Geography

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Curriculum Intent

The Geography department, as stakeholders, has had input into the design of the curriculum and share its vision and rationale.

Geography lessons at the Archbishop’s School aim to provide an interesting and relevant course of study that will both prepare students for further study at GCSE and provide a broad and balanced geographical education that gives them the appropriate knowledge and skills for life beyond the classroom. We aim to provide varied and stimulating lessons that allow all students to achieve, providing a good grounding of basic geographical understanding for all, while stretching and challenging our most able students as well.

In Geography lessons, students are encouraged to develop their use of geographical vocabulary as their numerical and graphical skills.  An exciting programme of fieldwork is also being developed.  This is already strong at GCSE and A’ Level and is being developed for other year groups.

Opportunities are found to link content and skills with students own experiences, which are then expanded on. Prior knowledge is revisited through recap and starter activities and opportunities are found to make links between different topics so that overall understanding of the world is enhanced. Links are also frequently made between physical and human Geography in case study examples of places.

Students are encouraged and supported in their revision with optional after-school revision sessions and in regular end of topic tests. Previous lessons & knowledge are also recapped on in class, where this is relevant. Students are helped to develop memorable visual aids & revision skills at all levels. KS3 end of topic tests is usually preceded by a revision/ recap lesson.  Mnemonics at KS4 eg. SPEED (Social, Political, Economic, Environmental, Demographic…) are also used.

How is cultural capital developed in each SOW?

  • Cultural capital is about preparing children with the knowledge and skills for what comes next. The curriculum has been designed both to prepare students for taking Geography further at GCSE, so, for example, rivers and coasts are studied, which lead on to further study at GCSE, but the curriculum is also trying to provide a good general geographical education, so for example, in a topic on Kenya, we are looking to dispel some of the misconceptions about Africa in general, by focussing on the number of countries and the enormous variety of climate, landscapes and levels of wealth

How is assessment used to identify and fill gaps?

  • Marking of books & assessment of classwork enables teachers to identify and, individually or as a class, address gaps in knowledge and understanding.  End of topic tests further this and allow teachers to give a grade that can be compared with their target grades and further support or challenge added.

PROGRAMME OF STUDY OVERVIEWS

YEAR GROUP

TERM 1

TERM 2

TERM 3

TERM 4

TERM 5

TERM 6

7

 

What is geography?

How do we use maps?

What is the UK’s place in the world?

What is population and how is it changing?

What’s going on beneath our feet?

(Rocks and soil)

How does ice shape the world?
(Glaciation)

8

What is the difference between weather and climate?

How do we use our planet as a natural resource?

What are the challenges and opportunities facing Africa?

Why are rivers important?

Will we ever know enough about volcanoes and earthquakes to live safely?

What can geography tell us about crime?

9

How does globalization effect development?

What makes tourism important but also vulnerable?

Why is the Middle East an important world region?

What happens where the land meets the sea?

(Coasts)

What are the effects of urbanisation:  from local to global?

What is modern China like and what is it’s place in the world?

10

Hazards:

  • Tectonics
  • Extreme Weather

Hazards:

  • Climate

 

Urban issues and challenges: Lagos, Nigeria

Urban issues and challenges: UK

UK Physical Landscapes:

  • Rivers

UK Physical Landscapes:

  • Coasts

Fieldwork skills

 

Living world:

  • Ecosystems
  • Tropical Rain Forests

11

Living world:

  • Tropical Rain Forests
  • Hot Deserts

Living world:
Hot Deserts

Changing Economic World: Nigeria

Changing Economic World: UK

 

 

Resource Management

Resource Management

Fieldwork Skills and revision

Exams

Exams

The Archbishop’s School Curriculum Audit (June 2019) – please complete and return to RD by 28/6/19

Faculty/Subject:

Completed by:

Please outline below what content you deliver to each Year group, and summarise under table headings key information. Please use one box per unit (do not feel that you have to complete all four boxed for a term and also please add extra boxes if needed. Any issues please contact:


Year 7:

TERM 1

Unit of study (length of study)

 

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

MAP SKILLS

Direction, Ocean, Continents

Map skills

Preparation for rest of KS3 and GCSE.

