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Geography Curriculum Plan

SUBJECT: GEOGRAPHY 

 

GEOGRAPHY CURRICULUM PLAN 

 

Geography curriculum intent statement

The purpose of the Geography curriculum at St. Edmund’s is to provide pupils will a general, robust overview of Earth’s physical and human processes. We aim to give a broad coverage of the major disciplines within the subject with a strong emphasis on developing their geographical knowledge. The most important aspect of the subject for our department is the development of locational knowledge and a sense of place- what is the purpose of geography if not to inform people of where they are and what other places are like? 

The relevant geographical skills such as map-reading and data interpretation are taught concurrently with the relatively equal balance of physical and human geographical knowledge. We hope to develop our pupils’ appreciation of and interest in the development of our planet over time and the contemporary challenges that we face as a species. 

 

The National Curriculum 

We have deviated from the National Curriculum in this subject in there being less of an emphasis on fieldwork at KS3.This is because we focus our efforts on developing a core body of knowledge before attempting to apply that to fieldwork. Fieldwork forms part of KS4 and can only be accessed if enough time is spent developing the necessary foundational geographical and statistical knowledge within the different disciplines of the subject. Opportunities to explore the subject through trips to museums and outdoor areas will be under consideration for the summer terms. 

 

 

By the end of Key Stage 2 

Pupils have studied:  

  • Location of the seven continents and five oceans. 

  • Characteristics of the four nations of the United Kingdom. 

  • Seasonal and daily weather patterns in the UK and at the Equator and North/South Poles. 

  • Basic geographical vocabulary to refer to key human and physical features. 

  • World maps and atlases alongside basic directional/locational language. 

  • Simple fieldwork and observational skills. 

They can: 

  • Use an eight-point compass and basic OS maps. 

 

 

SUBJECT KEY CONCEPTS / COMPOSITES 

 

 

Key Stage 3 

 

Physical and human characteristics of key areas around the world. 

Geographical similarities, differences and links with between different regions. 
Key processes in human and physical geography and the links between them. 

The application of geographical skills including different types of maps and graphs. 

 

Key Stage 4 

 

Physical and human characteristics of key areas around the world. 

Geographical similarities, differences and links on different scales. 
Key processes in human and physical geography and the links between them. 

The application of geographical skills including different types of maps and graphs. 

Geographical inquiry into both human and physical geography. 

 

CURRICULUM PLAN: KEY STAGE 3 

 

Year 7 

Year 8 

Year 9 

Knowledge 

Pupils will study the following topics: 

  • Basic map skills. 

  • UK physical and human geography. 

  • Europe and Africa. 

  • Asia and Oceania. 

  • North and South America. 

  • Middle East. 

 

 

 

We have chosen to teach this knowledge because we wish all pupils to leave Y7 with an understanding of where key places are in the world and what their general physical geography is like. This foundational knowledge will allow them to branch out into other topics that are covered in Y8 and Y9. 

Pupils will study the following topics: 

  • Geology. 

  • Population. 

  • Coastal features and processes. 

  • Urbanisation. 

  • Glacial features and processes. 

  • China. 

 

We have chosen to teach this knowledge because these topics are foundational disciplines within the subject. The content covered also allows pupils to access later topics in Y9 and GCSE more easily. The inclusion of coasts in Y8 rather than Y9 reflects the school’s context of being in a coastal town. 

Pupils will study the following topics: 

  • Plate tectonics. 

  • Development issues. 

  • River features and processes. 

  • Natural resources. 

  • Weather and climate. 

  • Russia. 

 

 

 

 

 

We have chosen to teach this knowledge because it builds upon the content covered in Y8. The combination of topics covered in both Y8 and Y9 gives pupils a solid understanding of the major disciplines within geography. This will allow pupils to either continue to study them in more depth or pursue other more specialist studies in the field such as the geography of crime or health. 

Skills 

Pupils will be able to: 

  • Use atlases. 

  • Recognise continents, oceans and countries on blank maps. 

  • Use four and six-figure grid references and basic OS map skills. 

  • Interpret choropleth and relief maps. 

  • Interpret basic numerical/graphical data e.g pie charts. 
     

Pupils will be able to: 

  • Interpret graphs that show demographic change over time. 

  • Interpret the Demographic Transition Model. 

  • Recognise coastal landforms and evidence of coastal processes. 

  • Recognise glacial landforms and evidence of glacial processes. 

Pupils will be able to: 

  • Recognise evidence of tectonic activity. 

  • Interpret various development indicators. 

  • Recognise river landforms and evidence of fluvial processes. 

  • Interpret data on the distribution/availability of resources: 

  • Interpret weather/climate data: synoptic charts, climate graphs and choropleth maps. 

Cultural Capital 

Pupils will all have been exposed to: 

  • An overview of the main differences between nations within the British Isles. 

  • Borders and migration. 

  • Cultural (particularly linguistic) diversity around the world. 

  • Differences in global physical geography. 
     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because pupils will receive a solid grounding in the geography of the country in which they live. They will also be able to make comparisons between different regions of the world. This will give them the tools necessary for wider reading and understanding of the world in general and they will possess the foundational knowledge with which to do so. 

