Year 7
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Curriculum Intention: By the end of year 7 we want pupils to be inspired by developing their sense of awe and wonder at the beauty and diversity of our global world. To this end we start off the year by learning about tectonic hazards, with a focus on earthquakes and volcanoes. The diversity of the continent of Africa is studied in the spring term, and coasts and map skills in the summer term. At the end of year 7 pupils will have a secure base of geographical knowledge and understanding from which to build on at GCSE. They should be able to have a knowledge and an understanding of key geographical concepts. For instance, the SOW helps pupils understand how processes are key to explaining what the Earth is like and why it is changing. In the first term pupils are taught the structure of the earth, earth processes and the dynamic nature of physical landforms. They learn to appreciate the interrelationship between people and physical processes such as how volcanic eruptions and earthquakes affect both people and the physical landscape. They are encouraged to recognise and understand that there are numerous natural and human patterns found on Earth and these are not random. For example, they can describe the pattern of where earthquakes are found globally and provide explanations for this pattern. This is consolidated further in the spring term when pupils study how the physical geography of Africa, with a further study of Ghana, has created both challenges and opportunities for the continent, and how the history of colonialism had further exacerbated the challenges. In the summer term the pupils gain an understanding of the interrelationship between coastal processes, coastal landforms and the livelihoods of people who live along the coast. Opportunities for the pupils to develop their evaluation skills are embedded through decision-making activities throughout the SOW. For instance, in the Africa unit, the pupils decide whether international aid is sustainable and effectively reduces poverty. In the coastal unit, the pupils work in groups to decide how best to spend a limited budget on coastal defences. The pupils are encouraged to interpret and evaluate the information given to them to make judgements that they then need to justify. They are encouraged to appreciate that it is important to understand that a range of perspectives exist on an issue to be able to find the most appropriate solution. A vital skill for GCSE is understanding how to interpret and use OS maps. The final unit of work in the summer term is on OS map skills. Their understanding of maps and the confidence they’ve gained in this unit is shown through their design of a map challenge. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Sept 2nd - Oct 14th Tectonic Hazards |
Jan 6th – 10th Feb Africa |
20th April – 18th May Coasts |
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Half term |
Half term |
Half term |
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Oct 28th – Dec 16th Tectonic Hazards |
24th Feb – 30th March Africa |
1st June – 13th July Map Skills |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: Pupils’ progress in year 7 will be assessed and reported as either Exceeding (EXC), Expected (EXP), or Working Towards (WTS) against success criteria that have been set for specific tasks carried out in class. The tasks that are assessed cover key strands such as cartographic skills, graphical skills, knowledge and understanding of physical and human processes, and the ability to come to a conclusion. Assessment of work will be carried out regularly by either peer or teacher and their progress reported once a term as either Exceeding (EXC), Expected (EXP), or Working Towards (WTS). Clear guidelines on how to improve their work is given with dedicated time given to improve their work and attempt challenge tasks. In the summer term, an End of Year Tracking test will be completed and will represent the opportunity for a detailed assessment on pupil’s ability to apply knowledge. |
Employability skills: The SOW encourages reasoning, evaluation of information and the appreciation of different stakeholder views. Groupwork is encouraged to help the students work effectively as part of a team. The SOW further challenges stereotype views in the Africa unit. |
Year 8
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Curriculum Intention: By the end of year 8 we want pupils to develop their knowledge and understanding of the complex and dynamically changing world of which they are part to allow them to make sense of the world in which they live. As a result of our curriculum, pupils will become global citizens willing to explore their own place in the world, their values and their responsibilities to other people and the environment. To this end we start off the year by learning about weather and climate, with a focus on the UK to begin with and then extreme climates and weather hazards around the world. Development and globalisation is studied in the spring term, and Incredible India in the summer term. At the end of year 8 pupils will build on the secure base of geographical knowledge and understanding from year 7 and from which to build on at GCSE. Knowledge and understanding of key geographical concepts are further developed. For instance, weather processes are studied with a detailed look at air pressure, types of rainfall and the reasons behind the UK’s unpredictable weather. This is consolidated in the India unit in which the formation of the monsoon is studied. This allows the students to make links between topics and appreciate that a good geographer does not only study topics in isolation but tries to make connections between them. This synopticity is further encouraged in the Development and Globalisation unit wherein pupils study both the human and physical factors causing disparities in development across the world. Concepts learnt in this unit, such as birth rate and death rate, are further consolidated in the India unit through the study of population pyramids. Carrying on from year 7, pupils learn to appreciate the interrelationship between people and the environment. For instance, they learn how people survive in extreme climates in the autumn term; in the spring term, they learn about Guatemala and how both physical and human factors have led to its weak economy; and in the summer term, they learn about how economic development has meant that the Ganges is severely polluted. Building on from year 7, opportunities for the pupils to develop their evaluation skills are embedded through decision-making activities throughout the SOW. For instance, in the weather and climate unit, the pupils decide to what extent extreme climate provide opportunities for people; in the Development and Globalisation unit, the pupils consider whether living in poverty in the UK is similar to living in poverty in Guatemala; and in the India unit, the pupils complete a slum improvement plan using a limited budget. A vital skill for GCSE is developing an enquiry question and collecting data to either prove or disprove a hypothesis. In the weather and climate unit, the pupils are introduced to the process of carrying out a geographical investigation and developing the skills of collecting, presenting and analysing data. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Sept 2nd - Oct 14th Weather and climate |
