Geography

“Everything has to do with geography.”

Judy Martz


Geography is the study of Earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live.

Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Human geography concerns the understanding of the dynamics of cultures, societies and economies, and physical geography concerns the understanding of the dynamics of physical landscapes and the environment.

Geography provides an ideal framework for relating other fields of knowledge. It is not surprising that those trained as geographers often contribute substantially to the applied management of resources and environments.

Geography is, in the broadest sense, an education for life and for living. Learning through geography – whether gained through formal learning or experientially through travel, fieldwork and expeditions – helps us all to be more socially and environmentally sensitive, informed and responsible citizens and employees.

What learners need to be successful

Pupils will be expected to bring a pen, pencil, ruler and rubber. The pencil, ruler and rubber will be required for when pupils have to draw diagrams in their work.

Drawing diagrams is key skill in Geography and drawing is often a requirement for their exams. Pupils will need to be able to draw diagrams as well as annotate and explain them. They will need to build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field. Pupils will need to interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs. They will need to use Geographical Information Systems (GIS) to view, analyse and interpret places and data. Pupils will also need to go out and complete fieldwork by going on a trip. They will use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

What pupils will learn

 

Key Stage 3

 

Year 7 Year 8
Half Term 1 My Place/Map Skills

  • Region
  • East Midlands
  • Scale contour
  • Symbols
  • OS
  • Latitude
  • Longtitude
Population

  • Distribution
  • Density
  • Population change
  • Natural increase
  • Birth/death rates
  • Infant mortality
  • Life expectancy
Half Term 2 Rivers

  • Hydrological cycle
  • Erosion
  • Deposition
  • Transportation
  • Meander
  • Ox-bow Lake
Coasts

  • Coastal landforms
  • Hurst Castle Spit
  • Coastal management
Half Term 3 Africa

  • Continents
  • Oceans
  • Poverty
  • Subsistence farming
  • Shifting cultivation
  • Soil erosion
Sustainable Futures

  • Renewable/non-renewable
  • Windfarm DME
Half Term 4 Ecosystems/Fantastic Places

  • Biomes
  • Biotic
  • Abiotic
  • Deforestation
  • Death Valley
  • Deserts
  • Characteristics
Globalisation

  • HIC
  • LIC
  • North-south divide
  • Multi-national
  • World Trade Organisation
Half Term 5 Settlement/Fantastic Places

  • Urbanisation
  • Megacity
  • HIC
  • LIC
  • Rural-urban migration
  • Standard of living
Europe’s Weather

  • Europe
  • EU
  • Landmass
  • Convectional rainfall
  • Latitude
  • Altitude
Half Term 6 Risky World/Monserrat

  • Distribution
  • Plate tectonics
  • Convection
  • Subduction
Tourism

  • Development
  • Disposal income
  • Trends
  • Short/long haul
  • Butler model

 

Key Stage 4

 

Year 9 Year 10 Year 11
Half Term 1 River Landscapes

  • River processes
  • Erosion/deposition landforms
  • River Tees landform
Geographical skills

  • Bakewell tourism
  • Investigating river processes & management
Coastal landscapes

  • Erosion/deposition landforms
  • Case study: Swanage
  • Case study: Lyme Regis
Half Term 2 The Development Gap

  • Measuring development
  • Demographic T model
  • Population structures
Urban issues & challenges

  • Socio-Eco opportunities & challenges in Rio & Bristol/London
Resource management

  • Indus Basin irrigation
  • Lesothos highland water
  • Gas – non renewable
Half Term 3 Nigeria: a NEE

  • Industrial structures
  • Impact of international aid
  • Quality of life
Urban sustainability

  • Planning for sustainability
  • Case study: Freiburg
  • Traffic management
Geographical skills

  • Cartographic skills
  • Graphical skills
  • Statistical skills
Half Term 4 UK economy

  • Post-industrial economy
  • Env impact of industry
  • North-south divide
Tectonic hazards

  • Distribution, causes, effects, earthquakes
  • Living/response from tectonic hazards
  • Case study: Typhoon Haiyan
  • Case study: The Somerset Floods
Revision

  • In-class mocks
Half Term 5 Ecosystems

  • Causes/effects of deforestation
  • Management of TRF
Weather hazards

  • Distribution, causes, effects, earthquakes
  • Living/response from tectonic hazards
  • Case study: Typhoon Haiyan
  • Case study: The Somerset Floods
Revision

  • In-class mocks
Half Term 6 Ecosystems

  • Env characteristics deserts
  • Opportunities & challenges
Coastal landscapes

  • Erosion/deposition landforms
  • Case study: Swanage
  • Case study: Lyme Regis

 

How pupils’ learning will be assessed

Pupils will be given an assessment at the end of each topic. This will enable them to apply their skills and knowledge on the topic they have learnt about. The feedback given to pupils will include a grade, what they have done well and what they can improve on. This feedback will be expected to be inputted in a progress sheet inside their book where they can record and track their progress throughout the year. Pupils should respond to this feedback to ensure they can improve their grade.

Learning materials

Revision is important at all times. Pupils should ideally revise or research each new topic. During exam time, it is expected pupils begin revising at least three months in advance of their exam. This will give them enough time to revise with confidence rather than under pressure. Revision classes for the end of year GCSE exams usually begin during and after Easter. After school revision lessons lasting an hour will run weekly after the Easter holidays.

Useful websites:

LINKCroesyceiliog Geography Revision Material
This website is very useful for current year 11 GCSE pupils. It has revision tips and plenty of content based on the same topics we are learning in geography.

LINKBBC GCSE Bitesize
GCSE Bitesize is a very easy and helpful revision site.

LINKGoogle
We encourage pupils to use their own research skills and find information. Pupils will understand the topics and content they will need to learn and Google is a great tool to find useful and up-to-date case studies.

Learning enhancement

Key Stage 4 pupils will be given homework once a week. The homework will include one high level exam question, which the pupils will be expected to complete in a week. The homework is tailored toward giving the pupils core skills in answering questions they may be given in the final year exams. Due to this, it is very important the pupils complete their homework so they are used to the kind of questions that may come up in their exams. The questions should take between 10-40 minutes to complete. Support is offered by the Humanities team, so if your child is struggling to access the homework, they should ask their teacher for guidance.

All GCSE pupils are required to go on a field trip to gain data for their controlled assessments. As the controlled assessment questions are changed each year, the choice of field trip is also changed each year.

How parents can help with their child’s learning

Geography is a modern, up-to-date and continuously evolving subject. The content in Geography is often updated as new events happen around the world. Parents should encourage their child to read and watch the news so they are aware of what’s going on around the world. News topics make great case studies which can be used in exams. By encouraging your child to watch world news, you are encouraging your child to explore the wider world as well as identifying the processes that shape it.

Curriculum Narrative

KS3 Geography Curriculum Narrative

KS4 Geography Curriculum Narrative