Pupils will all have been exposed to: 

  • Geological history of Earth and the British Isles. 

  • Major periods of population change in the British Isles/world. 

  • Issues concerning population growth. 

  • Overview of major coastal features of the British Isles. 

  • History of the development of settlements. 

  • Issues arising from urbanisation. 

  • Overview of the impact of glaciation on the British Isles and the world in general. 

 

This will enhance cultural capital because pupils will understand how the physical geography of the British Isles/wider world has developed over time. The topics will also expose pupils to contemporary debates, touching on issues such as managing population growth and how we interact with our physical environment. 

Pupils will all have been exposed to: 

  • Impact of geological processes on life in other countries. 

  • Differences in development between parts of the world. 

  • Current debates about economic developments. 

  • Understanding of how rivers have and continue to influence societies. 

  • Current debates on resource management around the world. 

  • Deeper understanding of climatic conditions around the world. 
     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because pupils will develop a broader understanding of how the world’s physical geography has developed and changes. The topics will also expose pupils to contemporary debates, touching on issues such as economic development and managing resource scarcity and natural hazards. 
 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed through: 

  • Weekly homework quizzes on previous topics to embed the knowledge into their long-term memories. 

  • Mid-unit formative assessment on the current topic. 

  • End of unit summative assessment on the current topic. 

  • End of year exam on all topics covered that year in class. 

Pupils will have been assessed through: 

  • Weekly homework quizzes on previous topics to embed the knowledge into their long-term memories. 

  • Mid-unit formative assessment on the current topic. 

  • End of unit summative assessment on the current topic. 

  • End of year exam on all topics covered that year in class. 

Pupils will have been assessed through: 

  • Weekly homework quizzes on previous topics to embed the knowledge into their long-term memories. 

  • Mid-unit formative assessment on the current topic. 

  • End of unit summative assessment on the current topic. 

  • End of year exam on all topics covered that year in class. 

 

 

CURRICULUM PLAN: KEY STAGE 4 

 

Year 10 

Year 11 

Knowledge 

Pupils will study the following topics: 

  • Natural Hazards 

  • Urban Issues and Challenges 

  • Living World (tropical rainforests and hot deserts) 

  • Changing Economic World 

  • Fieldwork 

We have chosen to teach this knowledge because all of the above are topics featured in the AQA Geography GCSE Specification. 

Pupils will know: 

  • Term 1- UK Physical Landscapes. 

  • Term 2- Challenge of Resource Management 

  • Term 3- Revision and PPEs (just leave it blank). 

  • Term 4- Revision and pre-release material. 

We have chosen to teach this knowledge because all of the above are topics featured in the AQA Geography GCSE Specification. 

 

Skills 

Pupils will be able to: 

  • Explain the physical processes involved in each of the above topics. 

  • Identify and explain the social, economic and environmental impacts of the above topics. 

  • Infer relevant information from a variety of figures and link this to their own knowledge. 

  • Write responses to a variety of exam questions. Students are also allowed the opportunity to improve upon these answers.  

Design, conduct and analyse the results of fieldwork. 

Pupils will be able to: 

  • Explain the physical processes involved in each of the above topics. 

  • Identify and explain the social, economic and environmental impacts of the above topics. 

  • Infer relevant information from a variety of figures and link this to their own knowledge. 

  • Write responses to a variety of exam questions. Students are also allowed the opportunity to improve upon these answers. 

  • Revise the pre-release document and prepare answers in preparation for Paper 3.  

Cultural Capital 

Students will have a greater understanding of differing levels of development across the world. They will be able to analyse the varying consequences because of this. This will enhance their cultural capital because it fosters their ability to become global citizens, becoming more educated about different levels of quality of life and standard of living.  

Students will also routinely be introduced to a variety of case studies and different types of maps. Again, this improves global awareness and enhances cultural capital by equipping students with knowledge outside of their own immediate sphere.   

Pupils will all have been exposed to the concepts listed in the knowledge section. This will enhance cultural capital because the Resource Management topic aids to understanding of different levels of development, quality of life and standard of living across the world. Students will explore a variety of case studies, including Nigeria and the Dorset coastline. Students will be equipped with enhanced locational knowledge and the pre-release booklet also introduces a range of figures on a specific real-world example where they are asked to make their own decisions on a variety of questions. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

For the above topics (listed in the knowledge section), students will have two formative assessments: 

  • Mid-term assessment: A timed long-mark assessment which is then marked. Students are provided with feedback, engage with the mark scheme and allowed time to improve upon their answer. This ensures that all students are engaging in deliberate practice.  

 

  • End of term assessment: Students are given a section of an exam paper that covers everything covered in that topic. This is then marked. Students are provided with feedback, engage with the mark scheme and allowed time to improve upon their answer. This ensures that all students are engaging in deliberate practice.  
     

  • Homework: Pupils are given homework booklets of which they complete a few pages each week. This focuses on what has been covered in class and acts as useful revision material for students as well as helping those who were absent during a lesson to catch up. Seneca Learning is also used to recap previous topics and is set every week. The completion of homework is checked by the teacher each week.  

