Geography

It is the aim of the Geography Department at Bishop Justus School is to engage students in the spirit Geography at Bishop Justus School engages students in the spirit of knowledge and curiosity; to actively encourage them to ask questions about the world in which they live at both a local and international scale. Geography students are able to perceive their place in the wider world and are able to develop their knowledge and understanding in order to inspire their futures. 

Updated VCM details will be available from 18/01/24

Year 7 Term 1

Term 1 

What?

Geographical Skills  

  • Understanding maps, atlases and GIS images to recognise local and global places 

  • Longitude and latitude 

  • Ordnance Survey (OS) skills including scale, relief, 4 & 6 figure grid references, field sketches 

Why?

  • Students become aware of a wide range of places, environments and features on a variety of different scales. 

  • Students begin to develop an enquiring mind about the world they live in and the connections between different places. 

  • Introduces and develops key geographical skills and knowledge that will be required through the remainder of KS3 and into KS4. 

 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress.

How well?

Students know that maps are excellent sources of data for analysis and evaluation of information. They can locate specific places using a range of different maps, can give accurate directions, describe a range of human and physical environments and develop the core skills required to conduct an enquiry investigation.  

 

Where next?

Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different geographical topics and case studies through the remainder of KS3. This will start with our next terms topic of the UK. Additionally these skills will develop student’s confidence for carrying out field work and data collection and analysis into KS4 and Independent Investigations at KS5. 

Year 7 Term 2

Term 2

What?

The UK  

  • Students will be studying the human and physical characteristics of the United Kingdom and how they interact with each other using their geographical skills from term 1. 

  • Physical topics will include the distribution of the UK distinctive landscapes, the factors that cause the UK’s varied climate, the location of the UK national parks and the threats to them. 

  • Human topics this term include the history of immigration to the UK and how it has created the diverse society that exists here the challenges and opportunities it creates.  

  • As an enquiry-based topic we also study challenges that face the UK including fracking, urban crime and the current and future impacts to the UK from climate change. 

Why?

  • Students gain knowledge of their country of residence giving them insight into the key human and physical characteristics that make their ‘island home’ unique.  

  • An enquiry-based learning will encourage students to begin to evaluate a range of data and information to formulate their own opinions about a range of topics that will affect them in their future. 

  • Students gain knowledge which will be developed further in their geography lessons at KS4 but also given insight into topical and relevant contemporary issues within the UK at different scales and locations. 

 

How?  

Core knowledge:  

  • Learning objectives are shared with students at the start of each lesson and student’s progress is assessed thorough a range of activities and questioning. 

  • Regular self and peer assessment is carried out in class to check students understanding of the lesson objectives and students can identify the progress they are making each lesson.  

  • As an enquiry-based learning on a specific place (the UK) students are engaged through the study of different issues within the UK at each lesson. This allows students to access a range of knowledge that underpins the wider UK topic.  

How well?

  • Students can draw links between human and physical UK geography and explain how they are related.  

  • They can comprehend and analyse data across a range of different data presentation methods.  

  • They can evaluate information and debate current issues that affect the UK in the short and long term. 

  • Students will complete an end of topic assessment that develops key skills and comprehension of the different types of assessment question used in geography.  

 

Where next?

Students develop their understanding of contemporary geographical global issues through the topic of ‘Threatened places.’ This broadens students’ knowledge of the human and physical threats that exist in a range of locations across the world. 

Year 7 Term 3

Term 3

Threatened Places 

What?  

  • How different places are threatened around the world  

  • How climate change is causing flooding issues in the Maldives 

  • How climate change is causing issues in the Great Barrier Reef 

  • How human activity is causing issues in the Galapagos and deforestation in Borneo 

  • Causes and impacts of wildfires in Australia 

  • Causes and impacts of water stress in South Africa 

Why?

  • Students will already have a base knowledge of applying geography knowledge and skills to questions in KS3. Students, will be able to build upon their map skills and UK knowledge from term 1 and 2 and apply this to issues around the world. Students will be able to explore the causes and issues of global threats and consider the solutions to these issues. This will allow them to develop their understanding of cause and effect; geographical futures; place/uniqueness and scale when exploring this topic.  

 

How?  

Core knowledge:  

  • Learning objectives are shared with students at the start of each lesson and student’s progress is assessed thorough a range of activities and questioning. 

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

How well?

  • Students are able to explain the causes and impacts of several locations due to climate change 

  • Students are able to explain the causes and impacts of several location due to human activity 

  • Students are able to identify and explain possible solutions to these threats  

  • Students are able to identify where the threatened places are located using compass directions and key location points 

  • Students are able to explain how threats could change in the future 

 

Where next?

Students develop their understanding of contemporary geographical global issues through the topic of ‘China.’ This broadens students’ knowledge of the human and physical aspects of one of the world’s key global powers. 

Year 7 Term 4

Term 4

China

What?  

  • Explore how the regions of China vary and why 

  • Investigate the causes and issues with increased national population – One Child Policy 

  • Examine the causes of China’s growth in production  

  • Explore what it is like to live in China in different regions 

  • Explore the issues of living with pollution 

Why?

  •  

  • Students will already have a base knowledge of applying geography knowledge and skills to questions in KS3. Students, will be able to build upon their map skills, UK knowledge and global issues to this topic.  Students gain knowledge of one of the fastest growing economies and country with the second largest population. This will give them an insight into the key human and physical characteristics that make this country unique. An enquiry-based learning will encourage students to begin to evaluate a range of data and information to formulate their own opinions about a range of topics that will affect them in their future. 

 

How?  

Core knowledge:  

  • Learning objectives are shared with students at the start of each lesson and student’s progress is assessed thorough a range of activities and questioning. 

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

How well?

  • Students are able to explain the location of China and how the climate of the different region varies 

  • Students are able to explain the causes and impacts of rapid population growth 

  • Students are able to explain the causes and impacts of the one child policy 

  • Students are able to identify the issues caused by increased manufacturing 

  • Students are able to explain why China has seen a huge increase in production 

  • Students are able to explain what it is like to live in rural and urban China 

 

Where next?

Students develop their understanding of contemporary geographical global issues through the topic of ‘Rivers.’ This broadens students’ knowledge of the human and physical aspects of the water cycle and how we impact the river system. 

Year 7 Term 5

Term 5

Rivers 

What?  

  • Explore the water cycle 

  • Examine how the differences of a drainage basin can influence the water cycle 

  • Examine how the river changes between source and mouth  

  • Explain how a waterfall and meander are formed 

  • Explore the causes and impacts of flooding in the UK 

Why?

  • Students will already have a base knowledge of applying geography knowledge and skills to questions in KS3. Students, will be able to build upon their existing knowledge of map skills, the UK, global issues and China to this topic.  Students gain knowledge of one of the key physical features in the UK and around the world. Much of the world’s population are situated along rivers and they are an important aspect of survival. Understanding how rivers work, change and create key landforms will introduce students to key physical processes which will be explored at greater depth in KS4. 

  • An enquiry-based learning will encourage students to begin to evaluate a range of data and information to formulate their own opinions about a range of topics that will affect them in their future. 

 

How?  

Core knowledge:  

  • Learning objectives are shared with students at the start of each lesson and student’s progress is assessed thorough a range of activities and questioning. 

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

How well?

  • Students are able to explain the water cycle 

  • Students are able to explain the causes and impacts of varying drainage basins 

  • Students are able to explain how a waterfall and meander is created 

  • Students are able to explain the causes and impacts of flooding 

  • Students are able to explain how a river changes from source to mouth 

 

Where next?

Students develop their understanding of contemporary geographical global issues through the topic of ‘Microclimates.’ This broadens students’ knowledge of the human and physical causes of why smaller locations may experience a different climate to it’s surroundings. 

Year 7 Term 6

Term 6

Microclimates 

What?  

  • Explore what a microclimate is and provide examples 

  • Examine factors which can influence the weather 

  • Explore how the weather is presented to the audience  

  • Explain how storms and droughts are created 

  • Explore the urban heat island effect 

Why?

  • Students gain knowledge of why areas can have a vastly different climate to it’s surrounding area 

  • Students will be given opportunity to apply their knowledge of microclimates to find real-life solutions around the school  

  • An enquiry-based learning will encourage students to begin to evaluate a range of data and information to formulate their own opinions about a range of topics that will affect them in their future. 

  • Students gain knowledge which will be developed further in their geography lessons at KS4 but also given insight into topical and relevant contemporary issues within the UK at different scales and locations. 

 

How?  

Core knowledge:  

  • Learning objectives are shared with students at the start of each lesson and student’s progress is assessed thorough a range of activities and questioning. 

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

How well?

  • Students are able to explain what a microclimate is and provide examples 

  • Students are able to provide an insight into what makes a good weather forecast 

  • Students are able to explain what factors influence the weather 

  • Students are able to explain what the urban heat island effect is 

  • Students are able to explain how a storm and drought is caused by low and high pressure systems 

  •  

 

Where next?

Students begin year 8 by developing their understanding of contemporary geographical global issues through the topic of ‘Human vs Nature.’ This broadens students’ knowledge of the human and physical issues caused by the combination of humans and nature. 

Year 8 Term 1

Term 1 

What?

To understand how humans’ impact upon the environment and people across the world. 

To be able to draw and explain links between events, the causes, impacts and solutions to issues brought about by people across the world. 

Students will be asked to look closely at real world case studies and analyse the causes, impacts and solutions. 

 

Why?

By looking at case studies students can see the impact people have on the world, long term and short term. It will help them to realise how we as a human species can mitigate these disasters happening again in quite a visceral experience for them.

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress 

 

How well?

Students will be able to explain the impacts of a disaster or an event and analyse the different causes, impacts and solutions. Teachers will know they can do this by providing the students with opportunities to write about and discuss these issues in the lesson. 

 

Where next?

Students should be able to analyse real world case studies and draw out relevant applicable information to whatever hypothesis or investigation they have been asked to take on. All GCSE and A-Level course require the ability to apply core themes to case studies, this sets the students up for doing so. This is an invaluable key skill for future development in geography through Key stage 3 and 4 but also into their employment as young people. 

Year 8 Term 2

Term 2

What?

To understand how diseases have spread and impacted upon societies and been contained across the world in different ways across the 19th, 20th and 21st centuries. 

The idea of cause, impact and solution is a continued theme from term one and students are expected to be able to apply these skills in a more expansive way when discussing the seven diseases looked at here.  

Development in healthcare across the world is also woven into this part of the curriculum. 

 

Why?

In todays world with exponential population growth across the world and diseases evolving and affecting us in far more acute ways, it is critical that young people are made aware of how diseases have impacted upon society and how to prevent future diseases having such huge impacts on humanity. It also provides the students with opportunity to look at how we measure a county’s development. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

 

How well?

Students should be able to differentiate how each of the seven diseases spread, what impact they had at the time and how the country, government or health organisation helped to eradicate the disease, contain or mitigate the spread. Teachers will know the students can do this through providing students with opportunities to discuss and write about these in lesson with modelling and questioning at the core of the teacher’s pedagogy. 

 

Where next?

This helps students to look at how developed or less developed countries manage issues in the short term and long term. It helps students to understand what the indicators are of development are, so going into Key Stage 4 they will be able to look at development in more depth economically and socially. 

Year 8 Term 3

Term 3

What?

Africa is not a country 

To understand how the continent of Africa is a diverse place of contrasting cultures and levels of development. Students are taught to question the perception of Africa and how this continent is represented across the world. Student learn how development is a long-term process of wealth and improving standards of living. They learn how it can be achieved and the barriers to sustainable development for Africa in the future. 

 

Why?

The mis-perception of Africa as a ‘poor country’ is a common error. Africa contains some of the fastest growing economies in the world yet Africa is generally associated with negative images and reports of disease, conflict and poverty. As part of the department focus on EDI and using enquiry based learning it is important that this inaccurate perception is changed and the reasons for Africa’s rapid development are understood.  

Development is also a key topic studied at Ks4 and KS5 so this unit give students an insight to the different factors that contribute to development. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

 

How well?

  • Students can explain the historical and contemporary barriers to development in Africa. 

  • Students can describe the different indicators to development and how this is measured. 

  • Students can describe the diverse culture and climates of Africa. 

  • Students can evaluate the different strategies that can led to sustainable development in Africa. 

 

Where next?

Students move on to their next topic of Extreme Environments and develop core human and physical geography knowledge about a range of locations around the world. As part of your enquiry-based learning students will understand the range of factors that influence specific locations in the short and long term and how they have adapted to our ever changing world. 

Year 8 Term 4

Term 4

What?

Extreme environments. 

As a continuation of the geography departments focus on enquiry-based learning students will be introduced to range of global locations where the physical or human environments that exist there make them extreme. Students will be able to identify the different characteristics that make these locations unique. They will also be able to explain how these environments will be affected in the future by climate change and what this means for people and animals who inhabit them. Student can also consider how future locations could in time become extreme environments too. 

 

Why?

Students are introduced to a diverse range of locations not previously studied at KS3. It develops their understanding of climate and how it influences the ecosystems across the planet. Knowledge of how human activity affects the world’s most important biomes, such as rainforests and tundra, and how they influence the long-term sustainability of human and physical environments around the world.  Students develop knowledge of the impact of climate change on the biodiversity of the plant and human’s ability to survive from future impacts of a warming planet. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

 

How well?

  • Students can explain the how different climatic factors makes an environment extreme. 

  • Students can accurately use climatic data to describe and compare different regions. 

  • Students can evaluate the range of human factors can influence an extreme environment  

  • Students can explain future impacts of climate change on extreme environments. 

  • Students can describe how different species have adapted to live in extreme environments. 

 

Where next?

Students move onto the next topic of Brazil. An enquiry-based unit that further demonstrates the department’s commitment to promoting EDI in geography. This topic further promotes knowledge from year 8 on human development of a rapidly growing global economy and superpower as well as their knowledge of physical geography including diverse climate and crucial ecosystems such as the Amazon rainforest. 

Year 8 Term 5

Term 5

What?

Brazil. 

This term student will be learning about the country of Brazil. They will be learning about the history of Brazil in terms of its culturally diverse people, the distribution of its population and the different physical characteristics, including the various climates and ecosystems that make up the largest country in South America. Additionally, students will learn about the social challenges that exist in Brazil including the inequality that exits in both rural and urban areas and the social economic impacts this creates. Also, students are introduced to the key themes of geopolitics and interdependence and how they have link effect a Newly Industrialised country like Brazil. 

 

Why?

As a continuation of the geography departments focus on EDI our enquiry-based learning for this term will be Brazil. A rapidly developing country with a regional and global influence on a range of human and physical topics. Brazil is a country rapidly evolving in terms of economic growth, cultural and political relevance and at the same time has a huge role to play in terms of reducing social inequality in it’s cities, as well mitigating the global effects of climate change and the protection of key ecosystems such as the Amazon rainforest. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

 

How well?

  • Students can describe the range and distribution of physical features of Brazil 

  • Students can describe the range and distribution of human features of Brazil 

  • Students can explain the reasons for the diversity of Brazil’s population 

  • Students can explain the causes and impacts of rural to urban migration in Brazil 

  • Students can describe the causes and effects of deforestation of the Amazon rainforest 

  • Students can evaluate the different methods to sustainably manage the Amazon rainforest  

 

Where next?

The themes of geopolitics studied this term in Brazil will be developed further in next terms unit that focuses specifically on the importance of Geopolitics and how countries are interlinked on a global scale and the opportunities and challenges that creates. The study of geopolitics which links strongly to themes studied at GCSE and A-level.  

Year 9 Term 1&2

Term 1 & 2

What?

Environmental Challenges 

  • How does consumerism impact our environment? 

  • How does climate change affect people and ecosystems? 

  • How can we manage and restore vulnerable ecosystems?

 

 

Why?

As global citizens our student’s need to know about relevant contemporary issues that will affect their planet and therefore their future selves.  Environmental sustainability is a global issue and the causes and impacts of climate change from increased human activity are prominent news stories across the world. Our students will be affected by the changes to our environment during their lifetime and therefore their understanding of this topics is hugely important for all our students.

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress and become accustomed to the exam requirements at GCSE. 

  •  

 

How well?

  • Students become aware of the contemporary issues that affect the worlds ecosystems and how human activity can affect the long-term future of these different places. 

  • Students begin to develop an enquiring mind about the world they live in and the connections between different places. 

  • Students understand how humans can effectively manage and protect the world’s ecosystems against the effects of climate change and increased global levels of consumerism. 

  • Introduces and develops key geographical skills and knowledge that will be required through the remainder of KS3 and into KS4. 

 

Where next?

 

Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different geographical topics and case studies through the remainder of KS3. This will start with our next terms topic of Tectonics. Additionally, these skills will develop student’s confidence for carrying out field work and data collection and analysis into KS4 and Independent Investigations at KS5.

Year 9 Term 3&4

Term 3&4

What?

Tectonic Landscapes and hazards 

  • Why do tectonic plates move? 

  • What are the features of different plate boundaries? 

  • What hazards are caused by tectonic events? 

  • Why are some communities more vulnerable to tectonic events than others? 

  • How can we reduce the effects of tectonics hazards? 

 

 

Why?

Tectonics are responsible for all life on earth and the land upon which we inhabit. Understanding how natural events like earthquakes and volcanic eruptions have shaped our planet throughout history is fundamental core knowledge for all geography students. Frequent tectonic events affect the world on a daily basis, make head line news and require human adaptability to the increased risk they pose for countries and communities of varying development statuses. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy. Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers. Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

 

How well?

  • Students can recall the key physical processes associated with tectonic hazards in terms of how plates move and the different plate boundaries that are located around the world. 

  • They can explain which plate boundaries can lead to different tectonic events and hazards. 

  • They can evaluate how the level of risk from earthquakes and volcanoes is affected by a range of human and physical factors and how this level of risk can be mitigated. 

 

Where next?

Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different tectonic events and locations around the world. They can use this knowledge to effectively answer extended GCSE style evaluation questions and develop key geographical knowledge on tectonics studied at both KS4 and KS5.  

Year 9 Term 5&6

Term 5&6

What?

Landscapes and Physical Processes 

  • What makes a landscape distinctive 

  • How are physical landscapes in the UK affected by human activity 

  • How can landscapes in the UK be managed 

  • How can processes work together to create river and coastal landforms 

  • What factors affect the rate of landform change 

  • Why do rivers flood and how they can be managed 

 

 

Why?

Students will already have a base knowledge of rivers and coasts from year 7 & 8 so this theme will enable the students to look in more depth processes in the UK and how river and coasts can be managed. Students would have been introduced to physical processes in geography in the previous term, so they can build on this knowledge by applying the same theory to rivers and coasts. Students, will be given the opportunity to develop their understanding of the conceptual framework that supports how and why river and coastal landscapes are changing. This will allow them to develop their understanding of cause and effect; cycles and flows; geographical futures; place/uniqueness; process and change; scale; spheres of influence; and sustainable communities when exploring this theme.  

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Past exam questions are incorporated throughout the term so students become familiar and confident with the language used during assessments 

 

How well?

  • Students are able to explain what makes a landscape distinctive and provide examples 

  • Students can explain how one physical landscapes in the UK (Snowdonia) is affected by human activity and provided positive and negatives of the activity 

  • Students are able to provide a range of landscape management methods  

  • Students are able to explain in-depth how river and coastal landforms are created e.g. waterfalls, meanders, spits, caves, stacks and stumps 

  • Students are able to explain the different factors which affect the rate of landform change 

  • Students are able to explain why rivers in LICs and HICs flood and how they can be managed, providing examples of soft and hard engineering 

 

Where next?

  • Students can use the knowledge gain to confidently explain physical processes 

  • Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different geographical topics and case studies through the remainder of KS4.  

  • Students can use the knowledge and skills gained to support learning in their next topic – Theme 5: Weather, Climate & Ecosystems 

  • Additionally, these skills will develop student’s confidence for carrying out field work, data collection and analysis into their component 3 paper and Independent Investigations at KS5. 

Year 10 Term 1&2

Term 1 & 2

What?

To understand how weather systems, form and impact on places across the world 

To understand how climate has changed and how people are affecting this process. 

To be able to analyse the causes, impacts and responses of tropical storms, droughts and monsoons in places across the world in case studies 

To understand the climate of the UK 

To be able to explain the air masses and their impact on different parts of the UK 

To be able to explain urban heat climates 

To be able to explain how ecosystems work in different locations 

To be able to explain the links between nutrient cycles, carbon cycles, food webs and food chains. 

 

 

Why?

Climate change and global warming are at the fore front of policy making across most countries of our world today. Knowledge of extreme weather events and climate change prepares students to be able to empathise and understand why our world is changing so quickly in a reaction to these events. 

 

The climate and ecology of today’s world is changing faster that is ever has because of what societies are doing. Understanding these ecosystems across the world is vital if we are to conserve them for future generations. The weather and climate of the UK also helps students to understand how we can prevent further ecological decline in the UK. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  •  

    Past exam questions are incorporated throughout the term so students become familiar and confident with the language used during assessments 

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are  planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

 

How well?

Students will be able to explain how and why the climate has changed over the last 50,000 years and the recent 200 years.  

Students should be able to identify human and physical causes of climate change 

Students should be able to explain and identify reasons for recent global warming 

Students should be able to explain the cause, impact or response to tropical storms, monsoons and droughts. 

Students should be able to explain the different factors influencing the climate and weather of the UK. 

Students should be able to explain the nutrient and carbon cycle and identify the different components  

Students should be able to apply this knowledge to two biomes, savannah grassland and rainforests with case studies 

Students will be able to explain the response to drought in the Sahel and the response 

Students should be able to explain the impacts of water level reduction in Lake Chad and the responses. 

They will be given opportunities to discuss and write about these topics in the lesson to enable the teacher to assess their understanding. 

 

 

Where next?

Students will then be able to continue to learn the impact of climate on world biomes, climate zones and ecosystems across the world. Climate knowledge being the bedrock that differentiates the locational nature of these places.

Year 10 Term 3&4

Term 3&4

What?

Theme 6 – Development and Resource Issues (Eduqas Geography A) 

  • How is economic development measured and what are contemporary global patterns? 

  • What are the impacts of MNCs locating in the UK and one LIC/NIC 

  • What are the impacts of mass tourism on the global economy 

  • What are the consequences of protectionist methods on one LIC/NIC 

  • What are the responses to uneven development on a global scale 

  • How and why is the demand for water changing 

  • How are water resources being managed – one location where over-abstraction is taking place 

  • What are the causes of regional inequality in one LIC/NIC 

  • What are the causes and impacts of the north/south divide in the UK 

 

 

Why?

Students will already have a base knowledge of different global locations (LIC/NIC/HIC) from previous themes, so this topic will enable the students to look in more depth at the consequences the development gap and causes and consequences of inequality. This topic has a lot of new and key vocabulary, so the previous themes will have given the students a good foundation of exam skills to support the new content. This will allow them to develop their understanding of cause and effect; cycles and flows; geographical futures; inequality; interdependence (globalisation); place/uniqueness; process and change; scale; spheres of influence; and sustainability when exploring this theme. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Past exam questions are incorporated throughout the term so students become familiar and confident with the language used during assessments 

 

How well?

  • Students are able to explain how economic development is measured and what the contemporary global patterns are 

  • Students are able to explain the impacts of MNCs locating in the UK and Nike in Vietnam 

  • Students are able to explain what the impacts of mass tourism on the global economy, providing details of one LIC (Gambia) and one NIC (Mexico) 

  • Students are able explain the consequences of protectionist methods on one LIC (Ghana) and one NIC (India) 

  • Students are able to explain the different responses to uneven development on a global scale and provide one example of NGOs helping an LIC/NIC (COVAMS in Malawi) 

  • Students are able to explain how and why the demand for water is changing 

  • Students are able to explain how water resources being managed, providing details of over-abstraction taking place in India 

  • Students are able to explain the causes of regional inequality in one LIC/NIC (Mumbai, India) 

  • Students are able to explain the causes and impacts of the north/south divide in the UK 

 

 

Where next?

  • Students can use the knowledge gain to confidently analyse and evaluate key issues with global development and resource issues 

  • Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different geographical topics and case studies through the remainder of KS4.  

  • Students can use the knowledge and skills gained to support learning in their next topic – Fieldwork 

  • Additionally, these skills will develop student’s confidence for carrying out field work, data collection and analysis into their component 3 paper and Independent Investigations at KS5. 

Year 10 Term 5&6

Term 5&6

What?

Theme 2 – Rural-Urban Links (Eduqas Geography A) 

  • How rural and urban areas are linked 

  • How rural areas are changing 

  • What are the causes, consequences and challenges of a growing population 

  • How and why retail patterns are changing 

  • What are the global patterns of urbanisation 

  • How are global cities connected 

 

 

Why?

Students will already have a base knowledge of global cities from theme 6 (development) so this theme will enable the students to look in more depth at the consequences and patterns of population change within the UK and in other global cities. Students, will be given the opportunity to develop their understanding of the conceptual framework that supports how and why populations are changing in the UK and globally. This will allow them to develop their understanding of cause and effect; cycles and flows; geographical futures; place/uniqueness; process and change; scale; spheres of influence; and sustainable communities when exploring this theme.  

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Past exam questions are incorporated throughout the term so students become familiar and confident with the language used during assessments 

 

How well?

  • Students are able to explain how rural and urban areas are linked, using key terms such as counter-urbanisation, rural-urban continuum and sphere of influence 

  • Students are able to explain how and why rural areas are changing and identify the challenges this may cause for the rural population 

  • Students are able to identify and explain the different factors which cause population growth in the UK  

  • Students are able to explain how and why retail patterns are changing and the social and economic consequences of this 

  • Students are able to explain, using different examples, how global cities are connected 

 

 

Where next?

  • Students can use the knowledge gain to confidently analyse and evaluate key issues with rural and urban populations 

  • Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different geographical topics and case studies through the remainder of KS4.  

  • Students can use the knowledge and skills gained to support learning in their next topic – Theme 8: Environmental Challenges 

  • Additionally, these skills will develop student’s confidence for carrying out field work, data collection and analysis into their component 3 paper and Independent Investigations at KS5. 

Year 11 Term 1

Term 1 

What?

Theme 2 – Rural-Urban Links (Eduqas Geography A) 

  • How rural and urban areas are linked 

  • How rural areas are changing 

  • What are the causes, consequences and challenges of a growing population 

  • How and why retail patterns are changing 

  • What are the global patterns of urbanisation 

  • How are global cities connected

 

 

Why?

Students will already have a base knowledge of global cities from theme 6 (development) so this theme will enable the students to look in more depth at the consequences and patterns of population change within the UK and in other global cities. Students, will be given the opportunity to develop their understanding of the conceptual framework that supports how and why populations are changing in the UK and globally. This will allow them to develop their understanding of cause and effect; cycles and flows; geographical futures; place/uniqueness; process and change; scale; spheres of influence; and sustainable communities when exploring this theme.

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Past exam questions are incorporated throughout the term so students become familiar and confident with the language used during assessments 

How well?

  • tudents are able to explain how rural and urban areas are linked, using key terms such as counter-urbanisation, rural-urban continuum and sphere of influence 

  • Students are able to explain how and why rural areas are changing and identify the challenges this may cause for the rural population 

  • Students are able to identify and explain the different factors which cause population growth in the UK  

  • Students are able to explain how and why retail patterns are changing and the social and economic consequences of this 

  • Students are able to explain, using different examples, how global cities are connected

 

Where next?

  • Students can use the knowledge gain to confidently analyse and evaluate key issues with rural and urban populations 

  • Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different geographical topics and case studies through the remainder of KS4.  

  • Students can use the knowledge and skills gained to support learning in their next topic – Theme 8: Environmental Challenges 

  • Additionally, these skills will develop student’s confidence for carrying out field work, data collection and analysis into their component 3 paper and Independent Investigations at KS5. 

Year 11 Term 2

Term 2

What?

Theme 8 – Environmental Challenges (Eduqas Geography A) 

  • What is an ecological footprint and what are the factors which affect it 

  • What is consumerism and how does it impact the environment 

  • How may climate change impact people and environment  

  • How can governments help manage the short and long term impacts of climate change  

  • How can natural and damaged ecosystems be managed 

  • How can tourism reduce it’s negative impacts 

  • How can the tourist industry be sustainable  

 

 

Why?

This theme connects all of the other themes together – it allows students to make connections between the changing human geography of the world and the impact this is having on the physical environment. Students, will be given the opportunity to develop their understanding of the conceptual framework that supports how and why populations are changing in the UK and globally. This will allow them to develop their understanding of geographical futures; interconnectedness (between human and physical environments); interdependence (globalisation); process and change; and sustainability when exploring this theme. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Past exam questions are incorporated throughout the term so students become familiar and confident with the language used during assessments 

How well?

  • Students will be able to explain what an ecological footprint is and explain why they differ around the world 

  • Students will be able to explain what consumerism is and analyse the impact it has on the environment, using examples such as shrimp farming and e-waste 

  • Students will be able to explain why and how climate change is causing more floods, storms and draught and explain how this will impact people and environment, using case study examples 

  • Students will be able to provide several examples of how international organisations, national governments and individual people can help manage the short and long term impacts of climate change  

  • Students can explain how to manage natural and damaged ecosystems, providing examples such as tropical rainforests and coral reefs 

  • Students can explain how tourism causes damage to the environment and evaluate whether it can be made sustainable 

 

Where next?

  • Students can use the knowledge gain to confidently analyse and evaluate key environmental issues 

  • Students can use these key geographical skills and knowledge to initiate enquiry-based learning on a range of different geographical topics and case studies through the remainder of KS4.  

  • Students can use the knowledge and skills gained to support learning in their next topic – Fieldwork 

  • Additionally, these skills will develop student’s confidence for carrying out field work, data collection and analysis into their component 3 paper and Independent Investigations at KS5. 

Year 11 Term 3&4

Term 3&4

What?

Component 3: Fieldwork (Eduqas Geography A) 

  • Understand what is the geographical enquiry process 

  • Design, justify and collect fieldwork data  

  • Know how data be analysed and presented 

  • Establish what conclusions may be drawn from fieldwork enquiries 

  • Understands what evaluative techniques should be applied to the enquiry process 

  • Know how to evaluate data presentation techniques 

  • Know how to apply mathematical equations to geographical concepts 

 

 

Why?

Fieldwork is an essential aspect of geographical education and of this qualification. Students will extend their understanding of geographical concepts learned in the classroom by engaging with enquiries conducted outside of the classroom. Furthermore, they will be challenged to apply what they have learned through specific fieldwork in local contexts to the wider context of UK geography. The enquiry approach should enable learners to develop the ability to think ‘like a geographer’. Students, will be given the opportunity to develop their understanding of the conceptual framework that supports how and why populations are changing in the UK and globally. This will allow them to develop their understanding of geographical futures; interconnectedness (between human and physical environments); interdependence (globalisation); process and change; and sustainability when exploring this theme. Students will take part in two compulsory one day fieldtrips – to Stratford and Camber Sands. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria are shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete and an end of topic assessment as well online quizzes on Show My Homework.  

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Past exam questions are incorporated throughout the term so students become familiar and confident with the language used during assessments 

How well?

  • Students will be able to plan and pose hypothesis and aims for their two pieces of coursework. 

  • Students are able to design, justify and collect fieldwork data as part of their methodology 

  • Students have analysed and presented their data 

  • Students have drawn conclusions from their two fieldwork data collections 

  • Students have evaluated their enquiry and produced limitations to their data collection methods 

  • Students are able to confidently provide advantages and disadvantages of a range of data presentation methods e.g. bar charts, pie charts, line graphs 

  • Students are able to accurate complete mathematical equations such as range, interquartile range, mode and percentages 

 

Where next?

  • Students can use the knowledge gained from their two fieldwork enquiries (Stratford & Camber Sands) to answer questions on methodology and conceptual fieldwork 

  • Students can use these key geographical skills and knowledge answer evaluative questions on graphs and maps in their GCSE exams 

  • Students can apply the mathematical skills gained to accurately answer math based questions  

  • Additionally, these skills will develop student’s confidence for carrying out field work, data collection and analysis for their Independent Investigations at KS5. 

Year 12 Term 1&2

Term 1 & 2

What?

Changing Spaces; making places 

 

  • What characteristics make up a place. 
  • What factors influence the perception of a place. 
  • How does globalisation lead to economic change. 
  • What is social inequality and how it is measured. 

Coastal Landscapes 

  • How coastal landscapes are a system 
  • How coastal landscapes are influenced by a range of physical and human factors 
  • How coastal landscapes are interconnected to develop unique landforms 
  • How coastal landscapes change over time
 

 

Why?

Students will already have a base knowledge of coastal landscapes from GCSE so this unit provides a good foundation unit to begin A level Geography. This topic introduces learners to the integrated study of Earth surface processes, landforms and resultant landscapes within the conceptual framework of a systems approach. Completing this unit at the beginning of year 12 also provides the student’s knowledge for their coastal fieldwork residential which will take place in term 3. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria is shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete past exam questions regularly to become familiar and confident with the language used during assessments 

  • Students are also expected to be proactive and complete additional past exam questions in areas of weaknesses to be handed into the teacher to mark 

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Students are expected to complete wider reading around the topic of coastal landscapes to enhance their wider knowledge 

  •  

How well?

  • Students are able to explain how coastal landscapes are a system using inputs, outputs, processes  

  • Students are able to explain how coastal landscapes are influenced by a range of physical and human factors, providing geolocated examples 

  • Students are able to explain how coastal landscapes are interconnected to develop unique landforms using both high and low energy environments to support answers 

  • Students are able to explain how coastal landscapes change over time by analysing historic, present and future climate change 

  • Students are able to analyse sediment budgets, complete interquartile range equations and use map data to support answers

 

Where next?

  • Students can use the A Level exam technique taught in this unit to support their next topic: Diseases 

  • Students can use their knowledge of the concept of systems to support their understanding of the Earth Life Support Systems unit 

  • Additionally, the skills from this topic will develop student’s confidence for carrying out field work, data collection and analysis into Independent Investigations (NEA).

Year 12 Term 3&4

Term 3&4

What?

Disease Dilemmas 

  • What are the global patterns of disease and can factors be identified that determine these?  

  • What is the link between disease and levels of economic development?  

  • How effectively are communicable and noncommunicable diseases dealt with?  

  • How far can diseases be predicted and mitigated against? 

  • Can diseases ever be fully eradicated? 

 

 

Why?

Students will have been introduced to two synoptic links in their first term – coastal landscapes and changing spaces, they require knowledge from these topics to answer the synoptic link question. The students will have gained confidence in answering A level questions from coastal landscapes before they begin diseases which has considerably more content and a 33-mark questions. 

Diseases do not discriminate who becomes infected or develops symptoms. Diseases can be communicable and noncommunicable and a number of physical and human factors affect an individual’s and a community’s susceptibility to the risk. The global nature of some diseases in terms of their geographical spread and scale has encouraged international efforts to combat them. The causes of disease are often complex and the impacts even more so especially when dealing with these at epidemic and pandemic levels. Continued research into diseases and developments in pharmaceuticals and ‘our’ understanding of diseases offers opportunities to combat diseases, however unequal access to drugs and information has implications for communities and countries. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria is shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete past exam questions regularly to become familiar and confident with the language used during assessments 

  • Students are also expected to be proactive and complete additional past exam questions in areas of weaknesses to be handed into the teacher to mark 

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Students are expected to complete wider reading around the topic of coastal landscapes to enhance their wider knowledge 

How well?

  • Students can explain the global patterns of different disease and can identify the factors which determine their prevalence  

  • Students can explain the link between disease and levels of economic development using case study examples 

  • Students can explain how effective malaria in Ethiopia is managed and how Cancer in the UK is managed, using direct and indirect strategies 

  • Students can explain how one NGO is dealing with a disease outbreak at a national and local scale and how human and physical barriers can be overcome 

  • Students can evaluate how effective medicine from nature and Pharmaceutical companies are at eradicating diseases 

  • Students are able to analyse resources (e.g. graph, table, extract) and identify three limitations of the resource 

  • Students are able to identify the synoptic links with the other topics: Coastal landscapes, migration, changing spaces, powers and borders and the water and carbon cycle 

 

Where next?

  • Students can use the A Level exam technique taught in this unit to support their next topic: Hazardous Earth 

  • Students can use the evaluation skills gained to effectively answer 33-mark questions and synoptic links  

  • Additionally, the skills from this topic will develop student’s confidence for carrying out field work, data collection and analysis into Independent Investigations (NEA). 

Year 12 Term 5

Term 5

What?

Hazardous Earth 

  • What is the evidence for continental drift and plate tectonics? 

  • What are the main hazards generated by volcanic activity? 

  • What are the main hazards generated by seismic activity? 

  • What are the implications of living in tectonically active locations? 

  • What measures are available to help people cope with living in tectonically active locations? 

 

 

Why?

Students studied tectonics at GCSE so have a foundation to base their A level learning. There is also an international fieldtrip during term 6 which focuses on tectonic landscapes, so the students will be able to visualise and experience the knowledge studied in class through the fieldwork during this term.  

The students will have gained confidence in answering 33-mark and synoptic link A level questions from their previous topics, which will help them to be successful with this unit.  

 

Seismic and volcanic activity creates hazards as populations have grown and inhabited more of the Earth. As technology has evolved, the capacity to predict and mitigate against tectonic hazard events has improved although the impact of an event can leave communities and countries devastated. Risks from tectonic hazards varies spatially and over time, with continued research and development there may be a point in the future when it will be possible to mitigate against the vulnerability to risk. Currently there are a number of strategies which help the international community, governments and individuals cope with the risks associated with tectonic hazards however there are varying global levels of resilience and ability to adapt to the risks presented. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria is shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete past exam questions regularly to become familiar and confident with the language used during assessments 

  • Students are also expected to be proactive and complete additional past exam questions in areas of weaknesses to be handed into the teacher to mark 

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Students are expected to complete wider reading around the topic of coastal landscapes to enhance their wider knowledge 

How well?

  • Students are able to explain the different evidence for continental drift and plate tectonics 

  • Students are able to identify the main hazards generated by volcanic activity, such as volcanoes, lava flows, rift valleys and tsunamis 

  • Students are able to identify the main hazards generated by seismic activity, such as earthquakes, liquefaction and landslides 

  • Students are able to identify the implications of living in volcanic areas in a LIDC/EDC and AC 

  • Students are able to identify the implications of living in earthquake areas in a LIDC/EDC and AC 

  • Students are able to explain the mitigation strategies provided for people to cope with living in volcanic areas in a LIDC/EDC and AC 

  • Students are able to explain the mitigation strategies provided for people to cope with living in earthquake areas in a LIDC/EDC and AC 

  • Students are able to analyse resources (e.g. graph, table, extract) and identify three limitations of the resource 

  • Students are able to identify the synoptic links with the other topics: Coastal landscapes, migration, changing spaces, powers and borders and the water and carbon cycle 

 

Where next?

  • Students can use the A Level exam technique taught in this unit to support their next topic: Earth Life Support Systems 

  • Students can use the evaluation skills gained to effectively answer 33-mark questions and synoptic links  

  • Additionally, the skills from this topic will develop student’s confidence for carrying out field work, data collection and analysis into Independent Investigations (NEA). 

Year 13 Term 1 (Continued from Year 12)

Term 1 & 2

What?

Hazardous Earth 

 

  • What is the evidence for continental drift and plate tectonics? 

 

  • What are the main hazards generated by volcanic activity? 

 

  • What are the main hazards generated by seismic activity? 

 

  • What are the implications of living in tectonically active locations? 

 

  • What measures are available to help people cope with living in tectonically active locations?

 

Why?

Students studied tectonics at GCSE so have a foundation to base their A level learning. There is also an international fieldtrip during term 6 which focuses on tectonic landscapes, so the students will be able to visualise and experience the knowledge studied in class through the fieldwork during this term.  

The students will have gained confidence in answering 33-mark and synoptic link A level questions from their previous topics, which will help them to be successful with this unit.  

Seismic and volcanic activity creates hazards as populations have grown and inhabited more of the Earth. As technology has evolved, the capacity to predict and mitigate against tectonic hazard events has improved although the impact of an event can leave communities and countries devastated. Risks from tectonic hazards varies spatially and over time, with continued research and development there may be a point in the future when it will be possible to mitigate against the vulnerability to risk. Currently there are a number of strategies which help the international community, governments and individuals cope with the risks associated with tectonic hazards however there are varying global levels of resilience and ability to adapt to the risks presented. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria is shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete past exam questions regularly to become familiar and confident with the language used during assessments 

  • Students are also expected to be proactive and complete additional past exam questions in areas of weaknesses to be handed into the teacher to mark 

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Students are expected to complete wider reading around the topic of coastal landscapes to enhance their wider knowledge 

  •  

How well?

  • Students are able to explain the different evidence for continental drift and plate tectonics 

  • Students are able to identify the main hazards generated by volcanic activity, such as volcanoes, lava flows, rift valleys and tsunamis 

  • Students are able to identify the main hazards generated by seismic activity, such as earthquakes, liquefaction and landslides 

  • Students are able to identify the implications of living in volcanic areas in a LIDC/EDC and AC 

  • Students are able to identify the implications of living in earthquake areas in a LIDC/EDC and AC 

  • Students are able to explain the mitigation strategies provided for people to cope with living in volcanic areas in a LIDC/EDC and AC 

  • Students are able to explain the mitigation strategies provided for people to cope with living in earthquake areas in a LIDC/EDC and AC 

  • Students are able to analyse resources (e.g. graph, table, extract) and identify three limitations of the resource 

  • Students are able to identify the synoptic links with the other topics: Coastal landscapes, migration, changing spaces, powers and borders and the water and carbon cycle 

Where next?

  • Students can use the A Level exam technique taught in this unit to support their next topic: Earth Life Support Systems 

  • Students can use the evaluation skills gained to effectively answer 33-mark questions and synoptic links  

  • Additionally, the skills from this topic will develop student’s confidence for carrying out field work, data collection and analysis into Independent Investigations (NEA). 

Year 13 Term 1&2

Term 1&2

What?

Independent investigation. (NEA) 

  • What are the different stages of a geographical enquiry? 

  • How can we develop a strategy for conducting an independent investigation? 

  • How can primary and secondary data be contextualized, analysed and summarised to investigate a geographical issue?  

 

 

Why?

The NEA forms 20% of the final A-level grade. Students will be able to successfully complete to an academic standard a formal investigation whereby they identify a research question and collect suitable data at a specific location. The NEA will develop student abilities to work independently to complete an extended piece of writing harnessing the skills required at University.  

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria is shared with students at the start of the term to assist student with the completion of the NEA. Information about structure and suitable research methods as provided by the exam board allow student to complete their investigation independently and within the allocated timeframe.  

  • Mark schemes and model NEA exemplars from the exam board are provided which students can refer to check pro 

  • Students are expected to complete wider reading around their chosen topic of to enhance their wider knowledge and to support their literature review. 

How well?

  • Students can effectively complete the stages of a geographical enquiry independently 

  • Students can research a suitable enquiry title 

  • Students can define suitable methodologies 

  • Students can independently collect, present and analyse primary and secondary data 

  • Students can effectively conclude and evaluate their investigation and link to a wider UK context 

 

Where next?

  • Students have completed the course so will be moving on to effective revision for the A level examinations 

Year 13 Term 2&3

Term 2&3

What?

Earth Life Support Systems 

  • How important are water and carbon to life on Earth? 

  • How do the water and carbon cycles operate in contrasting locations? 

  • How much change occurs over time in the water and carbon cycles? 

  • To what extent are the water and carbon cycles linked? 

  • Climate graphs, mass balance equations, analysis of data presentations 

 

 

Why?

Students have studied both water and carbon cycle at GCSE so have a basis for their learning. They have also explored the key concept of a system during their topic on coastal landscapes so they should have the ability to understand the water and carbon system indepth. The students will be able to use the knowledge from this unit to also practice their synoptic link questions with the Disease Dilemma and Hazardous Earth topics.  

 

Water and carbon support life on Earth, utilised by flora, fauna and humans. 71% of the Earth’s surface is covered in water however 68% of the freshwater is locked in ice and glaciers. Water is moved and stored beneath our feet and this 30% is critically important to life on Earth. Water and carbon are cycled between the land, oceans and atmosphere in open and closed systems, the processes within these cycles are inter-related. Forests, soils, oceans and the atmosphere all store carbon and yet they are threatened and altered by human activity, this will be examined in detail through the Tropical Rainforest and the Arctic tundra case studies as well as at a global scale. Physical changes in these cycles occur over time, from seconds to millions of years, and these changes can be seen at a range of scales, from individual plants or trees to vast ecosystems. With research and monitoring it is clear there is an increased need for global and national solutions to protect ‘Earth’s life support systems’. 

How?  

Core knowledge:  

  • Teaching takes place in a friendly and welcoming department where Assessment for Learning is a key part of our philosophy.  

  • Success criteria is shared with students within each lesson and students regularly assess their own work as well as offering constructive criticism for the work of their peers.  

  • Students complete past exam questions regularly to become familiar and confident with the language used during assessments 

  • Students are also expected to be proactive and complete additional past exam questions in areas of weaknesses to be handed into the teacher to mark 

  • All lessons are planned with engaging activities including retrieval tasks to assess previous learning with all tasks differentiated accordingly so that all student can progress  

  • Students are expected to complete wider reading around the topic of coastal landscapes to enhance their wider knowledge 

How well?

  • Students are able to explain the importance of water and how it moves in a system 

  • Students are able to explain the importance of carbon and how it moves in a system 

  • Students are able to explain the different factors which impact the water and carbon cycle in the Arctic Tundra and Tropical Rainforest 

  • Students are able to explain how human factors influence the water and carbon cycle 

  • Students are able to explain the short and long term impacts on the water and carbon cycle and the significance of these changes 

  • Students are able to explain how the water and carbon cycles linked 

  • Students are able to explain global management strategies for water and carbon 

  • Students are able to complete climate graphs, mass balance equations and analyse data presentations 

  • Students are able to identify the synoptic associated with diseases and hazardous earth 

 

Where next?

  • Students have completed the course so will be moving on to effective revision for the A level examinations 

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