Geography
Curriculum Statement Geography
Assessment Sheets
Year 7 Geography
Year 7 Geography
Number of lessons a fortnight: 3
Aims of the course:
The course will follow the requirements for the teaching of geography as set out by the Department of Education in its programme of study published in 2013. The scheme of study through our teaching at Chertsey high school aims to “inspire a curiosity and fascination about the world and its people” in a manner which will equip students fully for GCSE examinations but also in the longer term.
The year 7 curriculum will cover the following subject content:
Locational knowledge
Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India) and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.
Place Knowledge
Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.
Human and Physical geography
Understand, through the use of detailed place- based exemplars at a variety of scales, the key processes in:
- Physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the ice age to the present; and glaciation, hydrology and coasts.
- Human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources.
- Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.
Geographical skills and fieldwork
- Build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field.
- Interpret ordnance survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs.
- Use geographical information systems (gis) to view, analyse and interpret places and data.
- Use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.
Aspects of the subject content will be revisited in years 8 and 9 using different case studies and areas and using additional skills to complement those developed in year 7.
Content; Skills / Knowledge:
Autumn term
Map skills
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-3: |
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Atlas work, identifying Continents and understanding key concepts such as Longitude and Latitude. |
· Identify · Define · Describe · Explain |
Ecosystems
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Key knowledge: |
Key skills (GCSE 1-9) 1-3: |
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People and Environment; Processes and Interactions. |
· Identify · Define · Describe · Explain |
Population
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-3: |
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Investigate what is happening to the world’s population and what are the effects of a youthful population. |
· Identify · Define · Describe · Explain |
Spring term
Weather and Climate (processes and case studies)
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-3: |
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Place, processes and relationships. |
· Identify · Define · Describe · Explain |
Rivers and hydrology
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-3: |
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· Physical Geography · Processes and change |
· Identify · Define · Describe · Explain |
Maps, atlases and OS maps
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-3: |
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Maps, fieldwork and geographical skills. |
· Identify · Define · Describe · Explain |
India
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-3: |
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Studying India. The focus of this unit is to provide students with an understanding of huge variation in geography that exists within the country of India. Whilst providing a framework for young people to understand what is going on in the country, the aim of each lesson is to involve them in the lives of people living in India, rather than just looking at the country from the outside. Students will look at the scale and diversity of India, setting the country within its global context and exploring the range of climates, environments, landscapes, population and cultures that exist within India. |
· Identify · Define · Describe · Explain |
Assessment
Within this scheme of study there will be end of subject summative assessments. Students will also be expected to answer ‘key questions’ to develop their understanding and further analyse their knowledge learnt. All work is assessed on a continual basis in the lesson and through the homework set. The homework set is marked both using the grade criteria set for specific tasks but also for effort and quality of work produced in terms of literacy and presentation.
How can parents help?
Geography as a subject in terms of improving students skills sets, can be developed in many ways. The local Library is an excellent starting point for accessing books such as Atlases to develop students understanding of Continents and physical Geography. The National Geographical Society can be accessed online and contains many articles and a fabulous array of inspiring images. BBC Bitesize is an excellent source of subject knowledge particularly for KS3 study in year 7.
Year 8 Geography
Year 8 Geography
Number of Lessons a fortnight: 3
Aims of the Course
The course will follow the requirements for the teaching of Geography as set out by the Department of Education in its programme of study published in 2013. The scheme of study through our teaching at Chertsey High School is intended to further develop on our aim to “inspire a curiosity and fascination about the world and its people”. The purpose of this also is to fully prepare and equip our students with both the skills and focus necessary in preparation for GCSE examinations. In the longer term all that is studied will provide our students with core skills necessary in understanding the core Human and Physical Geography to aid understanding of the world in which we live.
Content / Skills / Knowledge
The Year 8 curriculum will cover the following subject content.