For the above topics (listed in the knowledge section), students will have two formative assessments: 

  • Mid-term assessment: A timed long-mark assessment which is then marked. Students are provided with feedback, engage with the mark scheme and allowed time to improve upon their answer. This ensures that all students are engaging in deliberate practice.  

 

 

 

 

  • End of term assessment: Students are given a section of an exam paper that covers everything covered in that topic. This is then marked. Students are provided with feedback, engage with the mark scheme and allowed time to improve upon their answer. This ensures that all students are engaging in deliberate practice.  
     

 

 

  • Homework: Pupils are given homework booklets of which they complete a few pages each week. This focuses on what has been covered in class and acts as useful revision material for students as well as helping those who were absent during a lesson to catch up. Seneca Learning is also used to recap previous topics and is set every week. The completion of homework is checked by the teacher each week. 

 

 

YEAR GROUP PLANS 

Year 7 

Term 1 

Term 2  

Term 3 

Term 4 

Term 5 

Term 6 

Pupils will know: 

  • Seven continents and five oceans. 

  • Difference between human and physical geography. 

  • Eight points of a compass. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Locate different continents and oceans. 

  • Describe the location of different continents and oceans in relation to one another. 

  • Use grid references on an OS map and interpret contour lines. 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Development of our understanding of world maps. 

  • Both disciplines of human and physical geography. 

 

 

 

 

 

 

Pupils will have been assessed on the above by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • Nations and capitals of the British Isles and differences between that, the UK and Britain. 

  • Major rivers and upland areas. 

  • Population differences across the UK (between nations and rural/urban areas). 

  • Location of major British cities. 

  • The weather and climate patterns in the UK and their causes: rainfall and seasons. 

  • Different periods of migration to the British Isles and the different types of migrant. 

  • When and how the structure of employment in the UK changed. 

 

Pupils will be able to: 

  • Interpret relief and choropleth maps of the British Isles. 

  • Interpret basic pie charts. 

  • Interpret the key features of rural and urban areas from photographs and OS maps. 

 

 

 

 

 

 

Pupils will all have been exposed to: 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the above by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • Location of major countries and their capitals in Europe and Africa. 

  • Different regions of Europe and Africa. 

  • Location of major rivers, upland areas and deserts in Europe and Africa. 

  • Distribution and key features of major biomes found in Europe and Africa. 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Locate major countries and physical features on blank maps. 

  • Compare the characteristics of different biomes. 

  • Compare the physical geography of Europe and Africa, with an emphasis on the climate. 

 

Pupils will all have been exposed to: 

  • Ideas of borders and how they are created. 

  • Cultural differences within continents. 

  • Reasons for linguistic patterns. 

 

 

 

Pupils will have been assessed on the above by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • Location of major countries and their capitals in Asia and Oceania. 

  • Different regions of Asia and Oceania. 

  • Location of major rivers, upland areas and deserts in Asia and Oceania. 

  • Distribution and key features of major biomes found in Asia and Oceania. 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Locate major countries and physical features on blank maps. 

  • Compare the characteristics of different biomes. 

  • Compare the physical geography of Asia and Oceania, with an emphasis on the climate.

 

 

 

 

Pupils will all have been exposed to: 

  • Ideas of borders and how they are created. 

  • Cultural differences within continents. 

  • Reasons for linguistic patterns. 

 

 

 

 

 

Pupils will have been assessed on the above by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • Location of major countries and their capitals in North and South America. 

  • Different regions of North and South America. 

  • Location of major rivers, upland areas and deserts in North and South America. 

  • Distribution and key features of major biomes found in North and South America. 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Locate major countries and physical features on blank maps. 

  • Compare the characteristics of different biomes. 

  • Compare the physical geography of North and South America, with an emphasis on the climate. 

 

 

Pupils will all have been exposed to: 

  • Ideas of borders and how they are created. 

  • Cultural differences within continents. 

  • Reasons for linguistic patterns. 

 

 

 

 

Pupils will have been assessed on the above by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • Location of Middle Eastern countries and their capitals. 

  • The physical features and variation of biomes in the region. 

  • The population distribution and cultural/religious diversity of the region. 

  • Key aspects of life in the Middle East: water shortages, oil production and conflict. 

 

 

 

 

 

 

Pupils will be able to: 

  • Locate major countries and their capitals. 

  • Compare the physical characteristics of different parts of the region. 

  • Understand what life is like in the Middle East. 
     

 

 

Pupils will all have been exposed to: 

  • Ideas of how borders and how they are created. 

  • Cultural and religious differences. 

  • Realities of life in contrasting regions of the world. 

 

Pupils will have been assessed on all topics covered this year by: 

  • Weekly vocabulary tests. 

  • Weekly homework quizzes on previous topics. 

  • End of year summative assessment. 

Literacy 

Key terms: 

Continent, country, ocean, sea, compass, longitude, latitude, contour, cartography, human and physical geography, relief. 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 
Britain, British Isles, United Kingdom, upland, population density, rural, urban, demographic, economy, employment, migrant, immigrant, emigrant, refugee, asylum seeker, weather, climate, temperate, evaporation, condensation. 

