Geography
Intent
Career Opportunities in Geography
The study of Geography provides a broad skill set applicable to many career paths, including accountancy, administration, archaeology, architecture, broadcasting, civil service, diplomatic service, drama, theatre and the performing arts, education, environment and conservation, finance, Geographical Information Systems (GIS), information management, law, media, teaching, public relations, journalism, legal executive, police, politics, publishing, sales and marketing, solicitor, tourism, town planning, and TV researching.
Geography is valued by employers and universities for its comprehensive skill set, allowing students to excel in various fields. Many universities offer courses in Geography, providing further development opportunities.
Year 7 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Map Skills
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Students will learn how to accurately locate themselves in the world by learning about different hemispheres, compass directions and continents. Along with this, they will also be able to find and accurately identify a wide variety of geographical features and landscapes, on a map such as mountains, rivers, different gradients while also utilising OS map skills. |
With the use of OS and map reading skills, students will be able to describe in depth a location based on what they observe on a map, explain the reasons why someone might visit an area for business, or tourist based activities.
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Formative assessment throughout, including recall quizzing to assess prior knowledge as well as partaking in discussions and direct questioning. Pupils will also complete a summative assessment where they will practice their map skills.
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| Geography of the UK |
Students will be able to understand the difference between ecosystems and biomes.
Students will gain knowledge on the difference between weather and climate Students will explore the physical processes of the sea and its interaction with land Students will gain knowledge of the different landforms and their formation processes and how geology of a coastline can determine what landforms develop over time. |
With an understanding of the different components that make up an ecosystem, students will be able to predict the changes to a whole environment when any single change with a food chain occurs. Students will gain knowledge on the factors that influence our weather and climate, analysis and argue for why certain temperatures and rainfall are experienced in some locations but not others Students have a secure understanding of coastal erosion processes and the impact they have on the coast. |
Formative assessment throughout, including recall quizzing to assess prior knowledge as well as partaking in discussions and direct questioning. Pupils will also complete a summative assessment where they will practice their evaluative and extended-writing skills. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Why is India’s geography significant? | When studying India at KS3, students will gain a comprehensive understanding of the country's diverse geography, cultural richness, and socio-economic dynamics. They will explore India's population characteristics, including population distribution, and factors influencing population growth. In terms of urbanisation, students will study the rapid growth of cities, the causes and consequences of urban expansion, and the challenges and opportunities that come with it. They will also investigate the tourism industry, learning about its significance to India's economy, major tourist attractions, and the impacts of tourism on the environment and local communities. Students will also be introduced to the climate of India, specifically looking at Monsoon season. | Students will exhibit a thorough grasp of India's physical and human geography, including detailed knowledge of population distribution, urbanisation trends, major tourist destinations, and the monsoon season's patterns and impacts. Students will understand how population growth, urbanisation, tourism, and climate (monsoon season) are interconnected, and how they collectively influence India's socio-economic landscape. They will engage in critical discussions about the challenges and opportunities presented by urbanisation and tourism. | Formative assessment: Teacher will use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through assessment questions completed in class, to which teacher feedback will be given. |
| Why is Africa’s landscape so diverse? | Students will discover the large variety of biomes found in the large continent, developing an understanding of climate, vegetation and wildlife in the different regions. Look into the some of the difficulties for people living in the Sahel region of Africa. Specifically, students will learn what desertification is as well as the causes desertification. Students will look at the different methods to reduce the impacts of desertification. | Students will be able to confidently describe and explain the causes of desertification. They will also evaluate the effectiveness of the methods used to combat desertification in the Sahel region. | Formative assessment throughout, including recall quizzing to assess prior knowledge as well as partaking in discussions and direct questioning. Students will also complete a summative assessment where they will practice their evaluative and extended-writing skills. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 8 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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What are the causes and effects of natural hazards and disasters?
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Defining the difference between a natural hazard and disaster. Students will look at examples of earthquakes in the USA, including on the San Andreas fault in 1989. Through this, they will be able explain the causes of earthquakes and volcanoes at conservative, constructive and destructive boundaries. They will also be able to analyse the relationship between magnitude and death toll, and how to reduce the impacts of natural hazards (mitigation). Develop graph and statistical skills in order to display data from earthquakes over time.
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Explain and assess the causes and effects of a real-life natural hazard through use of facts, figures and specific case-study references.
Evaluate the effectiveness of methods used to reduce the impacts of natural hazards, for example evacuation and building supports.
Utilise key terms such as mitigation and epicentre correctly within independent writing tasks. |
Formative assessment will be used through discussions and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge.