Jan 6th – 10th Feb Development and Globalisation |
20th April – 18th May India |
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Half term |
Half term |
Half term |
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Oct 28th – Dec 16th Weather and climate |
24th Feb – 30th March Development and Globalisation |
1st June – 13th July India |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: Pupils’ progress in year 7 will be assessed and reported as either Exceeding (EXC), Expected (EXP), or Working Towards (WTS) against success criteria that have been set for specific tasks carried out in class. The tasks that are assessed cover key strands such as cartographic skills, graphical skills, knowledge and understanding of physical and human processes, the ability to come to a conclusion and synopticity. Assessment of work will be carried out regularly by either peer or teacher and their progress reported once a term as either Exceeding (EXC), Expected (EXP), or Working Towards (WTS). Clear guidelines on how to improve their work is given with dedicated time given to improve their work and attempt challenge tasks. In the summer term, an End of Year Tracking test will be completed and will represent the opportunity for a detailed assessment on pupil’s ability to apply knowledge. |
Employability skills: The SOW encourages reasoning, evaluation of information and making decisions that need to be justified. The weather fieldwork introduces the pupils to careful planning and analysing of numerical data. Groupwork is encouraged to help the students work effectively as part of a team. |
Year 9
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Curriculum Intention: In year 9 the pupils further develop their growing knowledge about the world by deepening their understanding of the interaction between physical and human processes. The key skills embedded in the years 7 and 8 schemes of work (such as cartographic skills, graphical skills, knowledge and understanding of physical and human processes, the ability to come to a conclusion and synopticity) are further developed throughout year 9 in preparation for GCSE. In the autumn term pupils learn about global governance and climate change and disease dilemmas. The topics taught in this first term are relevant and modern in today’s ever-changing world. For instance, pupils are encouraged to understand the effects of economic development on the environment, consumption patterns (and obesity) and the thirst for fossil fuels. The study of malaria in the disease topic links concepts such as development, natural disasters and both physical and human factors linked to the spread of diseases. The COP26 conference is embedded into the Global Governance unit, and the students will undertake a model COP26 to develop their evaluation, debating and leadership skills. A vital skill for GCSE is developing an enquiry question and collecting data to either prove or disprove a hypothesis. In Year 8, the pupils were introduced to the process of carrying out a geographical investigation and developing the skills of collecting, presenting and analysing data. This is further developed in year 9 but in a human context. At the start of the Spring term, the students will undertake a mini-urban investigation in the local area. The examination offered in KS4 is the AQA Geography GCSE. In the spring and summer terms, the pupils start the GCSE topics of Resource Management and the Living World respectively. This gives students a ‘taste’ of what is taught at GCSE to allow them to make an informed decision when picking GCSE options. In the Resource Management unit, the students learn to appreciate that resources (such as water, energy and food) are unequally distributed around the world and there are different ways to sustainably manage these vital resources. In the Living World unit, the students are introduced to the important geographical concept of interdependence and how this works at different scales – from small-scale ecosystems to larger scales biomes, and how human activities such as deforestation can disrupt the fine balance within systems. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Sept 2nd - Oct 14th Volcanoes and Disease |
Jan 6th – 10th Feb Resource Management |
20th April – 18th May Living World |
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Half term |
Half term |
Half term |
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Oct 28th – Dec 16th Disease and Deep-Water Horizon |
24th Feb – 30th March Resource Management |
1st June – 13th July Living World |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: In year 9 pupil progress is assessed and recorded as 9-1 in line with the GCSE grading. Feedback is given to pupils when knowledge, understanding and evaluation are being applied in examination questions. To this end, peer marking, self-marking, checklists, RAG sheets as well as teacher marking are used to assess progress. GCSE exam-style questions will be used to assess progress and to equip the pupils with the confidence to tackle the varying types of questions in the GCSE exam. Tracking tests will be completed once a term and represent the opportunity for detailed feedback on pupil’s ability to apply knowledge and understanding. Feedback on shorter questions (multiple choice) can be completed by self/peers as a whole class. Longer mark questions are marked by the teacher and feedback given on a question by question basis. Pupils are given the opportunity to respond to the marking at this point to show ability to close gaps when applying knowledge. The correct use of geographical terminology will also be assessed. |
Employability skills: The SOW encourages reasoning, evaluation of information and making decisions that need to be justified. Independent study of units and revision of a content-heavy curriculum builds important skills such as time management, development of responsibility and coping with uncertainty.