 

Reading opportunities: 
Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 
Country names, different biomes, names of major physical features. 

 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Country names, different biomes, names of major physical features. 

 

 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Country names, different biomes, names of major physical features. 

 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Country names, different biomes, names of major physical features. 

 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Connections 

Maths- Concept of scale and longitude/latitude. Significance of Eratosthenes- Y10 cycle 1. 
 

PE- Outdoor activities and orienteering. 
 
  

Connections 

History- Development of the British Isles and formation of the United Kingdom. 

 

Science- Weather and climatic processes e.g evaporation, condensation etc- 

 

Maths- Maps that contain numerical information- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

Connections 

MFL- French-speaking countries and why it is spoken there. 

 

PA- African music. 

 

History- European colonialism- Y8 cycle 2/4 and Y9 cycle 2. 

 

RS- Religious diversity in Africa and the spread of Islam and Christianity. 

Connections 

RS- Origins and spread of Hinduism, Islam, Buddhism. 

 

History- European medieval and Renaissance exploration. British colonisation of Australia. 

Connections 

MFL- Spanish –speaking countries and why it is spoken there. 

 

PA- Samba and Blues music. 

 

History- European medieval and Renaissance exploration. 

Connections 

Science- Extraction of natural resources. 

 

RS- Religions of the Middle East. 

Learning at home 

Reviewing of vocabulary and map skills learnt in class. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Sequencing 

We have chosen this method of sequencing in Year 7 because it is important for pupils to develop a sense of place before delving into other disciplines within the subject. Maps are an essential component of the subject. Therefore, we start off by teaching basic cartographical skills, which can be applied to any discipline within the geography. We then look at an overview of British geography before moving on to the rest of the world to consolidate the pupils’ sense of where they are. For much of the rest of Year 7 we learn about the key features of the major inhabited continents on Earth. The time spent on each continent is relatively equal, except for Oceania owing to its size and relatively small population. We start off with Europe given that it is our home continent but then move on to Africa as it allows for more stark contrasts to be made between the two continents’ human and physical geography. It builds on the work done in KS1 and KS2 because all pupils by the end of Y7 will be starting off from a roughly equal footing, as much of this content might not have been taught at primary school. Should pupils arrive at St Edmund’s with a broader base of geographical knowledge, then we go into more depth than the pupils will have done at primary school. It leads to the work that will be done in in the rest of KS3 because the broad foundation of geographical knowledge covered will enable pupils to access future disciplines in the subject. For instance, having a good working knowledge of the location of major places around the world will make it easier to teach topics with a global perspective such as development or population.  

 

 

Year 8 

Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Term 6 

Pupils will know: 

  • Layers of the earth and their characteristics and the theory of continental drift. 

  • Different types of rock, weathering and their characteristics. 

  • The sequence of the rock cycle. 

  • Overview of the British Isles’ geological history. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Recognise different rock types. 

  • Recognise examples of weathering. 

  • Read the geologic timescale. 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Geological history of Earth and specifically the British Isles. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on geology by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

 

Pupils will know: 

  • Causes and impacts of population change. 

  • Major periods of population change in human history. 

  • Causes and impact of the One-Child Policy. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Interpret population data: pie charts and line graphs. 

  • Interpret the Demographic Transition Model. 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • History of major population changes: plagues, industrialisation, large-scale conflict. 
     

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on population by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • Key coastal processes and the formation of coastal landforms 

  • The difference between soft and hard engineering. 

  • How humans manage the risks of living along the coast. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Recognise different coastal landforms. 

  • Recognise evidence of coastal processes. 

  • Discuss various approaches to dealing with coastal hazards. 
     

  •  

Pupils will all have been exposed to: 

  • Understanding of life in coastal communities. 

  • Knowledge of significant physical features in Britain. 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on coasts by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment 

Pupils will know: 

  • How humans went from being hunter-gatherers to living in settled communities. 

  • How industrialisation occurred and affected urban areas in Britain. 

  • General causes and impacts of urbanisation. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Interpret data on urbanisation: percentages, line graphs, pie charts. 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Understanding of human development of time. 

  • Understanding of nomadic communities. 

  • Knowledge of industrialisation in Britain. 
     

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on urbanisation by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

 

Pupils will know: 

  • Impact of the Ice Age on the British Isles. 

  • Key glacial processes and the formation of glacial landscapes. 

  • Features of life in glacial environments and the impact of human activity there. 

  • The issues concerning the development of Antarctica. 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Recognise different glacial landforms. 

  • Recognise evidence of glacial activity. 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • History of the Ice Age in Britain. 

  • Knowledge of significant glacial environments in Britain and abroad. 

  • Understanding of contemporary debates on the development on fragile ecosystems. 

 

Pupils will have been assessed on glaciers by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment 

Pupils will know: 

  • Location of major Chinese cities. 

  • Location of major physical features in China. 

  • Variation of climates in China. 

  • Population distribution in China. 

  • Overview of how China’s economy has transition. 

  • Overview of the environmental issues that China faces. 

  • The causes and impacts of urbanisation in Chongqing, China. 
     

Pupils will be able to: 

  • Apply knowledge of population, urbanisation and biomes to a Chinese context. 

  • Discuss some of the issues associated with population growth and rapid urbanisation. 

 

Pupils will all have been exposed to: 

  • Real examples of major economic and social changes in a contrasting country. 

  • Debates over contemporary economic, social and environmental issues. 

 

 

 

 

Pupils will have been assessed on China by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Literacy 

Key terms: 

Geological, crust, mantle, outer core, inner core, lithosphere, lava/magma convection currents, continental drift, tectonic plates, igneous, sedimentary, metamorphic, weathering, freeze-thaw weathering, exfoliation. 

 

 

Reading opportunities: 
Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 
Birth rate, death rate, life expectancy, natural change, subsistence farming, LIC, NEE, HIC, demographic, Industrial Revolution. 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Fetch, prevailing wind, spring tide, neap tide, erosion, longshore drift, coastal landforms, hard engineering, soft engineering. 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Hunter-gatherer, bartering, urbanisation, waterborne disease, migration. 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Glacier, ice age, glacial till, plucking, corrie, tarn, moraine, arrete, pyramidal peak, meltwater. 
 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

See previous topics. 
 

 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Connections 

PE- Outdoor activities and orienteering. 

 

Science- The rock cycle- Y7 cycle 4. 
 
 

Connections 

History- Advances during the Industrial Revolution and its impacts. 

 

RSE- Impact of contraception on population growth. Abortion and the One Child Policy. 
 

Maths- Use of statistics (averages and graphs)- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

 

Connections 

Science- Gravity and tides. Different types of rock and physical processes along the coast. 

 

 

 

Connections 

English- Crossover with Victorian literature concerning conditions in urban areas- Y8 cycle 3 and Y10 cycle 3. 

 

PA- Living conditions in urban areas. Industrial growth and decline. 

 

History- Advances and impacts of the Industrial Revolution- Y9 cycle 1. 

 

Maths- Use of statistics (averages and graphs). 

Connections 

Science- Geological timescale and climate change. 

 

Maths- Use of statistics (averages and graphs)- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

Connections 

See previous Year 8 topics. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Sequencing 

We have chosen this method of sequencing in Year 8 because teaching alternating topics on physical and then human geography keeps pupils engaged with the subject and offers a broad curriculum. We begin with a unit of geology in order to give pupils a grounding in Earth’s history and how the continents were shaped over time. This will give them the knowledge necessary to access future physical geography topics such as glaciation and coasts. After this, the next physical topic that we study is coasts because of our school’s location and the department’s overall strategy of giving the pupils a sense of place. Population is the first unit of human geography that we study because similarly to geology, it acts as a foundation topic from which further study of the discipline can be pursued. It allows us to teach key terms such a birth rate and give pupils an understanding of how and why populations change over time, which lends itself well to topics such as urbanisation and development. All of the topics covered in Year 8 prepare pupils for Year 9 because each one acts as a springboard for many of the disciplines covered in that year. The topics in Year 9 go into more depth because by then, pupils will have mastered the basics of concepts such as erosional processes and demographic change. 

 

YEAR GROUP PLANS 

Year 9 

Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Term 6 

Pupils will know: 

  • The causes and impacts of tectonic activity: earthquakes, volcanic eruptions and tsunamis. 

  • Features of life in tectonic hazard zones. 
     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Locate tectonic hazard zones. 

  • Interpret data associated with the impacts of natural hazards. 

  • Discuss various approaches to dealing with tectonic hazards. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Experiences of how physical geography affects life in contrasting countries. 

  • Contemporary discussions on hazards management. 

 

 

 

 

 

 

 

Pupils will have been assessed by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

 

Pupils will know: 

  • How we measure/categorise development in countries. 

  • Examples of countries at different stages of development. 

  • Causes and consequences on uneven development across the world. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Locate and categorise parts of the world according to their level of development. 

  • Interpret economic/social development data. 

  • Discuss the consequences of uneven development. 

  • Discuss the methods used to solve development problems. 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Realities of life in contrasting countries. 

  • Various factors that affect development in countries. 

  • Contemporary debates on how countries develop. 
     

 

 

 

Pupils will have been assessed by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

 

Pupils will know: 

  • Key fluvial processes and the key features of rivers. 

  • Sequence of the water cycle. 

  • Features of life along rivers and the impact of human activity there. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Recognise various features of a river basin. 

  • Recognise evidence of fluvial processes. 

  • Discuss various approaches to dealing with flooding. 

 

 

 

Pupils will all have been exposed to: 

  • Location of major physical features in the UK and wider world. 

  • Understanding of the importance of river basins to humans. 

 

Pupils will have been assessed by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • How we categorise natural resources. 

  • Global distribution of major resources. 

  • How we manage resource scarcity. 

  • How resource scarcity impacts countries. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Interpret data on the distribution of natural resources. 

  • Discuss the challenges of supplying the following resources: water, soil and energy. 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Contemporary debates on resource management. 

  • Understanding of how physical geography affects life in contrasting countries. 

 

 

 

Pupils will have been assessed by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

 

Pupils will know: 

  • How we measure/present data on weather/climate. 

  • Causes and key features of UK weather/climate. 

  • Causes and characteristics of major global climates. 

  • Causes and impact of climate change. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Interpret data on weather and climate: synoptic charts and climate graphs. 

  • Discuss the impact of climate issues on humans. 
     

 

 

 

 

 

 

 

 

Pupils will all have been exposed to: 

  • Knowledge of the climatic conditions around the world. 

  • Contemporary climatic challenges. 

 

 

 

 

 

 

 

Pupils will have been assessed by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Pupils will know: 

  • Location of major cities in Russia. 

  • Location major physical features in Russia. 

  • Russia’s population distribution. 

  • Key aspects of governance in Russia. 

  • Variation of climate and biomes in Russia. 

  • What life is like in Siberia. 

  • How Russia’s physical geography affects its economy. 

 

Pupils will be able to: 

  • Locate significant places in Russia. 

  • Compare the different physical environments in Russia. 

  • Explain how Russia’s physical geography affects life there. 

 

Pupils will all have been exposed to: 

  • Challenges that physical geography can place on a country. 

  • Contrasting governance in a large country. 

 

 

Pupils will have been assessed by: 

  • A mid-term formative assessment. 

  • Weekly vocabulary test. 

  • End of term summative assessment. 

Literacy 

Key terms: 

Constructive/destructive/conservative plate boundary, shield/composite volcano, subduction, lahar, pyroclastic flow, seismic, magnitude, Richter scale, epicentre, focus, crater, magma chamber, vent. 
 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

 

Literacy 

Key terms: 

Standard of living, quality of life, development indicator, GDP/GDP per capita, colonialism. 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Fluvial, hydrological, water basin, tributary, confluence, long profile, cross profile, river courses, source, mouth, river landforms, flood risk, impermeable/non-porous, vegetation, precipitation, transpiration, throughflow, surface run-off, groundwater flow. 
 

Reading opportunities: 

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Physical/economic water scarcity, aquifer, desalination, fossil fuel, renewable/non-renewable. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities

Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

Relief/convectional/frontal rainfall, troposphere, air mass, anemometer, wind vane, barometer, air pressure, anti-cyclone, depression, altitude. 
 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 
Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Literacy 

Key terms: 

See previous topics. 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 
Geog1,2 and 3. 
Progress in Geography. 

Atlases. 

Connections 

MFL- Places and their physical features like volcanoes. 

 

PE- Outdoor activities and orienteering. 

 

Science- The rock cycle- Y7 cycle 4. 
 
 

Connections 

English- Crossover with Victorian literature that deals with conditions in urban areas- Y8 cycle 3 and Y10 cycle 3. 

 

History- Impacts of colonialism- Y8 cycle 4 and Y9 cycle 2. 

 

Maths- Use of statistics (averages and graphs)- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

Science- Infectious diseases- Y10 cycle 2. 

Connections 

Science- Water cycle and water extraction. 

 

 

Connections 

Science- Extraction of natural resources e.g distillation and desalination- Y8 cycle 4 and Y9 cycle 3, Y10 cycle 1. 

 

Maths- Use of statistics (averages and graphs). 

 

Connections 

Science- Climate change and the water cycle- Y11 cycle 1. 

 

Maths- Use of statistics (averages and graphs) and maps that contain numerical data- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

Connections 

History- Early twentieth century Russian history- Y9 cycle 4. 

 

See previous Y9 topics. 

Learning at home

Weekly online quizzes on previous topics and revision of new key terms. 

 

Learning at home

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home

Weekly online quizzes on previous topics and revision of new key terms. 

Learning at home 

Weekly online quizzes on previous topics and revision of new key terms. 

Sequencing 

We have chosen this method of sequencing in Year 9 because teaching alternating topics on physical and then human geography keeps pupils engaged with the subject and offers a broad curriculum. It builds on the work done in Year 8 as the content covered in Year 8 serves a basis of knowledge needed to access to more rigorous curriculum in Year 9. For instance, the pupils’ knowledge of geology from Year 8 will be reinforced and built upon while studying plate tectonics. Another example of this is when pupils study development in term 2. Without the previous content covered in the year 8 on population, this would be a more difficult topic to teach. This is because pupils need to understand basic concepts such as birth and death rates before looking at the wide range of factors that can affect living standards and the quality of life of a population. The study of weather and climate is one of the more abstract topics within geography, which is why it is left to the latter part of Year 9 as by then pupils will have developed the necessary skills and knowledge from not just geography but science as well. It leads to the work that will be done at GCSE as all the topics covered in KS3 lend themselves very well to the AQA specification, which goes into more depth in areas such as natural hazards, ecosystems and economics. 

 

YEAR GROUP PLANS 

Year 10 

Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Natural Hazards AQA Topic: 

  • Natural hazards pose major risks to people and property. 

  • Earthquakes and volcanic eruptions are the result of physical processes. 

  • The effects of, and responses to, a tectonic hazard vary between areas of contrasting levels of wealth. 

  • Management can reduce the effects of a tectonic hazard. 

  • Global atmospheric circulation helps to determine patterns of weather and climate. 

  • Tropical storms (hurricanes, cyclones, typhoons) develop as a result of particular physical conditions. 