Students will be assessed on their knowledge and understanding through exam-style questions completed in class, to which teacher feedback will be given.
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| How has China’s population and economy changed over the years? | Study the physical geography of China and how this has influenced population density. Understand how China’s economy has grown into the 2nd largest in the world in just over 60 years. Learn the different employment sectors in any economy – primary, secondary, tertiary and quaternary - whilst looking at how these have changed within China. Students will then look at how China’s economic boom has been costly for people’s health as well as the environment. |
Give a balanced argument to evaluate the extent to which opportunities have been created by China’s economic growth. Students will be able to write using data to reflect changes over time as well as evidence from sources used within the lessons. Students will know how to make inferences (making judgements and conclusions) from texts about urbanisation – this will require students to put their own ideas and opinions across. |
Formative assessment will be used through discussions and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through exam-style questions completed in class, to which teacher feedback will be given. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Why is Antarctica’s environment so unique? | When studying Antarctica at Key Stage 3 (KS3), students gain a deep understanding of this unique and remote continent's physical geography, climate, and ecosystems. They learn about the extreme weather conditions, glacial landscapes, and the vital role Antarctica plays in regulating the Earth's climate. Students explore the diverse range of wildlife adapted to the harsh environment, such as penguins, seals, and various seabirds. They also examine the historical and contemporary human activities in Antarctica, including scientific research and the impact of tourism. They will interpret and analyse geographical data from maps, charts, and satellite images. Students learn to evaluate the environmental challenges facing Antarctica, such as climate change and its global implications. | Students in Year 8 will have a thorough understanding of Antarctica's physical geography, including its ice sheets, glaciers, and unique ecosystems. Also they will fully understand details of the continent's climate, weather patterns, and the specific adaptations of its wildlife. They will demonstrate an understanding of the importance of international treaties like the Antarctic Treaty System in preserving the continent through debating and discussions in class. Finally students will be able to create detailed and informative visual aids, such as posters or infographics, to illustrate key points learnt. | Formative assessment: Teacher will use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through mid-topic assessments completed in class, to which teacher feedback will be given. |
| What is life like in the Middle East? | Students will start to explore the physical landscapes of the Middle East region, gaining knowledge of their geographical location and climates. We will also be looking at what life is like for the people who live there, in particular the Bedouin Nomads (desert dwellers). Students will also assess how humans utilise their physical surroundings to benefit their society, including the use of oil and expansion of tourism for economic development. | Students will be able to describe where the Middle East is alongside its climate and explain how this influences life for people in the region. Through the use of maps, images and graphs students will confidently describe and explain both human and physical features of the Middle East. | Formative assessment through recall quizzing to assess prior knowledge and understanding. Prompt questioning in class for content clarification, including direct questioning. Students will complete extended writing, which they will be given feedback on. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 9 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Can we deal with the consequences of climate change?
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Students will gain an understanding of the natural causes of climate change and how this is different to global warming.
Students will learn about the short- and long-term evidence of climate change and draw conclusions over which piece is the most convincing that climate change is real.
Students will investigate what we could do to manage climate change by studying ways to mitigate and adapting to it. |
Students have a secure understanding of the natural causes of climate change and global warming.
Students can evaluate the short- and long-term evidence for climate to conclude whether it is real or not.
Students have secure knowledge of the methods that are being developed to manage climate change. |
Formative assessment will be used through discussions and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through exam-style questions completed in class, to which teacher feedback will be given.
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| Are resources equally used around the world? |
Students will gain understanding of the current major resources of global energy, their sources, their extraction and how this is continuing at a solid rate into the future. Students will further develop their knowledge on renewables and fossil fuels.
Students will look at the importance of water and food as a resource and the impact in countries where these resources are not secure. |
Students will be able to explain why there are varying levels of energy, food and water insecurity around the world.
