Geography at Meldrum Academy

Geography develops a wide range of knowledge and skills which includes the collation, synthesis and presentation of information and data from both the sciences and the humanities. As a result, geography can put the impact of human activity into context, giving insights into how landscapes have played a crucial role in the development of agriculture, industry and settlements, and have affected patterns of economic growth across the world.

Pupils have a wide range of learning experiences including case studies and contexts that encourage tolerance and respect and make pupils aware of different cultures and lifestyles in other parts of the world.  

Learning through geographical contexts has immense potential for developing in children and young people the four capacities of Curriculum for Excellence.  Learners work collaboratively, notably in investigative projects, and use such activities to develop independent learning skills. They develop investigative skills such as map reading and interpretation progressively across the stages. Increasingly pupils are making very good progress in developing these skills through using digital map resources. 

As part of our S1 Social Subjects integrated course, pupils will learn map reading skills and develop and understanding of how maps can be used to make connections.  Pupils will also learn about different climates around the world and the ecosystems linked to them.  Through the Environment unit pupils learn about some of the big issues affecting the world today.  They are encouraged to think critically about these issues and share their views with others.

 

Pupils continue with their integrated course into S2 and link closely with Modern Studies in the delivery of a series of lessons on Trade and Aid.  In the run up to Christmas pupils will use their knowledge and understanding gained in all of the Social Subjects as well as their research skills practiced throughout the school to carry out an investigation into a developing country in Africa.  Pupils also learn about how natural hazards affect people and places across the globe and are encouraged to think about what can be done to help these places.

At Standard Grade pupils are provided the opportunity to further enhance their knowledge and understanding and skills developed in the S1/2 Social Subjects integrated course.  Pupils will study Settlement, Physical landscapes, Farming and the countryside industry, weather, climate zones, population and trade and aid.  They also build on the map skills learned in S1.  Fieldwork in the local area and a fieldtrip to Aboyne and Dinnet enable pupils to develop their investigating skills.

In the senior school pupils can currently study for a Geography qualification at Intermediate, Higher and Advanced Higher.  The experience of Geography staff has meant that a range of different topics can be taught and this allows pupils an element of personalisation and choice in deciding which topics we will study.  Pupils will get the opportunity to experience learning and teaching in some of the following: Physical Environments, Human Environments and Environmental Interactions.  Pupils experience an increasing demand to express themselves clearly in writing. At Higher, this can mean producing extended pieces of highly structured writing.  At Advanced Higher, pupils research extensively to present extended essays on topics of their own choosing. Often these essays are of very high quality.

By studying Geography pupils will be exposed to a variety of learning experiences:  

• Learners evaluate the information they research and question the assumptions and perceptions of people and places elsewhere in the world.
• Learners gather and interpret first-hand data and evidence in carrying out research and investigations, for example involving external visits and fieldwork activities to promote such learning.
• Learners benefit from very effective use of ICT, particularly web research and digital presentations.
• Pupils take responsibility for their own learning through investigations and research tasks. These activities also provide a suitable context for collaborative working.
• Pupils use self-evaluation as a means of understanding more about their own learning. Pupils also evaluate each other’s work and offer constructive feedback where appropriate.
• Decision-making exercises raise the levels of challenge, especially for higher attaining pupils.
• Pupils exercise choice and take some responsibility for their own learning. This often occurs in investigative tasks at S1/S2, where pupils research a selected topic in greater depth.
• Pupils develop their enquiry and problem-solving skills through individual or group activities which may also include fieldwork.

Partly as a result of recent heightened public awareness of the threat of global environmental issues, geography is now taking greater interest in school-wide activities such as Eco-Schools Scotland initiatives, as well as reviewing the environmental content of courses. Implementation of Curriculum for Excellence will place greater emphasis on the need to make young people much more aware of this key aspect of citizenship. Outcomes and experiences relating to geography therefore have an extremely important role to play in the development of confident, enlightened and effective young people in 21st century Scotland.