  • Tropical storms have significant effects on people and the environment. 

  • The UK is affected by a number of weather hazards. 

  • Extreme weather events in the UK have impacts on human activity. 

  • Climate change is the result of natural and human factors and has a range of effects. 

  • Managing climate change involves both mitigation (reducing causes) and adaptation (responding to change). 

  •  

Pupils will be able to: 

  • Explain the physical processes covered in the topic.  

  • Explain the social, economic and environmental impacts of the processes covered in the topic. 

  • Infer information from a variety of figures and link these to their own knowledge.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment.  

Urban Issues and Challenges, AQA Topic: 

  • A growing percentage of the world’s population lives in urban areas. 

  • Urban growth creates opportunities and challenges for cities in LICs and NEEs. 

  • Urban change in cities in the UK and the variety of social, economic and environmental opportunities and challenges. 

  • Urban sustainability requires management of resources and transport. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the processes covered in the topic.  

  • Explain the social, economic and environmental impacts of the processes covered in the topic. 

  • Infer information from a variety of figures and link these to their own knowledge.  

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment. 

Living World, AQA Topic: 

  • Ecosystems exist at a range of scales and involve the interaction between biotic and abiotic components. 

  • Tropical rainforest ecosystems have a range of distinctive characteristics. 

  • Deforestation has economic and environmental impacts. 

  • Tropical rainforests need to be managed to be sustainable. 

  • Hot desert ecosystems have a range of distinctive characteristics. 

  • Development of hot desert environments creates opportunities and challenges. 

  • Areas on the fringe of hot deserts are at risk of desertification. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

Pupils will be able to: 

  • Explain the processes covered in the topic.  

  • Explain the social, economic and environmental impacts of the processes covered in the topic. 

  • Infer information from a variety of figures and link these to their own knowledge.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment. 

Changing Economic World, AQA Topic: 

  • There are global variations in economic development and quality of life. 

  • Various strategies exist for reducing the global development gap. 

  • Some LICs and NEEs are experiencing rapid economic development which leads to significant social, environmental and cultural change. 

  • Major changes in the economy of the UK have affected, and will continue to affect, employment patterns and regional growth. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the physical processes covered in the topic.  

  • Explain the social, economic and environmental impacts of the processes covered in the topic. 

  • Infer information from a variety of figures and link these to their own knowledge.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment.  

 

Fieldwork section of the AQA specification: 

Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise. There should be a clear link between the subject content and geographical enquiries.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Compose a suitable geographical enquiry question 

  • Select, measure and record data appropriately.  

  • Process and present data in an appropriate way. 

  • Describe, analyse and explain fieldwork data. 

  • Reach conclusions based on the fieldwork data. 

  • Evaluate the geographical enquiry. 

 

Pupils will all have been exposed to the aims listed in the topic outline. Fieldwork is an essential aspect of geography. It ensures that students are given the opportunity to consolidate and extend their geographical understanding by relating learning to real experiences of the world. 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment. 

Literacy 

Key terms: 

Hazard risk; natural hazard; different plate boundaries; primary and secondary effects; immediate and long-term responses; social, economic and environmental impacts; adaptation and mitigation; climate change; global atmospheric circulation model.  

 

Reading opportunities: 

BBC News 

National Geographic 

Literacy 

Key terms: Brownfield sites, dereliction, economic, social and environmental, inequalities, migration, natural change, rural, urban, squatter settlements, sustainable living, urban regeneration, urban sprawl. 

 

 

Reading opportunities: 

BBC News 

National Geographic 

Literacy 

Key terms: 

Abiotic, biotic, food web, food chain, decomposer, ecosystem, nutrient cycling, global ecosystem, biodiversity, interdependence, deforestation, erosion, appropriate technology.  

 

 

 

 

 

 

Reading opportunities: 

BBC News 

National Geographic 

Literacy 

Key terms: Birth rate, Commonwealth, death rate, de-industrialisation, European Union, Fairtrade, globalisation, development gap, social, economic, environmental, development indicators, appropriate technology, international aid, north-south divide, post-industrial economy, Transnational Corporation (TNC). 

 

 

Reading opportunities: 

BBC News 

National Geographic 

Literacy 

Key terms: Qualitative, quantitative, mean, median, mode, average, subjective, objective, risk, limiting factors, variables.  

 

 

 

 

 

 

Reading opportunities: 

National Geographic 

Connections 

Science- Processes involved in natural hazards. Global atmospheric circulation- Y11 cycle 1. 

 

Maths- Use of statistics (averages and graphs)- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

Connections 

PA- Liverpool and industrial decline and the associated social problems. 

 

History- History of industrial growth and decline- Y9 cycle 1. 

 

Maths- Use of statistics (averages and graphs) and the concept of scale- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

Connections 

Science- Study of ecosystems- Y7 cycle 4. 

 

Maths- Use of statistics (averages and graphs) and maps that contain numerical data- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

Connections 

History- Impacts of colonialism- Y9 cycle 2. 

 

MFL- Fairtrade. 

 

Maths- Use of statistics (averages and graphs) and maps that contain numerical data- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

 

Connections 

Science- Scientific enquiries in practical work- across the cycles and key stages. 