Locational knowledge
Following on from Year 7 the students will further extend their locational knowledge and their spatial awareness of the world’s countries using maps of the world. This will be a key focus throughout the learning with particular focus on Japan, India, China in the first term. Later in the year a number of countries will again be studied with a focus on the impact of tourism as well as the key physical and human characteristics of the countries.
Place knowledge
Students will further develop their understanding of geographical similarities, differences and links between places through the study of human and physical geography of a region within Asia and Africa.
Physical geography:
Students will understand further through the use of detailed case studies on various key processes in Glaciation, Hydrology and Coasts. Students will also understand the impacts of differing types of energy on the environment.
Human geography:
Students will understands further the use of detailed case studies on a variety of scales relating to population and energy within a range of countries and continents.
Geographical Skills and Fieldwork:
Students will develop further the core skills developed in Year 7. This year they will dedicate a term to furthering their map and field work skills.
As stated in the aims of the course for year 7 in order to prepare the students for their GCSE examinations subject content will be revisited from year 7 and again in future years using additional skills to further consolidate and deepen students understanding of subjects studied.
Autumn Term
Locational knowledge.
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Key knowledge: |
Key skills (GSCE grade 1-9) 1-4: |
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Studying Countries, Continents and cultures with a particular focus on Japan, India and China. Pupils investigate the huge variation in countries and culture in geography that exists within the continents. Pupils will begin with looking at the scale and diversity of countries, setting the continent within its global context and exploring the range of climates, environments, landscapes, populations and cultures that exist within the world. |
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Physical Geography.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Glaciation Pupils will investigate the global distribution of glacial environments. They will examine the different scales of ice cover and will explore how ice grows and why the total amount of ice on the planet earth has changed over time. |
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Spring Term
People and Environment.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Coasts. The focus of this unit is geomorphological processes and patterns. Pupils learn about the processes of weathering and investigate the stages of development of a coastal landform. |
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Places; Processes and relationships.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Africa. The focus of this unit is to provide students with an understanding The focus of this unit is to introduce students to the huge variation in geography that exists within the complex continent of Africa. Whilst providing a framework for young people to understand what is going on in the continent, the aim of each lesson is to involve them in the lives of people living in Africa, rather than just looking at the continent from the outside. Students will look at the scale and diversity of Africa, setting the continent within its global context and exploring the range of climates, environments, landscapes, population and cultures that exist within its 53 countries. |
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Summer Term
Places; Processes and relationships.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Energy. Students will develop their understanding of natural resources and energy, they will investigate how energy is used, where energy is developed and begin to suggest alternative sources of energy that could be used in a sustainable way. |
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Maps, fieldwork and geographical skills.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Students will over a series of lessons become familiar with key methods used to collect geographical data. |
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Assessment:
Within this scheme of work there will be end of term summative assessments. Students will also be expected to answer ‘key questions’ to develop their understanding and further analyse their knowledge learnt. In addition integrated into all lessons is “interleaving” the process by which prior learning is reinforced. All work is assessed on a continual basis in the lesson and through homework set. The homework set is marked using the grade criteria set for specific tasks but also for effort and the quality of work produced in terms of literacy and presentation.
How can parents help?
As stated for Year 7 students geographical skills can be developed in a number of ways. The use of Atlases and maps is an excellent way of simply broadening students understanding of where we sit relative to others in terms of Geographical awareness and understanding. The National Geographical Society can be accessed online and is excellent for topical subjects that will directly relate to the subjects being taught this year. This use of such articles will also encourage students to develop their independent learning skills.
Year 9 Geography
Year 9 Geography
Number of Lessons a fortnight: 3
Aims of the Course
The course will follow the requirements for the teaching of Geography as set out by the Department of Education in its programme of study published in 2013. The scheme of study through our teaching at Chertsey High School is intended to further develop on our aim to “inspire a curiosity and fascination about the world and its people” with a main focus on:
- Exploration of physical and human processes, and the interactions between them.
