Subject Information - Geography

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 6

Year 7

Introduction to geography – skills.

Ecosystems.

School site field work.

Settlements (Urban vs rural)

Global development.

Weather and climate / climate change.

School site field work.

Oceans.

Year 8

Africa’s biomes.

Tectonic hazards.

Urbanisation.

Coastal landscapes.

Coastal regeneration fieldwork.

Tourism in the UK.

Year 9

Cold environments.

Globalisation.

River landscapes.

Extreme weather.

Resource management.

Issue Evaluation.

Year 10

Changing economic world (P2).

Natural hazards (P1).

Coasts (P1).

Resource management (P2).

Field work (P3)

Swanage.

Year 11

Urban (P2).

Ecosystems (P1).

Rivers (P1).

Issue Evaluation (P3).

Revision and exam practice.

Key Skills

Year 7

Year 8

Year 9

Cartographic

• Complete a range of simple OS map skills (symbols, 4 and 6 figure grid references, read contour lines, measure scale and distances, longitude and latitude coordinates)

• Continue to practise skills embedded last year with models and scaffolds.
• Use map skills to interpret problems and inform decision in order to construct arguments.

• Continue to practise skills embedded in previous years with prompts and less scaffolds.

Graphical

• Interpret, create and complete: Line graphs / Climate graphs / Pie charts / Choropleth maps /population pyramids.
• Create sketch maps / sketches from photos and annotate.

• New skills: Interpret, create and complete: Radar graphs /  Land use transect.

• New skills: Interpret, create and complete: Flow line /Isoline maps / Dot dispersions /Pictograms /Proportional symbols /Scatter graphs and lines of best fit.

Statistical

• Calculate simple statistics: Example: Mean / Range

• Calculate simple statistics: Example: Mean / Range / Median / Mode / Percentage increase and decrease 

• Calculate simple statistics Example: Mean / Range / Median / Mode / Percentage increase and decrease

Literacy

• Simple use of subject specific vocabulary - eg defining and identifying key terms.
• Describe locations graphs, characteristics of different locations.
• Label and annotate photos and figures.
• Explain impacts.
• Use data, statistics  and specific case study examples to support written explanations.

• Use more challenging subject specific e vocabulary - eg defining, identifying and including them in their written work.
• Compare and contrast to form an opinion.
• Oracy: debate arguments for and against.

• Subject specific vocabulary embedded and used written work.
• Describe graphs, maps and figures and interpret data to make links to  the knock on social, economic and environmental impacts.
• Use data within written work to support arguments.
• Discuss / evaluate/ assess / too what extent.
• Counter argue points to consider limitations.
• Oracy: debate arguments for and against and pose counter arguments.

Field work

• Two simple physical geography  investigations. Data collected on school grounds.
• Answer a simple hypothesis question, use simple data collection techniques to form a conclusion.

• One simple human geography  investigation. Data collected outside of school.
• Answer a simple hypothesis question. Use a wider range of data collection techniques to form a conclusion.
• Use investigation data to Identify a solution and design a proposal.

No field work completed this year.

GCSE Assessment Objectives / Skills

Year 10

Year 11

AO1:  Demonstrate knowledge of locations, places, processes, environments and different scales

• Show knowledge of places and locations by using specific examples, quote statistics and data about different locations within their written work.

• Independently use case study examples within written work without a model or prompt.

AO2:  Demonstrate geographic understanding of:

 ● concepts and how they are used in relation to places, environments and processes

● the inter-relationships between places, environments and processes

• Students are able to identify and explain different social, economic and environmental impacts across a range of different topics.
• Subject specific tier three vocabulary embedded and used written work automatically.

• Independently develop points to explain the knock on social, economic and environmental impacts.
• Independently complete all practise questions without a model, prompt or scaffold.
• Independently use subject specific tier three vocabulary in all written work.

AO3:   Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues and to make judgements

• Level of challenges increases as students begin to assess the extent / justify the social economic and environmental opportunities and challenges in different locations.
• Express the scale of impacts (small /large) to identify to what extent the problems or opportunities really are opportunities or challenges.

• Independently develop points to justify and express the scale of impacts in different locations.
• Independently counter argue points.

AO4:   Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings

• Continue to use previous years graphical skills with a prompt but no scaffolds in order to interpret, create and complete a range of graphs.
• Calculate statistics from data with prompt. Example: Mean / Range / Median / Mode / Percentage increase and decrease/ Interquartile range/ Percentiles.
• Continue to practise cartographic skills embedded in previous years.

• Independently complete all statistical, graphical and cartographic skills with no model or scaffold.

Field work

• Two investigations, one human geography and one physical geography fieldwork enquiry. Data collected outside of school using a range of techniques.
• Create cross profiles and transect to present data.
• Describe, explain and justify all aspects of both investigations.

• Independently answer questions on elements from both of their GCSE field work without a model, prompt or scaffold.

Exam Board:

Edexcel B

Paper 1

Written exam: 1 hour 30 minutes

94 marks

37.5% of GCSE

Global Geographical Issues

● Topic 1: Hazardous Earth.

● Topic 2: Development dynamics.

● Topic 3: Challenges of an urbanising world.

Paper 2

Written exam: 1 hour 30 minutes

94 marks

37.5% of GCSE

UK Geographical Issues

● Topic 4: The UK’s evolving physical landscape – including sub-topics 4A: Coastal change and conflict and 4B: River processes and pressures.

● Topic 5: The UK’s evolving human landscape – including a Case Study - Dynamic UK cities.

● Topic 6: Geographical investigations – including one physical fieldwork investigation and one human fieldwork investigation linked to Topics 4 and 5.

Paper 3

Written exam: 1 hour 30 minutes

64 marks

People and Environment Issues – Making Geographical Decisions

●Section A: People and the Biosphere.

●Section B: Forests under threat.

●Section C: Consuming energy resources.

●Section D: Making a geographical decision.

Exam Board:

AQA

Paper 1

Written exam: 1 hour 30 minutes

88 marks

35% of GCSE

Living with the physical environment (Physical Geography)

●3.1.1 Section A: The challenge of natural hazards.

●3.1.2 Section B: The living world.

●3.1.3 Section C: Physical landscapes in the UK.

Paper 2

Written exam: 1 hour 30 minutes

88 marks

35% of GCSE

Challenges in the human environment (Human Geography)

●3.2.1 Section A: Urban issues and challenges.

●3.2.2 Section B: The changing economic world.

●3.2.3 Section C: The challenge of resource management.

Paper 3

Written exam: 1 hour 30 minutes

76 marks

30% of GCSE

Geographical applications

●3.3.1 Section A: Issue evaluation.

●3.3.2 Section B: Fieldwork.