 

Maths- Use of statistics (averages and graphs) and maps that contain numerical data- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

Learning at home 

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries.  

Learning at home 

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Learning at home 

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Learning at home 

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Learning at home 

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Sequencing 

We have chosen this method of sequencing in Year 10 because we aim to alternate between human and physical topics to keep up interest in the subject. KS3 and previous KS4 data has shown that students tend to perform much better in some topics as opposed to others. For this reason, the harder topics are covered in Year 10 to allow for more time to recap and consolidate throughout the GCSE course. It builds on the work done in Year 9 as a lot of the key terms are similar and the foundational knowledge of different processes will have been covered. 

 

YEAR GROUP PLANS 

Year 11 

Term 1 

Term 2 

Term 3 

Term4 

AQA UK Physical Landscapes: 

 

 

 

 

 

Pupils will know: 

  • The UK has a range of diverse landscapes. 

  • The coast is shaped by a number of physical processes. 

  • Distinctive coastal landforms are the result of rock type, structure and physical processes. 

  • Different management strategies can be used to protect coastlines from the effects of physical processes. 

  • The shape of river valleys changes as rivers flow downstream. 

  • Distinctive fluvial landforms result from different physical processes. 

  • Different management strategies can be used to protect river landscapes from the effects of flooding. 
     

Pupils will be able to: 

  • Explain the processes covered in the topic.  

  • Explain the social, economic and environmental impacts of the processes covered in the topic. 

  • Infer information from a variety of figures and link these to their own knowledge.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment. 

AQA Challenge of Resource Management: 

 

 

 

 

Pupils will know: 

  • Food, water and energy are fundamental to human development. 

  • The changing demand and provision of resources in the UK create opportunities and challenges. 

  • Demand for water resources is rising globally but supply can be insecure, which may lead to conflict. 

 

 

 

 

Pupils will be able to: 

  • Explain the processes covered in the topic.  

  • Explain the social, economic and environmental impacts of the processes covered in the topic. 

  • Infer information from a variety of figures and link these to their own knowledge.  

 

 

 

 

 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment. 

Revision and PPE’s. Students will revise all topics covered in the GCSE course (year 10 and year 11).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the processes covered in all topics.  

  • Explain the social, economic and environmental impacts of the processes covered in all topics. 

  • Infer information from a variety of figures and link these to their own knowledge.  

 

 

 

 

 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

Pupils will have been assessed on the topic by a mid-term and end of term assessment (PPE). 

 

Revision in preparation for GCSE exams and revision of pre-release booklet.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Become familiar with all content in pre-release booklet.  

  • Explain the processes covered in all topics.  

  • Explain the social, economic and environmental impacts of the processes covered in all topics. 

  • Infer information from a variety of figures and link these to their own knowledge. 

 

Pupils will all have been exposed to the aims listed in the topic outline. 

 

Pupils will have been assessed on the topic by a mid-term assessment in preparation for their final exams.  

 

Literacy 

Key terms: Weathering, mass movement, erosion, transportation, deposition, wave-cut platforms, hard engineering, soft engineering, coastal management, meander, oxbow lake, fluvial management. 

 

 

 

 

Reading opportunities: 

BBC News 

National Geographic 

Literacy 

Key terms: Physical water scarcity, economic water scarcity, energy mix, renewable, non-renewable, exploitation, surplus, deficit, abstraction, infrastructure. 

 

 

Reading opportunities: 

BBC News 

National Geographic 

Literacy 

Key terms: Revision of all key terms covered in the GCSE course. There will also be more of a focus on command words. 

 

 

 

 

 

Reading opportunities: 

BBC News 

National Geographic 

Literacy 

Key terms: Key terms: Revision of all key terms covered in the GCSE course. There will also be more of a focus on command words. 

Key terms will also be identified from the pre-release booklet.  

 

Reading opportunities: 

BBC News 

National Geographic 

Connections 

PE- Outdoor activities and orienteering. 

 

Science- Coastal and fluvial processes. Types of rock. 

 

Maths- Concept of scale on maps. 
 
 

Connections 

Maths- Use of statistics (averages and graphs) and maps that contain numerical data- Y7 cycle 3, Y9 cycle 3, Y9 cycle 4, Y10 cycle 2, Y11 cycle 1 and 3. 

 

Science- Extraction of natural resources- Y8 cycle 4 and Y9 cycle 3, Y10 cycle 1. 

Connections 

We have identified these connections to other subject areas: 

Connections 

We have identified these connections to other subject areas: 

Learning at home 

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Learning at home  

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Learning at home 

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Learning at home  

Consolidation of learning will take place at home by the completion of homework, regularly watching and following the news and watching relevant documentaries. 

Sequencing 

We have chosen this method of sequencing in Year 11 because UK Physical Landforms is the topic that students perform the strongest in (much of the content builds on topics covered at KS3). Resource management is one of the smaller topics which allows plenty of time for revision in preparation for GCSE exams. The pre-release booklet is released 12 weeks before paper 3 and so it is necessary to spend time in Term 4 covering it.  

 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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