Vision

We aim to develop curious, passionate global citizens who think critically of the world around them through collaboration in a creative curriculum. Geography is a diverse subject which enables young people to make sense of a complex and dynamically changing world, whilst developing knowledge of places and environments, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. We encourage each pupil to explore their own identity and place in the world, their values and their responsibilities to other people, to the environment and the sustainability of the planet.

Core Knowledge

Year 7

“How do we investigate fantastic places?” enables pupils to develop key map and locational skills they have learnt in KS1 and 2 and introduces them to a variety of different places around the world. They develop understanding of 6 figure grid references, scale, measuring distances on OS maps, as well as identifying human and physical aspects of geography in every continent of the world. These skills will be built upon throughout every year of Geography.

“Where are our global biomes?” provides further opportunity to build on locational knowledge and enables pupils to build on knowledge from primary school on animal and plant adaptations and management of these environments.

“What is development?” introduces pupils to human geography and critical thinking, leading them to challenge their perceptions, question how other people live and how countries develop. “What happens from summit to sea?”  builds on KS2 knowledge of local place and topographical features by allowing pupils to investigate Dartmoor and to get out in the field and to collect data. It also builds on their knowledge of weather and geology.

Core knowledge to be learnt in Year 7:

• Utilise map skills across all continents
• Locate and identify characteristics of global biomes
• Explain how different biomes are managed
• Recognise global differences in human population and levels of development
• Question validity of sources and address preconceived ideas
• Understand processes which shape the UK’s physical landscape in their local area and impacts the human environment

Year 8

“How is our money spread out around the world?” builds on knowledge of development and the global economy and enables pupils to look at the theory of globalisation and how TNC’s are impacting this.

“Why is our Earth so hazardous?” builds upon pupils’ knowledge of volcanoes and earthquakes from KS2. They look at the structure of the Earth and plate movement, before learning about causes, impacts and responses to earthquakes, volcanoes and tsunamis.

“What is development?” will be taught in year 8 for the academic year 2021/22 (it is part of the new year 7 curriculum) as it provides essential knowledge which pupils will build on in the rest of KS3 as they start their place-based learning.

“How is Asia transforming?” builds on pupil knowledge of development and biomes (covered in year 7) and pupils learn about the emergence of Asia as an economic powerhouse and the superpowers within Asia. They further their KS2 and Year 7 knowledge of weather and the natural world by looking at the variety of biomes in Asia and the flooding caused by the Ganges in Southeast Asia. Pupils study the population of Asia and look at urbanisation in India to gain the theoretical knowledge they will need in year 10 when studying the “Opportunities and Challenges of Urbanisation” unit.

Core knowledge to be learnt in Year 8:

• Understand the global economy and the role of globalisation and TNC’s in development of countries
• Understand the structure of the earth and explaining how key tectonic processes shape the environment and the impacts of this on society
• Recognise global differences in human population and levels of development
• Question the validity of sources and address preconceived ideas.
• Understand the diversity of the physical and human geography in Asia

Year 9

“What are the opportunities and challenges of Africa?” builds on the critical thinking and addressing misconceptions that pupils explored in the Year 7 and 8 “What is development?” unit. Pupils look at the impact of colonialism and history of Africa and understand how neo-colonialism still plays a role in many African countries, before learning about the Belt Road (building on their Year 8 knowledge of the “Almighty Dollar”). This geo-political knowledge is important for paper 2 units at GCSE and the globalisation, superpowers and migration, identity and sovereignty units in Year 12 and 13.

“How is the Middle East changing?” builds on pupils’ KS2 knowledge of resource use and how resource ownership impacts superpower status. This is further developed in their Year 11 unit on Energy and their human KS5 topics.

“Will the people of the Maldives become climate refugees?” helps pupils to identify the causes and impacts of climate change. This furthers knowledge on impacts and responses to natural hazards (Year 8) and provides a step up to further knowledge in Year 10, where they will distinguish human and physical causes of climate change and how this is leading to increased extreme weather events in the UK. This is then furthered in Year 12 and 13 in the tectonics, coasts, water and carbon units.

“The Living World” builds on KS2 knowledge on vegetation belts, as well as the Year 7 biomes unit. This gives students the opportunity to investigate a local ecosystem, before focusing on tropical rainforests and cold environments.

 Core knowledge to be learnt in Year 9:

• Challenge preconceived ideas about Africa and the Middle East
• Understand human and physical characteristics of the Middle East
• Develop understanding of geo-politics in Africa and the Middle East
• Explain the causes of climate change and the impacts this will have on the people of the Maldives
• Identify small and large-scale ecosystems and how they are subject to change
• Identify characteristics, importance of and management of rainforests
• Explain the opportunities and challenges facing cold environments, specifically Alaska

Year 10

In September 2021 pupils will first complete the cold environment part of “Living World” unit.

They then start the “Changing Economic World” unit which provides pupils with the underpinning theory behind the reasons behind the differing levels of development countries are in, before focusing on Nigeria (studied in Almighty Dollar – Year 8 and Africa – Year 9) and then comparing its development with the UK.

Pupils then build on their knowledge from both KS2 and 3 about tectonic and weather hazards, which is explored further in Year 12 and 13. This also links to development and human geography as students compare earthquakes which have occurred in countries with varied levels of development and evaluate the difference in impacts and responses.

