow!’ factor! What better way is there to learn about lightning storms, for example, than to be in G1 during such an event?

Fierce arguments rage across the classroom during debates about renewable energy issues when it is suggested to pupils that the wonderful view of Hambledon Hill, etched into the souls of generations of Clayesmorians, ought to be sacrificed so that a large wind farm might be created on its summit for the good of the planet. Even the most reluctant learner forms a strongly held opinion almost instantly.

Through the use of teaching strategies based upon the idea that the most effective learning occurs when enjoyment, activity, critical and reflective thinking, and frequent reinforcement of key ideas are central to the learning process, pupils are encouraged to develop an interest in the immediate world around them and then to form a critical opinion about more distant places. In making this happen effectively it is our ambition to make sure that every single geography lesson is an experience in itself for every single pupil.

There is, of course, more to Geography learning than being in a classroom, however well equipped, and Clayesmore’s location provides many exciting opportunities for such activity.

The school lies on the boundary between the chalk hills of Cranborne Chase and the flood-prone clay valley of the River Stour; in a rural community that is rapidly changing as in-migration takes place; and close to the fastest growing conurbation in the country. At appropriate times in the year trips are organised for GCSE and A-level pupils to study these features at first hand. In addition there is an annual residential fieldtrip for the Upper Sixth in order to experience aspects of Geography that Dorset can not provide – namely tectonic landforms, glacial landscapes and areas of greater cultural diversity. This event is very much the jewel in the Geography crown and is much enjoyed by those who take part in it. Several pupils have described it as the best week in their entire Clayesmore experience.

The department is well resourced. Two of the classrooms and the office are well equipped with computer facilities offering internet and intranet access to both staff and pupils. There is a computerised weather station and a wide range of software packages available now that enable students to work at their own pace or to be stretched and challenged when appropriate. All geography staff give willingly of their free time to provide additional coaching as part of a programme designed to help pupils experience success especially in GCSE and A-level exams. A significant growth in the numbers opting for the subject at both GCSE and at A-level and record results at both levels in recent years reflect the quality of the environment in which Geography learning takes place and the close support provided.

The syllabuses followed in each year group are chosen so that pupils may enjoy their Geography at the same time as experiencing success.

In year 9 we have adopted the Oxford University Press’ highly regarded Geog.3 scheme. At GCSE we have adopted the dynamic and innovative Edexcel B syllabus, described by the Geographical Association as the most progressive course in Geography teaching today. By continuing to follow the Edexcel sysllabus at A-level students are afforded the opportunity to explore some of the biggest issues in the world today, whilst gaining the all important independent learning skills required to bridge the gap between A-level and university study.

We are ambitious for our students and aim to encourage them to:

  • experience success
  • aim high by attaining the maximum examination grades they are capable of
  • develop as global citizens who understand the challenges of sustainability and the implications for their own and others’ lives
  • improve as critical and reflective learners who are aware of the importance of attitudes and values including their own
  • refine their approach to research in order to make them more effective independent thinkers and learners
  • become adept at the use and application of ICT skills through their geographical studies both in and outside the classroom
  • be inspired by the world around them, and to gain enjoyment and satisfaction from their geographical studies and to understand their relevance.