Year 7

Topic Area/Key Question

1) What is Geography?

2) Where does our food come from?

1) Is oakwood School under attack?

1) Africa and Asia; Comparing two places

2) the geography of Horley

The aim of the Year 7 curriculum is to ensure that students understand the different aspects to geography through case studies which will help them develop their skills and further understand the role of different processes in the world.

We explore the issues of food, its environmental impact and the social impacts of the inequality of it distribution.

We then explore physical processes of weathering and erosion and their impact with a focus made on the school to introduce the students to fieldwork and fieldwork skills.

The Africa and Asia unit focusses on two countries that have both a number of similarities as well as differences. We look at social, physical and environment factors and how this can impact on the lives of people within the two countries. This unit also allows us to explore some ideas around development.

Content covered

1) What is Geography?

·        Students are introduced to different aspects of geography through the use of real examples.

·        Key knowledge of continents and oceans

·        Data handling and simple field skills

2) Where does our food come from?

·        We look at demand and distribution of food and its impacts

·        We look at different food production methods and their impact

·        3 types of rocks

·        Weathering processes

·        Fieldtrip skills

1) Africa and Asia

·        Comparing Kenya and China (Location, Physical features, Environmental issues including Impacts of natural events, social conditions

2) The geography of Horley

·        Its location and function

·        Maps skills

·        Fieldwork skills and fieldtrip

Assessment

1) What is Geography?

Paper

2) Where does our food come from?

Essay Question AND paper

written task AND test paper

1) Africa and Asia

Essay question AND Test paper

2) Geog of Horley

Different tasks

Literacy focus

Guided reading task sheets

Info sheet on Riverford

Guided reading articles

Maps

Guided reading

Opportunities (links to careers/EDI/PSHCE)

Careers: food production, relief agencies (unifrog)

EDI: Understanding of different standards of living and food lifestyle/ethical choices.

PSHE: empathy, healthy eating links.

Careers: Surveying, Estate Agency, Geologist, premises manager…

EDI: Caring about our own environment

PSHE:

Careers: jobs in Horley (unifrog)

EDI: Understanding of different standards of living.

PSHE: Environmental responsibility and sustainability.

National Curriculum links / GCSE connections

NC – Geography skills, Human Geography, Place

GCSE -Challenge of resources

NC – Human and physical geography, fieldwork

GCSE - Geology and impacts on landscape use

NC – Place, Human and physical geography, geog skills and fieldwork

GCSE - development

Autumn

Spring

Summer

Rationale

Year 8

Topic Area/Key Question

1) Weather and Climate

2) Climate Change

1) Rivers

2) Coasts

Development

Year 8 builds on year 7 and explores a number of topics in more detail. We start to explore the idea of inequality and how this impacts people through such topics as development and climate change.

We also at physical processes in the UK and link this to the Climate change unit recently studied to provide a more ‘joined’ up approach to the physical unit.

Each of the units in year 8 is likely to have a direct/indirect impact on each of the student’s lives so one focus is looking at the decisions people make and thew impacts of these on others.

Content covered

1) Weather and Climate

We explore what gives us our weather and climate

We explore the impacts of our weather on our lives

We undertake a microclimate study around the school

2) Climate Change

We study the causes of climate change in the past and in the present using some case study examples

1) Rivers

We explore the stages of a river, its processes and their impact on the landscape.

We also explore river flooding and impacts.

2) Coasts

We explore the processes at work at the coast as well as some of the ways we defend the coastline.

Both these units are combined in our field trip to Cuckmere Haven.

This unit looks at 5 different examples from around the world to explore the idea of development. The unit is built around Rostow’s 5 stages of development.

Assessment

1) Weather and Climate

Graph task and Q, AND paper

2) Climate change

Paper AND essay

1) Rivers

Paper

2) Coasts

paper

2 papers

Literacy focus

Guided reading articles and key terms

Guided reading articles and key terms

Guided reading articles and key terms

Opportunities (links to careers/EDI/PSHCE)

careers; meteorology, scientist (unifrog)

EDI:

PSHE: Environmental stewardship and sustainability

Careers: landscape man, flood relief, local gov

EDI: Empathy of people’s lives on the geographical physical margins.

PSHE: Empathy and decision making

Careers: Factory worker, service provider (unifrog)

EDI: Quality of life and standard of living in a range of African nations, China and Norway. Understanding of similarities and differences. Bringing out positives in communities/countries: challenges and opportunities.

PSHE: Family-Nyangatom, debate empathy, work and quality of life, work does not always mean wages.

National Curriculum links / GCSE connections

NC – Human and physical geography, geographical skills and fieldwork, place

GCSE – unit 1

NC – human and physical geography, place, geographical skills and fieldwork

GCSE – unit 1

NC- human and physical geography, place, locational knowledge, geographical skills

GCSE – unit 2

Autumn

Spring

Summer

Rationale

Year 9

Topic Area/Key Question

1) Economic activity and Box Hill

2) Tectonics A

1) Tectonic B

2) Ecosystems

1) Ecosystems continued

2) Russia

Year 9 geography aims to provide a transition from KS3 to KS4. Students look at some areas that will feature in the GCSE course.

Economic activity and Box Hill looks to explore the role that jobs have in a country’s economic development. As part of these changes, we explore the increasing level of free time and money and how these impacts on tourism. We visit Box Hill to see how tourism is impacting the area.

The tectonic unit aims to introduce students to our restless earth and the causes and impacts of tectonic events. We use some case study examples to understand the place of development in the level of impact.

Ecosystems helps students understand the factors that influence the location of different species, how species and people are adapted to these environments.

Our study of Russia looks at the largest country by land mass on the planet, its physical, social and environmental challenges/opportunities.

