Geography
Purpose of study
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Aims
The national curriculum for geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Inclusion
Lessons will be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum.
Numeracy and Mathematics
Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data.
Language and Literacy
The geography curriculum will seek to develop pupils’ spoken language, reading, writing and vocabulary through the topics and activities outlined. This will be achieve through oral presentations, reading of subject material, writing in various format and the development of vocabulary through key terms.
Aims
The national curriculum for geography aims to ensure that all pupils:
develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
-understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to:
–collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
–interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
–communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length
Attainment targets:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Throughout the course emphasis should be placed on allowing pupils to work with; geographical data, geographical ideas and geographical context. The key point to note in teaching geography is to ensure the pupils build on their prior knowledge, develop concepts and processes, and enable them to apply new knowledge, understanding and skills to meet learning objectives.
| Year 7 | |
| What is Geography | The Types of Geography Ordnance Survey maps The Use of Geography Key skills |
| About the UK | Your island home It’s a jigsaw! What’s our weather like? Who are we? Where do we live? How are we doing? London, our capital city |
| Into Africa | Kenya How does Football Connects Us to Africa (Ivory Coast) How does Mobile Phones Connects Us to Africa (DRC) |
| Rivers and Flooding | The Water cycle A Rivers Journey Rivers at work River landforms Causes of Flooding Flooding in the UK (Case Study) Flooding in Bangladesh (Case Study) Coping with Floods |
| Urbanisation | Settlement Urban areas Problems of Urbanisation Land use change |
| Year 8 | |
| Population | Our numbers are growing So where is everyone? The population of the UK Population around the world Our impact on our planet What does the future hold? |
| Coasts | Waves and tides The waves at work Landforms created by the waves The coast and us Under threat from the sea How long can Happisburgh hang on? Protecting places from the sea |
| Weather and Climate | What is the Weather Measuring the weather Air pressure Why is our weather so changeable? A winter of storms From weather to climate The factors that influence climate Climates around the world |
| Climate Change | Earth’s temperatures through the ages Global warming Climate change Who will suffer most? So what can we do? |
| China | China: an overview The rise of China China’s Southwest region Chongqing Tops for biodiversity! Tibet All change in Tibet The rivers and dams |
| Year 9 | |
| Our restless planet | A slice through Earth Our cracked Earth A closer look at plate movements Earthquakes An earthquake in Southwest China Tsunami! Volcanoes Iceland: a country made by volcanoes Why live in a danger zone? |
| Development | Rich world, poor world So what is development? Measuring and mapping development Malawi: a developing country Singapore: a developed country How did the development gap grow? Escaping from poverty Putting an end to poverty |
| Rivers | Meet the River Thames It’s the water cycle at work A closer look at a river A river at work Five landforms created by the river Rivers and us Our water supply Floods! Flooding on the River Thames Protecting ourselves from floods |
| Ecosystems | Introducing Ecosystems The Earths main Ecosystems Where do humans fit in? The Tropical rainforest Uses of the Rainforests Sustainability The Savanah How the Savanah can be destroyed Desertification |
| The Middle East | Introducing the Middle East The Middle East: physical geography The Middle East: climate zones and biomes The people of the Middle East A closer look at the Arabian Peninsula Conflict in the Middle East Israel and the State of Palestine |
| GCSE Geography | |
| AQA 9-1 | |
| Living with the physical environment | |
| Section A: The challenge of natural hazards | |
| Section B: The living world | |
| Section C: Physical landscapes in the UK | |
| Challenges in the human environment | |
| Section A: Urban issues and challenges | |
| Section B: The changing economic world | |
| Section C: The challenge of resource management | |
| Geographical application | |
| Section A: Issue evaluation | |
| Section B: Fieldwork | |
| Geographical skills | |
| Geographic Skills |