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Year 10
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Curriculum Intention: In Year 10 the pupils continue to study the AQA GCSE specification (8035). The qualification covers a mixture of both physical and human geography as well as an enquiry. The course covers many exciting and engaging topics that are relevant to the modern age such extreme weather events in the UK, tectonic hazards and tropical storms, the importance of cities like London and Rio de Janeiro, and the growing economic importance of countries like Nigeria. The specification has a particular focus on the UK in terms of its physical landscape; the cultural and economic importance of its cities; and the social and economic inequalities within cities and across the UK. The pupils complete the course with a deeper understanding of the geography of the UK and its global and regional importance. The parts of the specification that are covered in year 10 are those highlighted in bold below: Paper 1: Living with the physical environment
Paper 2: Living with the human environment
Paper 3: Geographical Applications and Skills
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Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Sept 2nd - Oct 14th UK Physical Landscapes |
Jan 6th – 10th Feb Urban |
20th April – 18th May Urban and Hazards |
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Half term |
Half term |
Half term |
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Oct 28th – Dec 16th UK Physical Landscapes and Urban |
24th Feb – 30th March Urban |
1st June – 13th July Fieldwork and Hazards |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: In year 10 pupil progress is assessed and recorded as 9-1 in line with the GCSE grading. Feedback is given to pupils when knowledge, understanding and evaluation are being applied in examination questions. To this end, peer marking, self-marking, checklists, RAG sheets as well as teacher marking are used to assess progress. GCSE exam-style questions will be used to assess progress and to equip the pupils with the confidence to tackle the varying types of questions in the GCSE exam. Tracking tests will be completed once a term and represent the opportunity for detailed feedback on pupil’s ability to apply knowledge and understanding. Feedback on shorter questions (multiple choice) can be completed by self/peers as a whole class. Longer mark questions are marked by the teacher and feedback given on a question by question basis. Pupils are given the opportunity to respond to the marking at this point to show ability to close gaps when applying knowledge. The correct use of geographical terminology will also be assessed. |
Employability skills: Independent study of units and revision of a content-heavy curriculum builds important skills such as time management, development of responsibility and coping with uncertainty. Transferable skills such as teamwork when carrying out the compulsory fieldwork. Analytical skills from analysing and interpreting fieldwork data Intellectual skills from evaluating and making justified judgements. |
Year 11
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Curriculum Intention: In Year 11 the pupils continue to study the AQA GCSE specification (8035). The parts of the specification that are covered in year 11 are those highlighted in bold below: Paper 1: Living with the physical environment
Paper 2: Living with the human environment
Paper 3: Geographical Applications and Skills
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Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Sept 2nd - Oct 14th Hazards |
Jan 6th – 10th Feb Economic World |
20th April – 18th May Issue Evaluation and Revision |
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Half term |
Half term |
Half term |
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Oct 28th – Dec 16th Hazards and Economic World |
24th Feb – 30th March Revision |
1st June – 13th July |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: In year 11 pupil progress is assessed and recorded as 9-1 in line with the GCSE grading. Feedback is given to pupils when knowledge, understanding and evaluation are being applied in examination questions. To this end, peer marking, self-marking, checklists, RAG sheets as well as teacher marking are used to assess progress. GCSE exam-style questions will be used to assess progress and to equip the pupils with the confidence to tackle the varying types of questions in the GCSE exam. Tracking tests will be completed once a term and represent the opportunity for detailed feedback on pupil’s ability to apply knowledge and understanding. Feedback on shorter questions (multiple choice) can be completed by self/peers as a whole class. Longer mark questions are marked by the teacher and feedback given on a question by question basis. Pupils are given the opportunity to respond to the marking at this point to show ability to close gaps when applying knowledge. The correct use of geographical terminology will also be assessed. |