- A further emphasis on topical issues such as Climate Change and War and Conflict that affect our world today.
- Emphasis on locational and place knowledge in case studies.
As students prepare for GCSE’s, we are encouraging students to take part in decision-making exercises on topical people – environment issues as well as familiar topics, such as rivers and coasts. During this year, students will learn about physical and human processes and people-environment interactions to consider key contemporary global geographical issues. Students will study our Hazardous Earth – an understanding of the global circulation of the atmosphere and changing climate. Plus two depth studies of an extreme weather hazard (tropical cyclones) and tectonic hazards at contrasting locations. Then students will learn about Development dynamics – an understanding of the scale of global inequality. Plus a depth study of how one emerging country is developing and the consequences for people, environment and the country’s relationship with the wider world. Finally, students will look at Challenges of an urbanising world – an overview of the causes and challenges of rapid urbanisation across the world. Plus one depth study of a megacity in a developing or emerging country.
Content / Skills / Knowledge
The Year 8 curriculum will cover the following subject content.
Locational knowledge
Following on from Year 8 the students will further extend their locational knowledge and their spatial awareness of the world’s countries using maps of the world. This will be a key focus throughout the learning with particular focus on their final topic which is “Around the World” where students learn about a variety of countries.
Place knowledge
Students will further develop their understanding of geographical similarities, differences and links between places through the study of human and physical geography internationally and focusing on key contemporary global geographical issues.
Physical geography:
Students will understand further through the use of detailed case studies on various key processes in earthquakes, volcanoes, tsunamis and tropical storms. Students will understand the causes, impacts and possible strategies to reduce these hazardous events.
Human geography:
Students will understands further the use of detailed case studies on a variety of scales relating to climate change, development and geography of health within a range of countries and continents.
Content / Skills / Knowledge:
Winter Term - Hazardous Earth
People and Environment.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Hazardous Earth focusing on Earthquakes, Volcanoes, Tsunamis and Tropical Storms. The focus of this unit is to learn about the hazards which affect our environment through the study of understanding tectonic plates and the global circulation of the atmosphere. Students will also looks at in depth case studies of these hazards in contrasting locations. |
· Identify · Define · Describe · Explain/ with case studies and examples. |
Spring Term
Development
Places; Processes and Relationships.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Development. Students will study the importance of places and their locations at different scales, including local, regional, national, international and global. Students will understand why human and physical geographical processes and their interactions and how they influence, shape and change the lives of people living around the world. Students will study the differences and disparities, helping illustrate the patterns of uneven development within and between countries. They will explore the Interactions and inter-relationships bring about variation in the use of and access to resources. |
· Identify · Define · Describe · Explain/ with case studies and examples. |
Geography of Health
Places; Processes and Relationships.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Geography of Health. Students will explore the geographies of health.. They will examine how important health can be, the spread of infectious and non-infectious diseases. The topic explores how issues such an obesity and malnutrition can vary globally. Finally students look at how TNCs can impact globalisation and health. |
· Identify · Define · Describe · Explain/ with case studies and examples. |
Summer Term
Climate Change
Places; Processes and Relationships.
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying Climate Change. Students will develop their understanding of global warming and climate change, they will investigate how climate has changed, what evidence we have to support this and begin to suggest whether the causes of climate change are natural or physical.
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· Identify · Define · Describe · Explain/ with case studies and examples. |
Around the World
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Key knowledge: |
Key skills (GCSE grade 1-9) 1-4: |
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Studying around the world! Students will use their knowledge they have learnt throughout their key stage 3 experience to explore further the world around them. Each lesson will focus on a different country and each countries highlights various topics such as urban issues, world development, extreme environments, rivers and hazards. Students will have the change to ask big questions which affect their world, and understand the social, economic and physical forces and processes which shape and change our world. |
· Identify · Define · Describe · Explain/ with case studies and examples. |
Assessment:
Within this scheme of work there will be end of term summative assessments. These tests will include multiple choice questions, short open, open response, calculations and extended writing questions. Extended writing questions will assess students’ ability to develop extended written arguments and to draw well evidenced and informed conclusions about geographical questions and issues. All work is assessed on a continual basis in the lesson and through homework set. The homework set is marked using the grade criteria set for specific tasks but also for effort and the quality of work produced in terms of literacy and presentation.