Students will be able to discuss the social and economic impacts of countries being insecure in food/water/energy. |
Formative assessment will be used through discussions and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through exam-style questions completed in class, to which teacher feedback will be given. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Why are Britain’s coastlines always changing? | In this unit students will focus on developing their understanding of the coastal landscapes found within the United Kingdom. This theme gives learners an understanding of how erosional, weathering, and depositional processes shape the coastline of the UK. Students will learn how to identify coastal features, as well as how they have formed over time. Case studies of the Holderness coastline will be used to contextualise how engineering strategies can be used to reduce the impacts of coastal erosion. Students will develop skills in evaluating and making decisions. | Students are aware of the processes that occur along the coast and be able to explain how the various coastal features are formed, including headlands and bays, beaches, sand dunes, caves, arches, stacks, and stumps. Students have secure knowledge of the strategies used to limit the impact of coastal erosion. They will be able to identify the benefits and limitations of each strategy and use their knowledge to be able to create an evaluating argument. Students will independently make connections between units of study, applying understanding in unfamiliar contexts and predicting global futures. | Formative assessment: Teacher will use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through exam-style questions completed in class, to which teacher feedback will be given. Students will complete a summative assessment, questions within this will be of GCSE style to prepare students for their next years at school. |
| How and why do extreme weather events around the world occur? | Understanding the difference between the Hadley, Polar and Ferrell cell and how they impact climate in different regions around the globe. Students will understand how this links to the development of particular biomes – especially tropical rainforests and hot deserts. | Students will be able to annotate, in detail, diagrams and graphs in order to explain the atmospheric processes. Students will be able to use maps and satellite images to identify tropical storms and their pathways. | Formative assessment will be used through discussions and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through exam-style questions completed in class, to which teacher feedback will be given. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 10 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Why are tropical rainforests important?
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Start by studying the location and key features of tropical rainforests, including plant and animal adaptations, temperature and rainfall. Students will utilise statistical skills in order to draw and interpret a rainforest climate graph. Students will then study the causes and effects of deforestation in the Amazon rainforest, in Brazil and how this has brought economic opportunities as well as environmental challenges. Finally, students will find strategies to manage the rainforest sustainably, specifically looking at international agreements, debt reduction, ecotourism and selective logging.
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Consistent use of case study specific details when explaining and evaluating the causes, effects and management of deforestation. Linking previous topics, such as weather hazards, with learning in this topic to show full understanding of the location of biomes. Making independent decisions about the effectiveness of strategies used to manage the rainforest to show the student’s own understanding and application of knowledge.
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Formative assessment will be used through discussions and tasks. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be constantly assessed on their knowledge and understanding through exam questions (from 2 marks up to 9 marks) completed in class, to which teacher feedback will be given. End of topic assessments will be given in order to fully check understanding from the entire sequence of lessons.
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| Are there opportunities in hot deserts? | Understand how hot desert climate links to global positioning. Explain how plants and animals, such as cacti and desert foxes, are adapted to the harsh conditions of deserts. Through a case study of the Arabian desert, students will examine how hot deserts can be used for economic development such as agriculture and tourism. But also consider some of the limitations and issues that come with this opportunity. All students will then look at how desertification has been made worse by population growth, overcultivation and cutting down trees. Consider what strategies can reduce the rate of desertification. | Integrate case study details of the Arabian desert and Sahel Region to show case key processes such as desertification. Students will confidently describe and analyse charts and graphs in order to display the extent of desertification across the Sahel region in Africa. Use resources to explain fully the adaptations of plants and animals without needing too much teacher guidance. Make links to other topics on the AQA specification, such as tropical rainforests, to help consider sustainability of opportunities within the desert. |
Formative assessment will be used through discussions and tasks. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be constantly assessed on their knowledge and understanding through exam questions (from 2 marks up to 9 marks) completed in class, to which teacher feedback will be given. End of topic assessments will be given in order to fully check understanding from the entire sequence of lessons. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Why are resources – specifically energy – unevenly spread across the globe? | When studying Global Resource Management, students gain comprehensive knowledge about the distribution and management of the Earth's natural resources, including water, energy, and food. They understand the challenges and solutions related to resource depletion, sustainability, and uneven distribution. Skills developed include critical thinking, data analysis, and problem-solving, enabling students to evaluate the impact of resource use on the environment and society. They will learn to interpret various case studies including a hydro-micro scheme in Peru. | Students will gain a thorough understanding of key concepts such as sustainability, resource distribution, and the environmental impact of resource use. They will hold an ability to explain the significance of different types of resources (renewable and non-renewable) and interpret such data on choropleth maps. Students will hold an awareness of the ethical considerations and global impact of resource management decisions. | Assess students' understanding of key concepts, terminology, and theories related to resource management. Include questions requiring interpretation of graphs, charts, and case studies to evaluate students' analytical skills. Ask students to write structured answers (6 and 9 mark) that demonstrate their ability to argue, analyse, and apply knowledge to real-world scenarios. There will be formative and summative assessments in this term. |
