Geography Curriculum Plans

Year 7 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Map Skils

Locational knowledge is developed as students are expected to accurately locate countries, continents and oceans and use subject specific terminology, such as longitude and latitude. Their understanding of the local area is developed through the close study of local area maps at a range of scales, with students describing land use and explaining any changes they observe. Students will develop a range of skills in this unit, including effective use of an atlas, using 6 figure grid references to accurately locate features, using scale to measure distance and Geographical Information Systems, such as Digimaps, to identify changes in local land use.

Students are adept at using maps in a range of scales. They can consider the advantages and disadvantages of different types of world map projections and decide which is the most accurate. Students demonstrate a range of skills when using OS maps and move beyond description to identifying patterns and using their geographical knowledge to both explain and predict how land use in the local area may change further.

Students will be assessed on their knowledge, understanding and learnt enquiry skills through practical and extended writing tasks.

Year 7 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

What is it like to live in the UK?

Students will be able to identify the differences between the UK, Great Britain and the British Isle. Students will gain an insight of the UK’s main physical features. They will learn about the UK’s pattern of migration and population distribution and the reasons for this. Students will investigate contrasting locations – London and the Lake District as case studies, development of OS map skills through identification of human and physical features.

Accuracy in use of a range of map types including OS maps and choropleth maps. An increasingly detailed knowledge of the UK’s human and physical geography and an appreciation of interconnections, for example when explaining the UK’s population distribution or contrasting the Lake District with London.

Precision when handling data, constructing graphs and describing trends in London’s population growth. The ability to categorise reasons for immigration to the UK and draw on contemporary examples showing empathy for others. Use of specific vocabulary when explaining physical processes such as glaciation and depressions.

Students will be assessed on their knowledge and skills using exam style questions. 

Year 7 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Rivers and coasts

The name and location some of the world’s most famous rivers. The features of a drainage basin. The hydrological cycle. How a river changes from source to mouth. The processes of erosion, transportation and deposition and the landforms these create in river and coastal landscapes.  How river flooding and coastal erosion are managed.

Independence and accuracy when locating physical features (rivers, watershed, source, mouth, confluence) on a range of maps and the ability to apply to specific examples e.g. The River Thames drainage basin.  Precision in the use of subject vocabulary when explaining the formation of landforms and the ability to demonstrate understanding of processes through diagrams and modelling. Use of knowledge of methods of river and coastal flooding to reach a decision of how these can be best used in a scenario.

Students will be assessed on their knowledge and understanding of the topic through essay-type questions.

 

Year 8 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Development Issues

Students will examine different countries at different levels of development, identifying the differences, and the reasons behind the disparity in the world’s wealth. They will gain an insight into foreign aid- its benefits and its drawbacks, using a range of sources – photographs and statistical data – to analyse and form opinions about global development and foreign aid.  

Students can clearly explain the different models of wealth across the globe. They have a good knowledge and understanding of the factors which contribute to these key differences in the distribution of the world’s wealth. They are adept at using data to inform, and support, their own opinions.

Students will be assessed on their knowledge and understanding through an extended writing task based on the learnt case study.

Year 8 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Natural hazards

Students will investigate plate tectonics and the formation of landforms at different types of plate boundary. Students will also gain knowledge of the causes, effects and management of earthquakes, tsunamis and hurricanes.

Application of continental drift theory to form predictions. Detailed and specific knowledge of tectonic processes using terminology adeptly and applying to unfamiliar scenarios. Evaluating the impacts of hazards in countries of varying levels of economic development and accounting for these differences. Applying knowledge to create solutions such as earthquake survival kits and design earthquake proof buildings.

Students will complete a mid-unit assessment through exam-style questions that will focus on knowledge and geographical skills.

Year 8 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Global Issues

How is the world’s population changing? How and why do population growth rates vary? How is policy used to control population? International and national migration. How do we rely on the Earth’s resources? Consumerism and the impact on the environment.    Can the Earth cope with more people?

Detailed understanding of the concept of sustainability and how it can be achieved.  An appreciation of the increasingly complex interactions between population, natural resources and the environmental consequences of human activity.  Making predictions about issues in the future and suggesting solutions.

Students will be assessed on their knowledge and understanding of the learnt topic. They will need to complete some essay type questions and also some short-answered questions.

 

Year 9 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Geographical Map and Data Skills

Students will spend this term focusing on the key geographical skills which they need to develop in order to tackle the GCSE examinations.

Students will learn to develop geographical skills including map skills, fieldwork skills, creating sketch maps and use of data to formulate opinions.  They will practise applying their data skills to a previously unseen and unexplored environment. 

Students read maps effectively and confidently, identifying key features, and using grid references to find and refer to locations. They can use secondary sources to interpret data. They can construct and interpret different types of maps (sketch maps/choropleth maps).