How can parents help?
Within this scheme of work there will be end of term summative assessments. These tests will include multiple choice questions, short open, open response, calculations and extended writing questions. Extended writing questions will assess students’ ability to develop extended written arguments and to draw well evidenced and informed conclusions about geographical questions and issues. All work is assessed on a continual basis in the lesson and through homework set. The homework set is marked using the grade criteria set for specific tasks but also for effort and the quality of work produced in terms of literacy and presentation.
Year 10 and 11 Geography
Year 10 and 11 Geography
Aims of the Course
Geography is a fantastic GCSE that offers a wide range of topical and relevant issues and skills that can be applied within other subjects. It is also a traditional subject that is widely accepted by colleges and universities.
The GCSE curriculum in Geography addresses big issues facing the planet and people in it. The specification offers an issues-based approach with content organised by UK and global geography. It also includes a decision-making paper, which allows students to investigate people-environment issues on a global scale. This includes:
Topic 1 – Hazardous Earth
Topic 2 – Development Dynamics
Topic 3 – Challenges of an Urbanising World
Topic 4 – The UK’s evolving physical landscape
Topic 5 – The UK’s evolving human landscape
Topic 6 – Geographical Investigations
Topic 7 – People and the Biosphere
Topic 8 – Forests Under Threat
Topic 9 – Consuming Energy Resources
We following the Edexcel B Syllabus, for information please use the link below.
Content / Skills / Knowledge
There are three parts to your course, called components, each with it’s own exam paper. A break down of these components and the structure of the GCSE Geography course can be found here.
Component 1: Global Geographical Issues
In this component you will learn about some of the key geographical issues in today’s world, and the interaction of the physical and human processes which cause them.
- How does the world’s climate system work, and why is climate change becoming such a hazard?
- What causes extreme weather events and tectonic hazards?
- Why is the world unequal, how can inequality be reduced, and how are some countries managing to develop rapidly?
- Where the world’s fastest growing cities are, and how can they be made a better place to live?
Component 2: UK Geographical Issues
In this component you will investigate key geographical issues in the UK today. You will also investigate two physical and human environments through fieldwork.
- Why landscapes in some parts of the UK are different from others?
- What causes coasts and river landscapes to change, and how people can manage them to reduce conflicts?
- How and why cities in the UK are changing, and how are they linked with the countryside?
Component 3: People and Environment Issues – Making Geographical Decisions
In this component you will use your knowledge, understanding and skills to interpret geographical sources and make a geographical decision.
- Why natural resources like food, energy and water are under pressure, and how we can manage this demand without damaging the environment?
- Why rainforests and coniferous forests are so different, and how we can manage the world’s forests sustainably for the future?
Assessment:
Within this scheme of work there will be mid term and end of term summative assessments. These tests will include multiple choice questions, short open, open response, calculations and extended writing questions. Extended writing questions will assess students’ ability to develop extended written arguments and to draw well evidenced and informed conclusions about geographical questions and issues. All work is assessed on a continual basis in the lesson and through homework set. The homework set is marked using the grade criteria set for specific tasks but also for effort and the quality of work produced in terms of literacy and presentation.
How can parents help?
Students geographical skills can be developed in a number of ways. The use of Atlases and maps is an excellent way of simply broadening students understanding of where we sit relative to others in terms of Geographical awareness and understanding. Students can use resources online https://qualifications.pearson.com/en/qualifications/edexcel-gcses/geography-b-2016.html and resources on the school shared area. The National Geographical Society can be accessed online and is excellent for topical subjects that will directly relate to the subjects being taught this year.
Regarding textbook resources, students do have the access to the “GCSE 9-1 Geography Edexcel B Book” in school. Please see the following for information on textbooks.
Geography Command Words
GCSE Skills Required
Component 1 – Paper 1
Integrated skills:
- Use and interpretation of climate graphs
- Use and interpretation of line graphs/bar charts showing climate change
- Use and interpretation of temperature and sea-level projection graphs to 2100.
- Use of GIS to track the movement of tropical cyclones
- Use of weather and storm-surge data to calculate Saffir-Simpson magnitude
- Use of social media sources, satellite images and socio-economic data to assess impact.
- Interpret a cross-section of the Earth
- Use and interpretation of world map showing distribution of plate boundaries and plates
- Use of Richter Scale to compare magnitude of earthquake events
- Use of social media sources, satellite images and socio-economic data to assess impact.
Integrated skills:
- Comparing the relative ranking of countries using single versus composite (indices) development measures
- Interpreting population pyramid graphs for countries at different levels of development
- Using income quintiles to analyse global inequality.
- Using numerical economic data to profile the chosen country
- Using proportional flow-line maps to visualise trade patterns and flows
- Using socio-economic data to calculate difference from the mean, for core and periphery regions.
Integrated skills:
- Use and interpretation of line graphs and calculating of rate of change/annual or decadalâ percentage growth
- Using satellite images to identify different land use zones in urban areas.
- Using GIS/satellite images, historic images and maps to investigate spatial growth
- Using quantitative and qualitative information to judge the scale of variations in quality of life.
Component 2 – Paper 2
Integrated skills:
- Photograph analysis of common glacial, fluvial and coastal landscapes and features
- Using simple geological cross-sections to show the relationship between geology and relief
- Locating key physical features (uplands, lowland basins, rivers) on outline UK maps
- Recognition of physical and human geography features on 1:25000 and 1:50000 OS maps.
- Explore the kinds of questions capable of being investigated through fieldwork
- Calculation of mean rates of erosion using a multi-year data set
- Use of BGS Geology maps (paper or online) to link coastal form to geology
- Recognition of coastal landforms on 1:25000 and 1:50000 OS maps.
- Explore the kinds of questions that can be investigated through fieldwork
- Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate what is threatened by rapid erosion
- Use of simple cost-benefit analysis to investigate coastal defence options
- Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of policy decisions.
- Explore the kinds of questions that can be investigated through fieldwork
- Use 1:25000 and 1:50000 OS maps to determine valley cross-section from contour lines
- Use of BGS Geology maps (paper or online) to link river-long profiles to geology
- Recognition of river landforms on 1:25000 and 1:50000 OS maps
- Drawing simple storm hydrographs using rainfall and discharge data.
- Explore the kinds of questions that can be investigated through fieldwork
- Use of simple cost-benefit analysis to investigate river management options
- Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of policy decisions.
Integrated skills:
- Use and interpretation of UK population pyramids form different time periods
- Use of census data sets to understand changes to the UK’s population
- Use of Eurostat to investigate FDI and immigration to the UK.
Integrated skills:
- Explore the kinds of questions capable of being investigated through fieldwork.
- Using census data sets to compare areas within inner cities.
- Use of 1:25000 and 1:50000 OS maps to identify different land use types.
- Using crime and IMD databases to investigate the extent of inner-city problems.
Component 3 – Paper 3
Integrated skills:
- Comparing climate graphs for different biomes
- Use of world maps to show the location of global biomes
- Use and interpretation of line graphs showing the range of future global population projections, and population in relation to likely available resources.
Integrated skills:
- Use an interpretation of nutrient cycle diagrams and food webs diagrams
- Use of GIS to identify the pattern of forest loss.
Integrated skills
- Use and interpretation of world maps showing the distribution of energy resources
- Use of oil price and oil production data to graph trends over time.
- Calculation of carbon and ecological footprints.
