Geography

Head of the Geography Department: Mr Radford

Email: Timothy.Radford@cncs.school

CURRICULUM INTENT OVERVIEW

The Geography curriculum in both Key Stage 3 and 4 aims to help all students develop the essential knowledge they need to become educated citizens.

The curriculum also is designed to help students engender an appreciation of human creativity and achievement.

To this end, the geography curriculum at Cardinal Newman has been designed so that it is broad in scope, relevant, up to date and varied. It aims to enrich student’s knowledge of the World in which they live, so that they have the tools to understand the World around them once they leave school. The scheme for Key Stage 3 is designed to ensure that the demands of the National Curriculum are met and that the course prepares students well for possible choice of taking the subject as a GCSE option in Key Stage 4.

 

SKILLS

In addition to the generic aims the subject also aims to develop students personal and subject specific skills throughout both key stages. These will include the following;-

a) Develop knowledge of place and location of different scales(local, national, European and Global).

b) Develop an enquiring mind in respect to various geographical issues

c) Develop an understanding of physical processes and how these are linked to landforms

d) Develop a range of map and atlas skills

e) Gain an insight into patterns and linkages

e) Develop skills of literacy and numeracy

f) Develop problem solving and decision-making skills.

 

KEY STAGE 3 - GEOGRAPHY CURRICULUM OVERVIEW

 TERM

  YEAR  7

  YEAR   8

1.1

Being a Geographer(Skills)

Crumbling Coasts

1.2

Rivers and Flooding

Our Changing Country

2.1

Ecosystems

Hazardous Earth

2.2

Global issues- Population Explosion

Global issues- Climate Change

3.1

Geography of Crime

Geography of Conflict

3.2

Into Africa(Wider World)

The Middle East(Wider World)

 

KEY STAGE 4 - GEOGRAPHY CURRICULUM OVERVIEW (EDEXCEL B) 

  TERM

  YEAR  9

  YEAR  10

 YEAR 11

1.1

8= Forests Under Threat.

 

4= UK Evolving Physical landscape( coasts)

7= People and the Biosphere

8=Forests Under Threat

1.2

3-Challenges of an Urbanising World

 

3= Challenges of an Urbanising World

9= Consuming Energy sources

MOCK EXAM

2.1

4= UK Changing Physical Landscape(Rivers)

1= Hazardous Earth

Revision road map- Paper 1.

MOCK EXAM

2.2

4= UK Changing Physical Landscape(Coasts)

2= Development Dynamics

Revision road map- Paper 2

3.1

5= UK Changing Human Landscape

 

6= Geographical Investigations

Revision road map- Papers 2 and 3

3.2

5= UK Changing Human Landscape.

Summer exam revision

COASTAL FIELDWORK ( Hunstanton)

HUMAN FIELDWORK ( Birmingham)

N/A

Geography Department- Intent for Teaching Key Stage 3

1) Develop knowledge of place and location

Extend students locational knowledge and deepen their spatial awareness of the World’s countries using maps and atlases to focus on Africa, The Middle East , Europe, Brazil , Somalia , China and India. This will focus on their regions, climate, key physical, human and environmental characteristics,
 

2) Develop an enquiring mind with respect to various geographical issues

Extend students deeper thinking skills so that they ask questions such as Why does that happen? Why does it happen there? What can be done about the issue? This includes work on the Geography of Crime (Year 7- focus on Coventry/the local area) , Deforestation  (year7)  Global climate Change (Year 8) and The Geography of Conflict ( year 8).

 

3) Develop an understanding of physical processes and how these are linked to landforms

This includes physical geography relating to coasts and coastal processes (Year 8), Rivers and flooding (Year 7), World climatic regions ( part of ecosystems- year 7), the water Cycle (Year 7) ,and Tectonic Processes (Hazardous Earth-Year 8) .

There will also be case studies relating to a flood (year 7), a major biome (Year 8) a volcanic eruption  and an earthquake (year 8). These will be include case studies  from the UK and from the wider World.

 

4) Develop a range of map and atlas skills

This aims to build upon student’s knowledge and skills from Key Stage 2.It will include the use of OS maps, atlases, maps of differing scales, topological maps, aerial photos, satellite images, GIS .Specific map skills include use of scale, direction, contours, 4 and 6 figure grid references,

The use of GIS to analyse and research crime patterns, and data(Year 7) use of local maps for fieldwork (year 7), evidence for climate change and the population explosion (Year 8).

 

5) Develop skills of literacy and numeracy

Examples of this include key word comprehension, writing frames, highlighting key points in a passage, identifying command words in questions, use of scrabble cards . For numeracy students will be taught how to construct and interpret line, bar and pie graphs, calculate  mean and range from data sets, use of grid references, scale,

 

6) Develop problem solving and decision-making skills.

These are an integral part of the curriculum. Specific examples might include the following;-

Year 7- Why does crime vary in different areas? How can crime rates be reduced? What are the best strategies for dealing with flood risk? Did China’s One Child Policy work?

