Curriculum Journey

This is a map to show the learning journey in Geography from year 6 through to further education and possible careers.

Geography Curriculum Journey.pdf

Overview of the learning journey in Geography

Year 7

Students begin to look at the qualities required to be a good geographer. We look at the topics; where in the world am I utilising the text ‘factfulness’ by Hans Rosling to discuss up to date geographical thinking. This aims to develop the sense of place, locational knowledge and the concept of interconnectedness. We continue to develop awe and wonder of our changing planet as we explore natural hazards around the world and explore how our world will change due to a growing global population. We shift our focus to address misconceptions of Africa and finally look at the opportunities for collecting fieldwork in Geography.

Knowledge Organisers for Year 7

These are the knowledge organiser used by students in lessons to support the learning and retrieval of key information.

Year 8

Students build upon the key concepts developed in year 7, first looking at the physical and human characteristics of Brazil, focusing on the Amazon Rainforest and Rio de Janeiro. We then continue looking at extreme environments, focusing on how ice has shaped the world around us. We then challenge student’s perceptions of North America, exploring different concepts such as cultural awareness, and climate change. Our second half of the year brings students back to physical Geography, developing further knowledge on extreme weathers and their impact upon development. We finish Year 8 looking at the human systems of inequality, and then apply our knowledge to the Geography of the Middle East.

Knowledge Organisers for Year 8

These are the knowledge organiser used by students in lessons to support the learning and retrieval of key information.

Year 9

At the start of Year 9 students explore both human and physical geography and their interactions as we explore the topic of ‘forbidden geography’ in our autumn term. This topic’s journey focuses on how technology in Geography can be used to understand the world around us. Leading up to Christmas students will then consider the importance and significance of river systems globally.In the spring we move on to discuss the complex relationships between physical and Human Geography in the countries of Asia before evaluating the key global issue of sustainability. Throughout the summer term we look further afield focusing on Oceania, the links this area has to the UK and the wider world. Finally, Students explore the availability, impacts to the environment and sustainability management of these resources.

Knowledge Organisers for Year 9

These are the knowledge organiser used by students in lessons to support the learning and retrieval of key information.

Year 10

Students explore the topics of natural hazards, living world and physical landscapes in the UK. Initially, students will learn the mechanics behind plate boundaries and their links to tectonic hazards. This topic continues to learn about extreme weather and climate change. Next we switch to Urban issues and challenges and look into comparing megacities; with a focus on how rapid development can present both opportunities and challenges. Our living world topic explores the Malaysian Rainforest and the Thar Desert, which develops student’s knowledge on adaptations; along with methods to evaluate sustainable options to manage these fragile environments. We then explore the topic of economic development, focusing on wealth and how this can impact quality of life in contrasting locations. Nigeria and the UK are used as the case studies throughout this year and we link this to our human fieldwork. Finally we study river and coastal landscapes in the summer term which links to our physical fieldwork of coastal management at Walton-on-the-Naze.

Year 11

We explore Paper 2’s key topics of resource management whilst interleaving revision strategies to assist students recall. We recall our Year 10 knowledge on tectonics, weather, Urbanisation, economy and UK landscapes whilst exploring key case studies linking to AQA GCSE. This highlights the inequalities of our global resources and how we can sustainably manage them. Our final focus looks at the pre-release and geographical skills which are embedded across all three papers. Our aim is for all students to leave Geography as a confident global citizen who is passionate about the world around them.

Knowledge Organisers for GCSE

These are the knowledge organiser used by students in lessons to support the learning and retrieval of key information.

Paper 1

Paper 2