End of unit assessment

 

Longitude and Latitude

 

 

 

 

Grid references

 

 

 

 

Contours

 

 

 

 

TERM 2

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

NATURAL ENVIRONMENTS – TROPICAL RAINFORESTS

Location

Map skills

Previous unit

End of unit assessment

 

Climate

Maths

GCSE course

 

 

Type of Biome – Flora and Fauna

Biological understanding

Next module on deserts

 

 

Adaptations to that biome

Biological understanding

Next module on deserts and later modules on migration (Term 5) and life in Brazil (Year 9)

(Term 5) and life in Brazil (Year 9)

 

 

TERM 3

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

NATURAL ENVIRONMENTS – HOT DESERTS

Location

Map skills

Previous unit

End of unit assessment

 

Climate

Maths

GCSE course

 

 

Type of Biome – Flora and Fauna

Biological understanding

Last module on tropical rainforests.

 

 

Adaptations to that biome

Biological understanding

Last module on tropical rainforests and later modules on desertification and climate change in Year 9.

 

 

TERM 4

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

POPULATION

Population maps of the world

Map skills

Module 1

End of unit assessment

 

Population distribution

Maths

 

 

 

Reasons for population growth and issues

Problem solving

Climate change module (year 9), Natural disasters module (year 8)

 

 

The population of the UK

Map skills

Development module (Year 9)

 

 

TERM 5

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

MIGRATION

Reasons for migration

History

Brazil unit (year 9)

End of unit assessment

 

Push and pull factors

Problem solving

Brazil unit (year 9)

 

 

Case study of Mexico and USA

Current affairs

 

 

 

 

 

 

 

 

TERM 6

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

MASS EXTINCTIONS

What is a mass extinction?

Scientific analysis and maths

Climate change module (Year 9)

End of unit assessment

 

Climate change – ice ages

Maths

History (mini-ice age)

 

 

What killed the dinosaurs?

Scientific analysis

Climate change module (Year 9), Earthquakes (Year 8 ) and Super-volcanoes (Year 9). GIS Skills.

 

 

Could it happen again?

Scientific analysis

Climate change module (Year 9), Earthquakes (Year 8 ) and Super-volcanoes (Year 9)

 

 


Year 8:

TERM 1

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

BRAZIL

Location and Climate

Map skills

Year 7 module

End of unit assessment

 

Life in Brazil for Indigenous peoples

Data analysis

Similar case studies done for GCSE

 

 

Employment and Development

Data analysis

Similar case studies done for GCSE, Development module in Year 9.

 

 

Eco-systems and natural resources

Data analysis

Similar case studies done for GCSE. Tropical rainforests module in Year 7.

 

 

TERM 2

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

WEATHER AND CLIMATE

Difference between weather and climate

 

Linked to GCSE module on the weather.

End of unit assessment

 

Measuring the weather

Scientific processes and maths

Linked to GCSE module on the weather.

 

 

Water cycle and types of rain

Scientific processes and maths

Linked to GCSE module on the weather.

 

 

The Beaufort scale.

Scientific processes and maths

Linked to GCSE module on the weather.

 

 

TERM 3

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

WEATHER AND CLIMATE - EXTREME

 

 

 

End of unit assessment

 

Microclimates

Scientific processes and maths

Linked to GCSE module on the weather.

 

 

High and low pressure – the weather forecast

Scientific processes and maths

Linked to GCSE module on the weather.

 

 

The British weather

Scientific processes and maths

Linked to GCSE module on the weather.

 

 

 

Tornadoes in the USA

Scientific processes and maths, problem solving and creative thinking.

Linked to GCSE module on the weather.

 

 

TERM 4

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

TOURISM

What is tourism?

General knowledge

GCSE module and GCSE Travel and Tourism.

End of unit assessment

 

Ideal holiday destinations

Group work, research and creative thinking.

GCSE module and GCSE Travel and Tourism.

 

 

Blackpool and the Lake District – a comparative study.

Scientific processes and maths, problem solving and creative thinking.

GCSE module and GCSE Travel and Tourism.

 

 

Negril in Jamaica – benefits and problems of tourism.

Scientific processes and maths, problem solving and creative thinking.

GCSE module and GCSE Travel and Tourism.

 

 

TERM 5

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

HEALTH AND DISEASE

Cholera – a British problem?

Historical knowledge

Links with Year 8 Industrial Revolution module.