Employability skills: Independent study of units and revision of a content-heavy curriculum builds important skills such as time management, development of responsibility and coping with uncertainty. Transferable skills such as teamwork when carrying out the compulsory fieldwork. Analytical skills from analysing and interpreting fieldwork data Intellectual skills from evaluating and making justified judgements. |
Year 12
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Curriculum Intention: In Year 12 the pupils follow the OCR A-level specification (H481). The parts of the specification that are covered in year 12 are those highlighted in bold below: Component 01: Physical systems There are two topics:
Component 02: Human interaction Students develop a picture of how the world around them is shaped by humans, starting from the local and moving out to regional, national and international scales. There are two topics:
Through case studies students will build up a picture of how the world around them is shaped, the complexities associated within this and the resulting issues for people. Component 03: Geographical debates Students study two topics in-depth, gaining an understanding of the issues and reflecting critically on them. The topics are:
Component 04/05: Investigative geography Students carry out an independent investigation into an area of particular interest to them, related to any aspect of the specification. They produce a written report of around 3000 to 4000 words. Through their investigation students develop the following valuable transferable skills:
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Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Sept 2nd - Oct 14th Coastal Landscapes Changing Spaces, Making Places |
Jan 6th – 10th Feb Coastal Landscapes Changing Spaces, Making Places |
20th April – 18th May Earth Life Support System Global Connections NEA |
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Half term |
Half term |
Half term |
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Oct 28th – Dec 16th Coastal Landscapes Changing Spaces, Making Places |
24th Feb – 30th March Earth Life Support System Global Connections |
1st June – 13th July Earth Life Support System Global Connections NEA |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: In year 12 pupil progress is assessed and recorded as A-E in line with the grading at A’level A’level exam-style questions will be used to assess progress at regular intervals. |
Employability skills: Lots of independent study of units and revision of a content-heavy curriculum builds important skills such as time management, development of responsibility and coping with uncertainty. Transferable skills such as teamwork when carrying out the compulsory fieldwork. Analytical skills from analysing and interpreting fieldwork data Intellectual skills from evaluating and making justified judgements. |
Year 13
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Curriculum Intention: In Year 13 the pupils continue to follow the OCR A-level specification (H481). The parts of the specification that are covered in year 13 are those highlighted in bold below: Component 01: Physical systems There are two topics:
Component 02: Human interaction Students develop a picture of how the world around them is shaped by humans, starting from the local and moving out to regional, national and international scales. There are two topics:
Through case studies students will build up a picture of how the world around them is shaped, the complexities associated within this and the resulting issues for people. Component 03: Geographical debates Students study two of the topics in-depth, gaining an understanding of the issues and reflecting critically on them. The topics are:
Component 04/05: Investigative geography Students carry out an independent investigation into an area of particular interest to them, related to any aspect of the specification. They produce a written report of around 3000 to 4000 words. Through their investigation students develop the following valuable transferable skills:
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Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Sept 2nd - Oct 14th NEA Changing Spaces, Making Places Earth’s Life Support Systems |
Jan 6th – 10th Feb NEA (flexible) Disease Dilemmas Hazardous Earth |
20th April – 18th May Revision |
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Half term |
Half term |
Half term |
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Oct 28th – Dec 16th NEA Changing Spaces, Making Places Earth’s Life Support Systems |
24th Feb – 30th March NEA (flexible) Disease Dilemmas Hazardous Earth |
1st June – 13th July |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: In year 13 pupil progress is assessed and recorded as A-E in line with the grading at A’level A’level exam-style questions will be used to assess progress at regular intervals. |
Employability skills: Lots of independent study of units and revision of a content-heavy curriculum builds important skills such as time management, development of responsibility and coping with uncertainty. Transferable skills such as teamwork when carrying out the compulsory fieldwork. Analytical skills from analysing and interpreting fieldwork data Intellectual skills from evaluating and making justified judgements. |