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 framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
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.
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
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.
|What is Geography||The Types of Geography
Ordnance Survey maps
The Use of Geography
|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
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
Causes of Flooding
Flooding in the UK (Case Study)
Flooding in Bangladesh (Case Study)
Coping with Floods
Problems of Urbanisation
Land use change
|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
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
Who will suffer most?
So what can we do?
|China||China: an overview
The rise of China
China’s Southwest region
Tops for biodiversity!
All change in Tibet
The rivers and dams
|Our restless planet||A slice through Earth
Our cracked Earth
A closer look at plate movements
An earthquake in Southwest China
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
Flooding on the River Thames
Protecting ourselves from floods
The Earths main Ecosystems
Where do humans fit in?
The Tropical rainforest
Uses of the Rainforests
How the Savanah can be destroyed
|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
|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|
|Section A: Issue evaluation|
|Section B: Fieldwork|