| How do our urban areas create issues and opportunities for people around the world? | When studying Urban Issues and Challenges in GCSE (AQA) Geography, students gain a comprehensive understanding of the processes of urbanisation and the factors driving it globally. They learn about the social, economic, and environmental challenges faced by cities, such as housing shortages, traffic congestion, pollution, and inequalities. Through delving into two case studies – London and Rio De Janeiro – students will find out how different types of economies cope with the ever-expanding population and all the challenges – and opportunities – that come along with it. | Students will be able to analyse urban data, interpret different types of maps and graphs, and evaluate case studies of cities – London and Rio. Students will learn to assess the effectiveness of various urban planning and management strategies aimed at creating sustainable urban environments. | Assess students' understanding of key concepts, terminology, and theories related to resource management. Include questions requiring interpretation of graphs, charts, and case studies to evaluate students' analytical skills. Ask students to write structured answers (6 and 9 mark) that demonstrate their ability to argue, analyse, and apply knowledge to real-world scenarios. There will be formative and summative assessments in this term. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 11 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Fieldwork Preparation | In this unit, students will have the opportunity to recap key areas in fieldwork investigation, from methodology and data collection to presentation and analysis. Students will be learning, practising and executing specific fieldwork techniques in order to be fully prepared for the fieldwork excursion. | Students will have a secure understanding of the process of a whole investigation, from hypothesis to conclusion. Students will meticulously collect data in the field as honestly as possible, create high quality data presentations using raw data, analyse the results respecting reliability and accuracy, interpret and conclude, linking back to the hypotheses. Students will advise on the future and possible follow-up investigations from the conclusions. | Formative assessment will be used through discussions and tasks. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be constantly assessed on their knowledge and understanding through exam questions (from 2 marks up to 9 marks) completed in class, to which teacher feedback will be given. End of topic assessments will be given in order to fully check understanding from the entire sequence of lessons. |
| Changing Economic World | Students will investigate the social, economic and environmental definitions of development. Students will gain knowledge of various development indicators used to measure and compare the levels of development between countries. They will investigate the reasons for uneven development and different types of aid. Students will use case studies of one HIC (The UK) and LIC (Brazil) countries and will illustrate their economic development. | Students can identify reasons for uneven development and how different types of aid can be helpful and not helpful. They will demonstrate the ability to analyse the factors contributing to uneven development. Students will engage in in-depth case studies of LIC and one HIC countries. | Formative assessment will be used through discussions and tasks. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be constantly assessed on their knowledge and understanding through exam questions (from 2 marks up to 9 marks) completed in class, to which teacher feedback will be given. End of topic assessments will be given in order to fully check understanding from the entire sequence of lessons. |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| How are countries’ economies changing? | Students will understand different ways of measuring development (e. g. , Gross National Income (GNI) and Human Development Index (HDI)). Within this, students will learn about the limitations of these measures and be able to explain reasons for differences in the level of development between countries. Students will study the economic structure of the UK and a Newly Emerging Economy (Brazil) to see the differences and challenges faced by economies at different stages of development. | Students will be able to evaluate the effectiveness of different strategies used to reduce the development gap, following 6- and 9-mark question layouts. Students will also be confident in reading and analysing charts and models such as the Demographic Transition Model. Using case studies of places such as Jamaica and Brazil, students will be able to effectively evaluate the success of strategies in place to reduce the development gap. | Formative assessment: Teacher will use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete recall quizzes at the start of lessons to embed knowledge. Students will be assessed on their knowledge and understanding through exam-style questions completed in class, to which teacher feedback will be given. Students will complete a summative assessment, from a past GCSE paper on this topic. |
| Why is it important to evaluate issues in Geography? | When presented with the Pre-Release aspect of their AQA GCSE Geography paper, students will engage in an in-depth analysis of a geographical issue or topic provided by the exam board. This involves scrutinizing a range of source materials, such as maps, graphs, articles, and photographs, which are included in the pre-release booklet. Students will need to interpret and evaluate these sources to develop a comprehensive understanding of the issue at hand. They will practice applying their geographical knowledge and skills to make informed decisions, justify their viewpoints, and propose well-reasoned solution. | Students will apply knowledge and understanding to interpret, analyse and evaluate the information and issue in the pre-release resources booklet and the question paper. They will also use geographical skills to set the issues in context and to examine conflicting viewpoints about the issue. Students will develop a critical perspective on the issue studied, consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives | Assessment will be carried out through in class practice of exam questions, based on the current pre-release booklet. Students will be provided with questions that are likely to come up so that they can practice and fine-tune their responses. Formative assessment will take place throughout the topic through the use of quizzes, in-class questioning and individual feedback. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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