Pupils further their knowledge on river and coastal processes and how these shape the landscapes (previously learnt in Year 7), which they then see in action and collect data on when on a fieldtrip to Dawlish. This helps to prepare them for their Paper 3 exam at GSCE where students must write up field work. This also provides students with fieldwork skills and techniques which they can use to conduct their NEA in Year 12.

Core knowledge to be learnt in Year 10:

• Explain the opportunities and challenges facing cold environments, specifically Alaska
• Understand the global variation in economic development and various strategies to reduce this.
• Understand rapid economic development in Nigeria (a Newly Emerging Economy) and how this is leading to a significant social, environmental and cultural change.
• Understand major economic changes in the UK and how this has impacted employment patterns and regional growth.
• Describe how natural hazards pose major risks to people and property.
• Understand how earthquakes and volcanic eruptions happen and how the impacts and responses vary between differing levels of wealth. To also understand how management can reduce the effects of tectonic hazards.
• Understand global atmospheric circulation, formation of tropical storms, the effects of tropical storms on people and the environment and an extreme weather event in the UK.
• Understand the human and physical causes of climate change, the impacts and management (mitigation and adaptation).
• Understand river and coastal processes.
• Undertake coastal fieldwork.

Year 11

Pupils study the UK’s human landscapes and the impacts of globalisation and regeneration in the UK (specifically the Olympic Park in London). This provides a base of knowledge should students choose to do A level geography, as they study regenerating places in Year 12, which involves comparing Plymouth with Stratford in London. This knowledge is then built upon at the end of Year 11 when students look at how Mumbai has become a megacity and the opportunities and challenges that this provides. This builds upon knowledge learnt in KS3 which underpinned the theories of development.

Pupils develop their knowledge on natural hazards and global atmospheric circulation, building on their understanding of the physical processes happening inside the Earth, but also global atmospheric circulation and how this impacts the location of global biomes.

Core knowledge to be learnt in Year 11:

• Understand the impacts of globalisation on the UK economy.
• Understand sustainable transport and living in a UK city.
• Describe how natural hazards pose major risks to people and property.
• Understand how earthquakes and volcanic eruptions happen and how the impacts and responses vary between differing levels of wealth. To also understand how management can reduce the effects of tectonic hazards.
• Understand global atmospheric circulation, formation of tropical storms, the effects of tropical storms on people and the environment and an extreme weather event in the UK.
• Understand the human and physical causes of climate change, the impacts and management (mitigation and adaptation).
• Understand how the world is becoming increasingly urbanised and the changes which have led to this urbanisation.
• Understand how Mumbai has become a megacity and the challenges and opportunities of life in Mumbai

Year 12

Pupils build on their human geography knowledge from KS4 on regeneration in Stratford by comparing this to Plymouth. They also look at how socio-economic development causes differences in the UK, which is a theory they have been gradually building on since Year 7. They will look at why regeneration can be used, (linking to the Changing Economic World unit in Year 10) and how it can be managed, and the success measured.

Pupils develop their understanding of physical landscape processes, which have been developed from Year 7. Starting with Coastal processes this then links in with climate change. Students undertake 4 days of fieldwork (as required by the exam board) to begin to prepare for their NEA.

Pupils will study tectonics and globalisation. Tectonics theory starts in their curriculum at KS2 and globalisation is introduced in Year 8. Throughout A level study, the synoptic themes of players, attitudes and actions, and futures and uncertainties are drawn upon, encouraging students to make links between their learning.

Core knowledge to be learnt in Year 12:

• Why are coastal landscapes different and what processes cause these differences?
• How do characteristic coastal landforms contribute to coastal landscapes?
• How do coastal erosion and sea level change alter the physical characteristics of coastlines and increase risks?
• How can coastlines be managed to meet the needs of all players?
• How and why do places vary?
• Why might regeneration be needed?
• How is regeneration managed?
• How successful is regeneration?
• Why are some locations more at risk of tectonic hazards?
• Why do some tectonic hazards develop into disasters?
• How successful is the management of tectonic hazards and disasters?
• What are the causes of globalisation and why has it accelerated in recent decades?
• What are the impacts of globalisation for countries, different groups of people and cultures and the physical environment?
• What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges?

Pupils start to complete their independent fieldwork investigation (NEA) and collect data and complete 4 days of fieldwork.

Year 13

Pupils study superpowers, making links with their previous topic of globalisation. In Human Geography they study migration, identity and sovereignty. In Physical Geography pupils study water and carbon modules, which requires them to combine knowledge of river and coastal processes, rainforests and carbon sinks, and climate change.

Pupils draw synoptic links between all the units in preparation for Paper 3 of the A level exam.

Core knowledge to be learnt in Year 13:

• What are the processes operating within the hydrological cycle from global to local scale?
• What factors influence the hydrological system over short- and long-term time scales?
• How does water insecurity occur and why is it becoming such a global issue for the 21^st century?
• How does the carbon cycle operate to maintain planetary health?
• What are the consequences for people and the environment of our increasing demand for energy?
• How are the carbon and water cycles linked to the global climate system?
• What are superpowers and how have they changed over time?
• What are the impacts of superpowers on the global economy, political systems and the physical environment?
• What spheres of influence are contested by superpowers and what are the implications of this?
• What are the impacts of globalisation on international migration?
• How are nation states defined and how have they evolved in a globalising world?
• What are the impacts of global organisations on managing global issues and conflicts?
• What are the threats to national sovereignty in a more globalised world?