St Columba's Catholic Boys' School

Geography

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.

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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
THEMES
1. What is Geography
• The Types of Geography
• Geography Detective
• Finding places- Latitude and longitude, map of the world, continents, oceans, mountains, measuring distances, grid references, directions, distances, sketch maps.
• Geographical enquiry

2. About the UK
• The countries of the British Isles
• Our weather
• People of the UK
• Where do we live?
• London
• UK links to the rest of the world

3. Into Africa
• Introduction to Africa
• The countries of Africa
• Population distribution in Africa
• Main Physical features of Africa.
• How does Football Connects Us to Africa (Ivory Coast)
• How does Mobile Phones Connects Us to Africa (DRC)
• Introduction to Kenya
• Nairobi
• How does Comic relief Connects Us to Africa (Kenya)

4. Lets visit Asia
• About Asia
• Countries and regions
• Asia’s physical features
• Asia’s population
• Extreme Environment: The Himalayas
• Extreme Environments: Flooding in Bangladesh
• Extreme Environments: Desert
• Introduction to Dubai
• Formation of Crude Oil
• Future of Dubai

YEAR 8
THEMES
1. Ecosystems
• Introducing ecosystems
• The Earths main ecosystems
• Where do humans fit in
• Tropical Rainforest
• The Savanna

2. Population
• Population increase
• Population distribution
• The population of the UK
• Population around the world
• The Impact of population growth

3. Weather and Climate
• Introducing weather
• Causes of weather
• Measuring the weather
• Rainfall
• Air pressure
• Weather Forecast
• Climate
• Factors influencing climate
• World climates

4. Coasts
• Waves and tides
• Wave action
• Landforms created by waves
• Coastal case study (Dorset or Newquay)
• Coastal management

YEAR 9
THEMES
1. Development
• What is development
• Measuring development
• Case studies (Malawi and Singapore)
• The development gap
• Ending Poverty

2. Natural Hazards
• The structure of the Earth
• Plate Tectonics
• Earthquakes
• Case study (Southwest China, Nepal, Haiti, Afghanistan)
• Tsunami
• Volcanoes
• Case study (Iceland, Montserrat)
• Living in danger zones

3. Climate Change
• Global Warming
• The causes of Climate Change
• The impacts of climate change
• Solutions to climate change

4. Rivers
• The Hydrological cycle
• Introducing Rivers
• The river’s upper course
• The river’s middle course
• The river’s lower course
• Floods
• Case study (Flooding on the River Thames/ Boscastle/ Shrewsbury etc)
• Flood Management

5. Employment
• Employment structure
• UK changing employment structure
• Case study (The Greenwich Peninsula/ Lower Lee valley/ London Docklands)
• Employment structure in other countries
• Globalisation

 

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
Last updated: January 11, 2023 at 12:30 pm