Content covered

1) Economic activity and Box Hill

·        Exploring different jobs

·        Impacts of changing job types

·        Impact of increased leisure time, focus on Box Hill

·        Field trip to Box Hill to explore the impact of, and provision of, tourism.

·        Develop fieldtrip skills.

2) Tectonic A

·        Students explore tectonic plates movement.

·        we explore the impact of earthquakes through a case study

1) Tectonic B

·        volcanoes and impacts

·        Case study example to understand warning signs and impacts of a volcanic eruption.

2) Ecosystems

·        Students will explore different ecosystems.

·        We understand the reasons and influences on location of ecosystems and how people live in them.

2) Russia

·        Students explore the physical and social geography of Russia.

·        Students explore the environmental issues that face Russia through specific examples.

·        Students explore the economic opportunities of Russia through energy.

Assessment

1) Economic activity and Box Hill

Question task AND Box Hill write up.

2) Tectonic A

Plate boundary paper

1) Tectonic B

Paper

2) Ecosystems

Test paper

2) Russia

Essay

Literacy focus

Guided reading articles and key terms

Guided reading articles and key terms

Guided reading articles and key terms

Opportunities (links to careers/EDI/PSHCE)

Careers: Primary, Secondary, Tertiary, Quaternary (unifrog)

EDI: Understanding of different lives.

PSHE: Work-paid and unpaid. Sharing experiences.

Careers: natural environment, prediction, monitoring, modelling, rescue and planning (Unifrog)

EDI: understanding of place and people from a wide variety of places.

Careers:

EDI: : understanding of place and people. Different lives in same event.

PSHE:, conflict, Opportunities for debate .

National Curriculum links / GCSE connections

NC – place, human and physical geography, geographical skills and fieldwork

GCSE – Economic world unit, Natural Hazards

NC- Human and physical geography, locational knowledge,

GCSE – Natural Hazards, Living world

NC – human and physical geography, locational knowledge

GCSE – Living world, challenge of resources,

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 10

Topic Area/Key Question

Urban Issues

Natural Hazards

Natural Hazards

Physical UK

Urban fieldwork

Physical UK

Challenges of resource Management

Challenges of resource management

Coastal Fieldwork

In year 10 students begin their GCSE course. We like to teach a number of units that cover the 3 key areas of Social, Physical and Environmental geography. The course builds on units covered in the past and also offers new learning opportunities within those and new units.

By the end of year 10 students will have studied natural processes, natural hazards as well as the changing role of urban areas and how people live to help prepare them for the year 11 course.

Content covered

We explore urbanisation.

We look at the impacts of rapid urban growth.

We look at the opportunities and challenges that these cities face.

What are hazards?

Tectonic hazards including an earthquake case study.

Weather hazards including 2 case studies

Climate change. We understand why the climate has changed in the past and why it is changing faster today.

We explore the physical landscape of the UK focussing on River and Coastal processes.

We go to Brighton to explore the Urban environment

We finish our look at Physical UK

We explore the issues of resources (Food, water and Energy) in the UK before looking at energy globally.

We finish looking at challenges of resources.

We go to Seaford to explore coastal processes and management and their impacts.

Assessment

NEE (Rio)

HIC (Bristol)

Tectonic paper

Weather paper

Climate change paper

River’s paper

Fieldwork Q

Coastal Paper

UK resources

End of year exam

Fieldwork Q

Literacy focus

Topic terms from syllabus, relevant articles

Topic terms from syllabus, relevant articles

Topic terms from syllabus, relevant articles

Topic terms from syllabus, relevant articles

Topic terms from syllabus, relevant articles

Topic terms from syllabus, relevant articles

Opportunities (links to careers/EDI/PSHCE)

Inequality in urban areas

Types of jobs – informal and formal, gov planning, charity jobs (unifrog)

Role of inequality in disaster management and impacts

Types of jobs: emergency responses (Unifrog)

Role of inequality in hazard impacts

Types of jobs: scientist, government, teacher (unifrog)

Environment jobs (unifrog)

Impacts of physical processes on people

Roles on Energy, water and Food.

Jobs in Energy, food and water supply (Unjifrog)

Coastal management roles

Links to GCSE syllabus /AO

GCSE – Unit 2

A Level -

GCSE – Unit 1

A Level -

GCSE – Unit 1

A Level -

GCSE – Unit 1

A Level -

GCSE – Unit 2

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 11

Topic Area/Key Question

Challenges of resources (B)

Living world

Living world

Economic world

Revision

Resource booklet

Revision

Resource booklet

We continue to study the GCSE course and students this year study a range of different topics.

The aim is to finish the course by Feb half term so that we can prepare for the summer exams and also study the resource booklet (pre – release)

Content covered

We finish our look at the challenges of resource management.

We explore different ecosystems; a local UK one and tropical rainforests

We look at Cold environments.

We look at two different countries and explore two and why they are economically different and the impact of this on the country and its people and environment.

We begin to revise in lessons for the summer exams.

We also start to prepare for the paper 3 exam by studying the resource booklet

We continue to revise in lessons for the summer exams.

We also prepare for the paper 3 exam by studying the resource booklet

Assessment

Challenge or resources

Eco paper A

Cold environment

Mock papers (2)

NEE paper

HIC paper

Practice Q

Practice Q

Literacy focus

Topic terms from syllabus, relevant articles

Topic terms from syllabus, relevant articles

Topic terms from syllabus, relevant articles

Opportunities (links to careers/EDI/PSHCE)

Nature conservation (unifrog)

Living & working in extreme environments, (unifrog)

Economic value of different jobs and their impact on Q of Life (unifrog)

Links to GCSE syllabus /AO

GCSE – Unit 2, 1

A Level -

GCSE – unit I

GCSE – unit 2

GCSE – unit 3, all

GCSE – unit 3, all