They can study and construct different types of graphs, charts and population pyramid.

Students will be assessed on their learnt key skills (cartographic, graphical and numerical skills) through exam-style questions.

Year 9 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Landscapes of the UK

Students will gain an understanding of the physical geography of the UK, its key landscapes and the geomorphic processes which have driven the changes to UK landscapes. Students will use case studies to contextualise how climate, geology and human activity work in combination with geomorphic processes to shape two landscapes in the UK.

Detailed knowledge and understanding of geomorphic processes operating at different scales and how they are influenced by geology and climate. Application of knowledge to explain the formation of landforms and identify features beyond case study locations. Evaluation of the impact of human activity and how it works in combination with geomorphic processes to shape the landscape.

Students will be assessed on their knowledge and geographical skills through exam style questions. 

Year 9 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

People of the UK

This theme will develop an appreciation of the changes within UK society, its population and development. Case studies will be used to investigate the growth and/or decline of a place or region and to examine the character of a city in the UK, including the ways of life of the people who live in it.

Detailed knowledge and understanding of human processes operating at different scales. Application of knowledge to explain the impacts of urban growth/decline beyond case study locations.  

Students will be assessed through exam style questions. They will need to demonstrate knowledge and understanding of places and processes. They will need to apply their knowledge and understanding to interpret, analyse and evaluate geographical information to make judgements.

 

Year 10 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

UK Environmental challenges

Students will investigate some of the environmental challenges faced by the UK. Students will look at extreme weather events in the UK, in particular the links between extreme weather conditions and flooding. Learners will develop an understanding of the factors affecting the UK’s energy use and security, the decision makers involved, as well as sustainability and management.

Students will demonstrate an understanding of the case study. They can describe in detail how environments and ecosystems in the UK are used and modified by humans. They can identify renewable and non-renewable energy sources. Students can also formulate opinions about the challenges faced by the UK using sophisticated geographical language to explain and support their ideas.

Students will be assessed on their knowledge and understanding through exam-style questions.

Year 10 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Ecosystems of the Planet

Students will investigate a variety of ecosystems that are spread across the world. Students will identify that these ecosystems have a number of interacting components and characteristics. Students will focus on key studies on coral reefs and tropical rainforests. Learners will examine both ecosystems in terms of their abiotic and biotic components, processes, cycles and their value to humans. 

Students will have a secure understanding of the ecosystems. They will identify the location of tropical rainforests and warm water coral reefs. Students will use sophisticated geographical language to explain and support their ideas.  

Students will be assessed on their knowledge and understanding through exam-style questions.

Year 10 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

People of the Planet

Students will investigate the social, economic and environmental definitions of development. They will investigate the reasons for uneven development and different types of aid. Students will use case studies of one LIDC and EDC countries and will illustrate their economical development. Students will learn about the causes and consequences of urbanisation and how urban growth rates vary in parts of the world.

Learners need to understand the causes and consequences of growth in urban areas, particularly related to the process of rapid urbanisation. Learners investigate a city in a low-income developing country (LIDC) or emerging and developing country (EDC) to examine its people and culture, and consider the influence they have on shaping the cities distinct ways of life and challenges.

Students will be assessed through exam style questions. They will need to demonstrate knowledge and understanding of places and processes. They will need to apply their knowledge and understanding to interpret, analyse and evaluate geographical information to make judgements.

 

Year 11 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Rural-Urban Links  

Students will learn about the rural-urban continuum, and the difficulties faced by those living in rural areas, e.g. access to amenities. They will study the process of counter-urbanisation, and the impact this has on rural settlements. They will also study issues relating to transport and commuting within the United Kingdom, and the impact of technological advances on rural communities. They will explore the issues of rural poverty and deprivation, along with its causes and impact.

Students are adept at using data to compare regions within the UK in terms of their development. They demonstrate an outstanding knowledge of different areas of the United Kingdom, and of the impact of key geographical issues- urbanisation and counter-urbanisation. Students will independently formulate opinions about life in the UK, using sophisticated geographical language to explain and support their ideas.

Students will be assessed on their knowledge and understanding through exam-style questions.

Year 11 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Fieldwork and enquiry skills

Revision of all units

Students will apply specific geographical knowledge, understanding and skills to a particular out-of-classroom context. In undertaking fieldwork, learners will practice a range of skills, gain new geographical insights and begin to appreciate different perspectives on the world around them. 

Students will understand the range of techniques and methods used in fieldwork. They know how to observe and use different kinds of measurement. They can process and present fieldwork data in various ways including maps, graphs and diagrams. They can analyse and explain data collected in the field using knowledge of relevant geographical case studies and theories. 

Fieldwork skills will be assessed through exam style questions. Students will be also assessed on all components through exam style questions.