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:

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:

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:

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

• Section A - The challenge of natural hazards – Tectonic Hazards, Weather Hazards and Climate Change. (Summer term)
• Section B - The Living World – Ecosystems, Tropical Rainforests and Hot Deserts (Year 9)

• Section C - UK Physical Landscapes, Coasts and Rivers (Autumn term)

Paper 2: Living with the human environment

• Section A - Urban Issues and Challenges – The Urban World (Rio de Janeiro), Urban change in the UK (London), Sustainable urban development (London) (Autumn and Spring term)
• Section B - The Changing Economic World – The Development Gap, Nigeria (NEE), The changing UK economy.
• Section C - The challenge of resource management – Energy, food and water management (Year 9)

Paper 3: Geographical Applications and Skills

• Issue evaluation and fieldwork (Summer term)
• Physical Geography fieldwork: River Kym (Summer term)
• Human Geography fieldwork: Bedford study (Summer term)

Curriculum Implementation:

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

• Section A - The challenge of natural hazards – Tectonic Hazards, Weather Hazards and Climate Change. (Autumn term)
• Section B - The Living World – Ecosystems, Tropical Rainforests and Hot Deserts (Year 9)

• Section C - UK Physical Landscapes, Coasts and Rivers (Year 10)

Paper 2: Living with the human environment

• Section A - Urban Issues and Challenges – The Urban World (Rio de Janeiro), Urban change in the UK (London), Sustainable urban development (London) (Year 10)
• Section B - The Changing Economic World – The Development Gap, Nigeria (NEE), The changing UK economy (Autumn/Spring term)
• Section C - The challenge of resource management – Energy, food and water management (Year 9)

Paper 3: Geographical Applications and Skills

• Issue evaluation and fieldwork (Summer term)
• Physical Geography fieldwork: River Kym (Year 10)
• Human Geography fieldwork: Bedford study (Year 10)

Curriculum Implementation:

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:

• Landscape systems
  Students will explore how the landscape can be viewed as a system, how landforms developed within their chosen landscape and the influences of both climate and human activity on this. Students develop an understanding of landscape systems by studying one of the following options:
  • Optin A: Coastal landscapes

• Earth's life support systems
  Students will explore how important water and carbon are to life on earth through their cycling, stores and processes. The influence of human activity is explored through the tropical rainforest and arctic tundra. Physical changes in these cycles occur over time at a range of scales as well as global management strategies to protect these cycles.

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:

• Changing spaces; making places. Students explore the relationships and connections between people, the economy, and society and how these contribute to creating places.
• Global connections. Students explore the processes and flows that occur at a global level, and the ways in which these influence people, places and institutions. They must choose one option from global systems and one option from global governance.
  • Glbal systems
    • Option A: Trade in the contemporary world
    • Option B: Global migration
  • Glbal governance
    • Option C: Human rights
    • Option D: Power and borders

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:

• Disease dilemmas
• Hazardous Earth

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:

• The structure and enquiry process
• Extended writing
• Innovation in investigating and presenting data
• Self-directed study
• Research techniques
• Making synoptic links between the real world, geographical theory, the learner’s own research and the specification.

Curriculum Implementation:

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:

• Landscape systems
  Students will explore how the landscape can be viewed as a system, how landforms developed within their chosen landscape and the influences of both climate and human activity on this. Students develop an understanding of landscape systems by studying one of the following options:
  • Optin A: Coastal landscapes

• Earth's life support systems
  Students will explore how important water and carbon are to life on earth through their cycling, stores and processes. The influence of human activity is explored through the tropical rainforest and arctic tundra. Physical changes in these cycles occur over time at a range of scales as well as global management strategies to protect these cycles.

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:

• Changing spaces; making places. Students explore the relationships and connections between people, the economy, and society and how these contribute to creating places.
• Global connections. Students explore the processes and flows that occur at a global level, and the ways in which these influence people, places and institutions. They must choose one option from global systems and one option from global governance.
  • Glbal systems
    • Option A: Trade in the contemporary world
    • Option B: Global migration
  • Glbal governance
    • Option C: Human rights
    • Option D: Power and borders

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:

• Disease dilemmas
• Hazardous Earth

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:

• The structure and enquiry process
• Extended writing
• Innovation in investigating and presenting data
• Self-directed study
• Research techniques
• Making synoptic links between the real world, geographical theory, the learner’s own research and the specification.

Curriculum Implementation: