Geography Curriculum. Key Stage 1

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1 Geography Curriculum Key Stage 1 Year 1 In the first term, students explore a variety of maps of the local environment, including the Academy grounds. They use a paper location to plan a route. They also walk around the local area to identify land use and buildings, express their own views on features of the environment and put forwards ideas that could improve their surroundings. In the second term, students complete a traffic survey and then organise this to create a table. After a talk from the police on road safety, they create posters to illustrate ways of keeping safe when out and about in the local area. In the final term, students begin to identify a variety of countries around the world. They begin to understand the concept of visiting other places and develop their understanding that other places may be different from their own locality, including Ireland and France. Year 2 In the Autumn term, students identify where the Isle of Struay is and what it is like using geographical vocabulary. They investigate what physical and human features are, and identify physical and human features on the Isle of Struay. They also learn how transport, employment and ways of life differ on an island to that in Blyth. In the Spring term, students begin by locating countries and capital cities in the British Isles on a map. This progresses to locating places in the world on a map, collecting and recording information about places and understanding that two countries can have differences and similarities. In the Summer term, students learn about the country of Mexico. They investigate where Mexico is and how you would get there. They describe the Mexican village locality of Tocuaro and learn about the daily lives of the Horta family. They also consider differences and similarities between Blyth and Tocuaro. Key Stage 2 Year 3 In the first term, students investigate where Blyth is in the UK, and describe human and physical features found within the town and its surrounding area. Students identify current land use in Blyth and examine what Blyth used to be like in the Victorian times. They describe changes to land use and make comparisons between Blyth now and in Victorian times. In the Summer 1 term, students learn about the African country of Kenya. They recognise the rich diversity of Kenyan landscapes, settlements and wealth/poverty, and develop an understanding of people and places. They learn about the Kenyan village of Kaptalamwa, and compare and contrast Kaptalamwan life with life in Blyth. In the Summer 2 term, students develop their knowledge and ideas about climate and weather conditions around the world. They learn about the different climatic regions of the world and identify these zones on a world map. They find out about weather conditions in Africa. They also research how location and climatic and weather conditions affect tourism, landscape and land use.

2 Year 4 In the Autumn term, students develop their map reading skills. They recognise and name symbols on OS maps and use atlases to retrieve information. They also investigate scale, bird s eye views and create their own keys. In the Summer term, students learn about the Indian village of Chembakolli. They locate Asia, India and Chembakolli on maps and consider the main similarities and differences between Blyth and Chembakolli. Students investigate the landscape, weather, farming, trade and education found within Chembakolli. Year 5 In the first term, students compare and contrast the character of different mountain environments. They consider the effects of varying weather conditions and the types of human activity within different mountain environments, including the effects of tourism on an area. In the second term, students learn about the different features of the rainforest, life in the rainforest and the animals that can be found there. They then progress to learning about the human impact on rainforests and their destruction. Students also consider the importance of saving the rainforest and how this can be done. In the third term, students identify coastal areas and features using maps, atlases and photographs. They consider the impact humans may have on coastal environments, identify and explain different strategies for coastal management and understand how decisions about coastal management affect the quality of people's lives for the future. Year 6 In the Autumn term, students learn about Rivers. They investigate river systems in their local area and consider why water is important. They also learn key geographical vocabulary, such as erosion and deposition, and investigate the positives and negatives of living by a river. In the Summer term, students consider what is meant by weather and climate. They then progress to examining types of extreme weather and recognise how this extreme weather can affect people around the world, such as flooding, avalanches and hurricanes.

3 Key Stage 3 In Year 7 students study a range of Physical and Human Geography topics. In the Autumn term students begin by developing their Geographical skills. This is followed by an in-depth study into the UK and the relationship with Europe. After Christmas, students will study earthquakes and volcanoes; comparing case study examples from both the developed and developing world. In February, students will begin investigating the issue of Ageing populations and if people really want to live forever? To finish, Year 7 students will complete a physical geography topic based on Water and our access to water. This will be followed in the final half term with a project based topic looking at Fantastic Places. In Year 8 students study a range of Physical and Human Geography topics. Year 8 begins with a study into weather and climate with a particular focus on the UK. This is an excellent unit for studying the interactions between human and physical geography. Between October and Christmas students will complete an investigation into global tourism. After Christmas, students will take a more thematic approach to their geographical studies looking at energy and global trade. The Summer term will be spent studying Rivers and Flooding; this will include a fieldtrip. Geographical skills and challenges are incorporated throughout all units. In Year 9 students study a range of Physical and Human Geography topics. Students begin with a country study of China: one of the emerging superpowers. This then continues in the Autumn term with the study of the interactions between human and physical processes in the biosphere. The Spring term begins with a study in to Who wants to be a billionaire? and changes to the global economy followed by a Coasts investigation based around Blyth; this will include fieldwork. Students will end Year 9 recapping and developing their geographical skills in preparation for GCSE curricular.

4 Key Stage 4 Students in Year 10 and 11 follow the GCSE Edexcel Geography A syllabus. Students study four different unit, which cover a range of physical, human and environmental Geography. These include population, waste, tectonics, coasts, rivers, tourism, settlement and sustainable development. Students will be familiar with many of these but others will be new. They will look at case studies from the local area, other parts of the UK and abroad; this will help to understand the real world. The work covered will be relevant to everyday life and also expand students horizons through learning more about the wider world and our impact on it. They will use maps, graphs, photos and statistics in addition to information from textbooks and on the Internet. Geography is perhaps uniquely based to provide opportunities for developing each of the six key skills of communication, application of number, ICT, team work, problem solving and study skills. Knowledge of the world around you is increasingly important as people travel further and are concerned about the planet. Geography will help to develop students respect for the environment and an awareness of some complex issues such as population growth and global warming which face the world in the 21st Century. Assessment Arrangements There are two tiers of entry for the subject at GCSE: Foundation (grades C to G) and Higher (A* to D). There are four units in total: Unit 1: Geography Skills and Challenges (Examination 25%) Unit 2: The Natural Environment (Examination 25%) Unit 3: The Human Environment (Examination 25%) Unit 4: Controlled coursework assessment (25%) Students will sit three exams in the Summer of Year 11. Each exam is one hour long.

5 Key Stage 5 Students in Year 12 and 13 follow the GCE Edexcel Syllabus. The specification is designed to address key ideas and debates in our world today, such as climate change, globalisation, urban regeneration and management of the world s resources. Students will explore a range of issues and examine potential solutions to them. Unit 1 (taught September to January of Year 12): This unit focuses on the meaning, causes, impacts and management of global challenges and how we can influence global challenges through our own lives. There are two compulsory topics: World at Risk and Going Global. Unit 1 is worth 60% of Year 12. Unit 2 (taught January to June of Year 12): This unit focuses on fieldwork and related research. Geographical investigation is an important part of the GCE specification. In the examination, students will be required to show their skills in the planning, collection and analysis of information, as well as concluding and evaluating fieldwork and research findings. Unit 2 is worth 40% of Year 12. Unit 3 (taught September to January of Year 13): Unit 3, Contested Planet, forms the core of A2 Geography. The unit aims to introduce students to key contemporary global issues, and to allow them to explore the significance of the issues and examine a range of potential solutions to them. The unit comprises six compulsory topics: 1. Energy Security 2. Water Conflicts 3. Biodiversity under Threat 4. Superpower Geographies 5. Bridging the Development Gap 6. The Technological Fix? Unit 3 is worth 60% of Year 13. Unit 4 (taught January to June of Year 13): Research skills and fieldwork are the key feature of this A2 unit. Students will have a choice of studying: Tectonic Activity and Hazards, or Pollution and Human Health at Risk Students then carry out research into their chosen topic. This is an opportunity for A2 students to specialise in an area of geography that interests them. Students then write one extended essay about research carried out for their chosen topic in an exam. Unit 4 is worth 40% of Year 13.