End of unit assessment

 

Causes and prevention of cholera

Scientific processes and maths, problem solving and creative thinking.

Links to module on Natural Disasters on GCSE course.

 

 

Case study on the earthquake in Haiti.

Scientific processes and maths, problem solving and creative thinking. GIS skills.

Links to module on Natural Disasters on GCSE course.

 

 

TERM 6

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

RIVERS

The Bradshaw model – profile of rivers

Scientific processes and maths, problem solving

GCSE module on Rivers

End of unit assessment – rivers model.

 

Revise the Water Cycle

Scientific processes and maths, problem solving

GCSE module on Rivers. Earlier module in Year 8 on weather.

 

 

How do rivers change the landscape?

Scientific processes and maths, problem solving

GCSE module on Rivers

 

 

Features of rivers

Scientific processes and maths, problem solving, group work and creative thinking.

GCSE module on Rivers

 


Year 9:

TERM 1

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

DEVELOPMENT AND GLOBALISATION

Indicators of development

Scientific analysis, data analysis

Population module in Year 7. GCSE module on Development.

End of unit assessment

 

Types of industry

Scientific analysis, data analysis

Population module in Year 7. GCSE module on Development.

 

 

The Brandt Line

Scientific analysis, data analysis, map skills

Population module in Year 7. GCSE module on Development.

 

 

Globalisation – case study Ethiopia and Starbucks

Scientific analysis, data analysis, problem solving.

Population module in Year 7. GCSE module on Development.

 

 

TERM 2

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

TECTONIC HAZARDS – SUPER VOLCANOES

Structure of the Earth and Tectonic Plate Theory.

Scientific analysis, data analysis, problem solving.

Topic studied in Science lessons.

End of unit assessment

 

Types of Plate Margins

Scientific analysis, data analysis, problem solving.

Module on Tectonic Hazards at GCSE.

 

 

Measuring Earthquakes

Scientific analysis, data analysis, problem solving.

Module on Tectonic Hazards at GCSE.

 

 

Super-volcanoes – case study Yellowstone Park.

Scientific analysis, data analysis, problem solving.

Module on Tectonic Hazards at GCSE.

 

 

TERM 3

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

URBANISATION – CASE STUDY Rio de Janiero.

Types of settlement.

General knowledge

GCSE Development module

End of unit assessment

 

Settlement Hierachies

Scientific analysis, data analysis, problem solving.

GCSE Development module

 

 

Sustainable settlements – case study BedZed

Scientific analysis, data analysis, problem solving.

GCSE Development module. Climate Change module Year 9.

 

 

Growth of a mega-city – case study Rio de Janiero.

Scientific analysis, data analysis, problem solving.

GCSE Development module. Follows migration module in year 7.

 

 

TERM 4

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

COASTS

Types of erosion and coastal features caused by erosion.

Scientific analysis, data analysis.

GCSE module on coasts.

End of unit assessment

 

Waves

Scientific analysis, data analysis.

GCSE module on coasts.

 

 

Longshore drift and formation of spits

Scientific analysis, data analysis.

GCSE module on coasts.

 

 

How to save the coastline – Holderness Coastline case study.

Scientific analysis, data analysis, financial planning.

GCSE module on coasts.

 

 

TERM 5

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

WATER ISSUES AND DESERTIFICATION

Increase understanding of the Water Cycle.

Prior knowledge

Topic covered in Year 7 and 8.

End of unit assessment

 

Water stress around the world

Map skills, data analysis

GCSE module on Water.

 

 

The Sahel case study into desertification.

Scientific analysis, data analysis,

Climate change module in Year 9.

 

 

The crisis in Las Vegas case study.

Scientific analysis, data analysis, financial planning, creative thinking, problem solving.

Climate change module in Year 9.

 

 

TERM 6

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

CLIMATE CHANGE

The Greenhouse Effect

Scientific analysis, data analysis

Covered in Science

End of unit assessment

 

Natural Causes of Climate Change

Scientific analysis, data analysis, problem solving.

Current affairs, GCSE module

 

 

Manmade causes of Climate Change

Scientific analysis, data analysis, financial planning, creative thinking, problem solving.

Current affairs, GCSE module

 

 

The Maldives – a case study

Scientific analysis, data analysis, financial planning, creative thinking, problem solving.

Current affairs, GCSE module