Geography Curriculum Overview
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Autumn 1 |
Autumn 2 |
Spring 1/Spring 2 |
Summer 1 |
Summer 2 |
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Year 7 |
Topic
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Introduction to Geography |
Tropical Rainforests (AMS) |
Reducing the Development Gap (AN) |
Pre-historic Earth (AMS) |
Madagascar (LK+AP) |
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Assessment
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Mid-point: recall questions which is PA End of topic: questions on map skills learnt which is teacher assessed
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Mid-point: Describe and explain the accuracy of the results of your investigation End of topic assessment: questions on map skills and TRF
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Mid-point: Explain the limitations of using development indicators (PA). End of topic assessment: Questions on map skills, TRF and development.
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Extended Learning / Homework |
Map skills booklet with activities to reinforce skills and knowledge covered in class. Activities include writing about what is geography, research on a map to complete a fact file, giving directions using compass points, writing four and six figure grid references, calculating distance and creating a treasure map that includes key features of a map e.g., title, key, scale. |
Using materials found within your home e.g., egg cartons, cereal boxes etc create a 3D diorama showing the structure of a TRF and examples of the flora (plants) and fauna (animals) of the TRF. You should have at least two examples of flora and two examples of the fauna. The diorama needs to be labelled to show the different features. |
Conduct research on a country that is currently developing – this can be either a newly emerging or low-income country. Use this research to create a fact file about the country. You should include information on the population, currency, social and economic issues, and strategies of how the country is developing. You need to pass judgment on how effective the strategies are for reducing the development gap for the country. |
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Autumn 1 |
Autumn 2 |
Spring 1/Spring 2 |
Summer 1 |
Summer 2 |
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Year 8
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Topic
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Natural Resources
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Fast Fashion (AP)
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Map Skills 2.0/ River Features and Flooding (AP) |
Advocacy (AN+LK) |
Australia |
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Assessment
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Mid-point: Using examples, evaluate the strategies used to create sustainable living End of topic assessment: questions Natural Resources
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Mid- point: To what extent is urbanisation the biggest cause of flooding (PA). End of topic assessment: to what extent can soft engineering reduce the risk of flooding?
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Extended Learning / Homework |
Students to use knowledge about issues around the overuse of natural resources such as deforestation, climate change and environmental degradation to create a visual presentation showing the positive and negative impacts. They should include facts and figures about the issue and at least two positive and negative impacts. The visual aid should be colourful with images as well as information that is clearly presented. It can be done via PowerPoint or on paper. |
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River's project – Students to pick any river around the world create a visual presentation structured using a success criterion.
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Autumn 1 |
Autumn 2 |
Spring 1/Spring 2 |
Summer 1 |
Summer 2 |
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Year 9
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Topic
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Tectonic Events (AN) |
Crime and conflict |
Amazing Places (Geo Rocks) |
Resource Management: Food |
Russia |
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Assessment
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Mid-point: knowledge blast End of topic assessment: Assess the risk of living near tectonic boundaries.
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Mid-point: Peer assessed question (TBC). End of topic assessment: decision-based activity and independent structured project.
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Extended Learning / Homework |
Students to carry out research on a country that experiences a tectonic hazard (volcanoes or earthquakes). They should create an informational poster at least A4 in size with the following information points: location of country, the hazard it experiences, why it experiences it (tectonic plate theory), the impacts of the hazard (social, economic and environmental) and how the country tries to manage the hazard e.g. earthquake proof homes. The poster should include images and text and can be done electronically or by hand. |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 10/11
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Topic
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The Urban World
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Urban Sustainability and Change in the UK Economy
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Urban Change in the UK
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The Development Gap
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Nigeria: NEE
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Tectonic Hazards |
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Assessment
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Extended Learning / Homework |
Students to complete knowledge-based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic or urban world. |
Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 11
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Topic
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Extreme Weather and Climate Change |
Tropical Rainforests and Hot Deserts |
Coastal and River Landscapes of the UK |
Pre-release and Fieldwork |
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Assessment
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Timed exam questions, short answer recall quizzes and full paper mocks.
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Extended Learning / Homework |
Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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Knowledge based recall questions, exam style questions (4,6 and 9 markers) and research relevant to the topic.
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