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Geography
Curriculum
Year
7
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Topics Covered |
Description |
| Term 1 |
Making
Connections
Exploring
Egypt
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The
main purpose of this unit is to further develop
students’ knowledge and understanding of places.
Students investigate some of the features and
characteristics of the area around the school whilst
also developing a range of geographical skills and map
skills in general.
In
this unit students carry out a detailed study of Egypt
as an example of a less economically developed country (LEDC).
They use their geographical skills to investigate
Egypt’s location, its regional differences, and the
human and physical processes that have shaped the
country. |
| Term 2 |
Exploring
Egypt
Rivers
and Flood Disasters |
As
above
Students
build on their work on rivers in KS2. This unit focuses
on flood hazards – the effects of flooding in
different countries and how people deal with them.
Students then broaden their study by looking at other
natural disasters, such as earthquakes, forest fires and
hurricanes. |
| Term 3 |
The
Restless Earth
People
everywhere
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In this
unit students learn about the patterns and processes
associated with earthquakes and volcanic activity.
Students compare the impact of this type of activity on
more and less economically developed countries.
In
this unit students study different aspects of population
– growth, structure and distribution – in different
countries. They identify different types of settlement
sites, using their skills of map reading and drawing.
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Geography
Curriculum
Year
8 |
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Topics Covered |
Description |
| Term 1 |
Coastal
Environments
How
Can the Earth Cope? |
The
focus of this unit is geomorphological change and
processes. Students learn about the process of
weathering and investigate the stages of development of
a coastal landform. They also look at the environmental
planning and management of coastal areas, and consider
the tensions between development and conservation.
This
unit is in two parts: ecosystems, population and
resources; and global issues. Students investigate the
global distribution and key features of one or more
selected biome. They look at the effect of population
pressures and the exploitation of resources. This is
then extended to look at the resulting environmental
issues and consequences.
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| Term 2 |
Shopping
Past and Present
Investigating
Brazil
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This
unit deals with an aspect of the settlement theme –
retail service provision. Students learn about patterns
and processes by investigating provision at local and
regional scales. They also look at the impact of new
methods of shopping, for example, the impact of the
internet. Students will have the opportunity to further
develop their data- collection and presentation skills.
In
this unit students carry out a detailed study of Brazil
as an example of a less economically developed country (LEDC).
Students will use their geographical skills to
investigate Brazil’s location and regional
differences. They also begin to learn how to evaluate a
country’s state of economic development |
| Term
3 |
Investigating
Brazil
Weather
Patterns over Europe
|
As
above
This
unit focuses on patterns and processes associated with
weather and climate. The students will learn to
interpret weather maps and satellite images, and learn
to draw and interpret climate graphs. |
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Geography
Curriculum
Year
9 |
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Topics Covered |
Description |
| Term 1 |
What is
Development?
The
Changing Economic Geography of France |
In this
unit students are asked to consider ‘What is
development?’ They will use a range of indicators to
analyse world patterns of development and go on to
evaluate the effectiveness of similar indicators in
assessing the quality of life of different people in
different locations.
In
this unit students learn about patterns of economic
activity in France and their impact on the human
environment. They will learn about the main location of
economic activity and the reasons for these locations.
This unit incorporates map work and other geographical
skills.
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| Term 2 |
The
Changing Economic Geography of France
Comparing
Countries
|
As
above
The
focus of this unit is the comparative study of two
countries at a national scale. The unit aims to develop
students’ knowledge and understanding of places by
encouraging them to explore their perceptions of the
selected countries. Throughout this unit students
develop their skills of independent geographical
enquiry.. |
| Term 3 |
Comparing
Countries
Tourism
– Good or Bad?
|
As
above
In
this unit students consider the changing patterns of
tourism. They consider the contribution made by tourism
to the economies of countries in different stages of
economic development. Through case-studies students
assess the social, environmental and economic costs and
benefits of the rapidly expanding tourism industry. |