Year 8- What are the reasons why conflict occurs in various parts of the World? How can countries reduce the risk of death and injury from volcanic eruptions and earthquakes? How should countries such as Montserrat be helped following an eruption? What are the best strategies for reducing coastal erosion? Why are some coasts not protected?

 

Geography Department- Intent for Teaching Key Stage 3

INTENT IN DETAIL – Year 7

Theme 1- Being a Geographer

This unit will cover basic map skills and atlas skills. It will include locating the main physical features of the World and the UK, the main cities of the Uk and countries of Europe. It will then cover OS map skills including using scale, direction, height ( specifically using and interpreting contours), and 4 and 6 figure grid references.


Theme 2- Rivers and flooding

The unit will cover the 3ater cycle and it’s global importance. Features of a drainage basin, the main 3 processes or erosion, transportation and deposition (and how these are linked), the 4 types of erosion, landforms caused by erosion ( waterfalls, gorges, V-shaped valley) and deposition together(meanders). Human and natural causes of flooding and how humans can reduce the impact of floods through hard and soft engineering schemes. A case study of a major flood is included.

A summative, end of term Christmas exam will be used to assess student’s progress in themes 1 and 2.

 

Theme 3 – Ecosystems

Students will learn what ecosystems and biomes are, and where the major World biomes are located. They will learn how and why climate varies around the World ( factors influencing climate). They will then complete an in depth study of the tropical rainforest ecosystem, including animal and plant adaptations. This will then be compared to a second biome (hot desert or Mediterranean). Students will be able to construct and interpret a double climate graph as part of this unit.

 

Theme 4- The Population Explosion

This unit will include a study of World population trends, birth ,death rates and natural increase and factors which affect population growth. They will investigate the challenges of rapid population growth in parts of the World and attemptsmade by countries to reduce the growth. They will use China’s One Child Policy as a case study and investigate howeffective this was.

A summative, end of term Easter exam will assess students progress in themes 3 and 4.

 

Theme 5-Geography of Crime

Students will develop their use of GIS/Internet/ Secondary data whilst covering this unit. They will learn how crime can be mapped in various ways using Coventry as their local example. They will study crime maps, police data and other sources to investigate why crime levels are higher in certain areas than others. They will look at trends and patterns over time and use prior knowledge to make conclusions. 

 

Theme 6- Into Africa.

This is a new unit added to our curriculum in 2019. It aims to develop students skills and knowledge learned so far to investigate a wider area of the World.

The unit will also be used to assess student’s skills and knowledge taught during the year.

A summative end of term summer exam will assess student’s progress in themes 5 and 6.

 

INTENT IN DETAIL- YEAR  8

Theme 1 – Coasts and Coastal Processes

In this unit students will gain an insight into coasts and how they play a significant part in the water cycle. They will understand how waves are made and the 2 types of wave, and the process of longshore drift.

They will study the 3 main physical processes of erosion, transportation and deposition and how these 3 processes are liked. They will understand how these processes produce landforms such as caves, arches stacks, stumps, bays and coves. They will also study the landforms produced by deposition including spits bars and beaches. Students will also evaluate the various hard and soft engineering methods used to reduce the impact of coastal erosion.

 

Theme 2- Our Changing Country

Students will develop a range of skills to investigate how the UK has changed over time, including population /demographic changes, economic changes and the impacts of technology and globalisation. Students will also investigate migration in the UK and the impacts of this. They will be able to explain the main push and pull factors which are relevant.

 

A summative end of term Christmas exam will assess progress in themes 1 and 2

 

Theme 3- The Explosive Earth

This unit will cover the internal structure of the earth, plates and plate movement( and the reasons for this). Students will also study the 4 different types of plate boundaries and the relative landforms produced. Students will study how and why volcanoes differ and how the impacts are different between low and high income countries. Students will also study a case study of an eruption in detail (Montserrat) , Students will then use this knowledge to explain how earthquakes are caused and how they are measured. They will again use a case study of an earthquake to consolidate their learning.

 

Theme 4- Global Challenges- Climate Change

Students will assess the various natural and human causes of global climate change and its impact on differing parts of the World. They will have a detailed understanding of the Greenhouse effect and how this can be reduced through use of renewable energy sources and energy efficiency measures.

A summative, end of term Easter exam will assess students progress in units 3 and 4.
 

Theme 5- Geography of Conflict.

This unit will include a study of the main causes of conflict around the World on scales ranging from local to global. It will include examples such as land use conflict in UK cities, water conflict in Syria, Piracy in the Indian ocean and the blood diamond trade in Sierra Leone. This will give students a much broader knowledge of conflict around the World and will also give opportunities for independent research.

 

Theme 6- Wider World- The Middle East

This is a new unit added to our curriculum in 2019. It aims to develop student’s skills and knowledge learned so far to investigate a wider area of the World.

A summative, end of term summer exam will assess students in units 5 and 6.

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