In Key Stage 3 students learn how to become successful geographers through consolidating and extending their knowledge and understanding of physical, human and environmental geography. Through investigation of key landforms and processes, students will understand why the UK experiences different types of weather, how waterfalls form, why certain places have earthquakes and how hurricanes form along with a wide variety of other themes linked to physical geography. With reference to human geography, students will explore inequality around the world, how the jobs people do are changing and the impacts of rapidly growing cities amongst other processes linked to how people live. Sustainability is a key theme of key stage geography and students will assess the impact of human activity on tropical rainforests, climate change and resource use as well as our ability to manage and adapt to issues including coastal erosion, urban growth and ageing populations. Detailed place based studies are used to illustrate our changing world, including The United Kingdom, China, India, Russia, the Middle East and the continent of Africa, as well as a range of regional, urban and rural examples. Alongside the study of places and processes, students will also develop the key skills required to become lifelong effective geographers; these include transferable skills based around literacy, numeracy and maps as well as the high order thinking skills of assessment and evaluation.
| Year 7 | Year 8 | Year 9 | ||
|---|---|---|---|---|
| Key Concepts | Consolidate knowledge and understanding of Key Stage 2 geography from a range of feeder schools, including fundamental map and numeracy skills.
Develop knowledge of the world’s major countries and their physical and human features as well as their understanding of physical and human processes that causes change. | Extend student understanding of the physical and human processes that causes change, including inequalities, as well as the key strategies used as part of sustainable development. | Consolidate knowledge and understanding of key stage 3 in preparation for key stage 4 studied. This will be achieved through revisiting key concepts linked to sequence of landform formation, cause, impact and response, development and inequality and sustainable development as well as through embedding map and numeracy skills. | |
| Autumn Term (Sep-Oct) |
Students will practice and master the key geographical skills required to be a successful geographer. This includes use of the 8-point compass, grid references, measuring distances using scale and describing land use, including relief on maps. | Students will cover the physical and human geography linked to tectonic activity. This includes plate tectonic theory, living in tectonic areas and management of tectonic hazards. The impact and responses to earthquakes in areas of contrasting areas of development will be studied. | Students will explore the physical processes involved in shaping UK coastal environments with a focus on landforms created by erosion and weathering. | |
| Quality Mark Assessments | ||||
A focus on describing. Summative assessment of geographical map skills. | A focus on explaining, including processes at plate boundaries, and on assessment of the impact of earthquakes.
Summative assessment of tectonic activity. | A focus on explaining the sequence of landform formation.
Summative assessment of coastal processes and erosion | ||
| Autumn Term (Nov-Dec) |
Through focus on the United Kingdom, students will investigate factors that influence weather and the impacts of increasing incidence of extreme weather in the UK. In addition, they will investigate the impact of migration on UK society, economic sectors, factors involved in locating modern hi-tech industry and tourism. | The global pattern of urbanisation will be investigated and linked to previous studies on levels of development. Detailed place based studies will focus on Manchester and Mumbai, including challenges and opportunities in living in these contrasting major cities as well as their regeneration and redevelopment. In addition, the goals of sustainable development will be explored through investigation into sustainable urban living, including examples | The concept of development will be revisited with a focus on development measures and an in depth investigation of how and why countries change as they develop over time. | |
| Quality Mark Assessments | ||||
A focus on describing and explaining, including impacts and locational factors. | A focus on explaining and assessing/evaluating issues linked to the opportunities and challenges in urban areas. | A focus on explaining links between population and economic development. | ||
| Spring Term (Jan-Feb) |
During the population topic, factors influencing population density and distribution will be reinforced. Students will make links between levels of development and population structure and the impacts of different population problems as well as their solutions will be covered. In addition, the causes and impacts of real world migrations will be investigated. | The current global issue of climate change will be investigated with focus on evidence as well as the causes of the human enhanced greenhouse effect. In addition, the natural and human impacts will be explored through real world examples. The goals of sustainable development will be revisited through the responses to climate change
| The study of tropical storms will include investigation into their distribution, structure and formation. Typhoon Haiyan will be used as a case study to explore the impacts and responses of a tropical storm on a developing country. Extreme weather in the UK will also be revisited. | |
| Quality Mark Assessments | ||||
A focus on describing and explaining.
Summative assessment of geographical map skills, the United kingdom and population | A focus on explaining and assessing/evaluating the impacts and responses to climate change.
Summative assessment of tectonic activity, urbanisation and climate change. | A focus on explaining and assessing/evaluating the impacts and responses to Typhoon Haiyan.
Summative assessment of coastal processes and erosion, development and tropical storms. | ||
| Spring Term (Feb-April) |
Students will investigate the concept of ecosystems including their biotic and abiotic elements and the impacts of change. They will gain an overview of the location and characteristics of major world biomes before focusing on tropical rainforests and hot deserts, including adaptation, human use and sustainable management. | In a focus on Africa, students will investigate a variety of issues impacting upon the natural and human geography of the continent. These include urban growth, water use, mining and tourism as well as inequalities between and within countries. | Students will revisit UK coastal environments with a focus on landforms created by coastal deposition. In addition, issues relating to coastal erosion and flooding will be studied along with the hard and soft engineering strategies used in coastal management. | |
| Quality Mark Assessments | ||||
A focus on describing and explaining, including adaptation and impacts of human activity | A focus on explaining and assessing/evaluating issues relating to Africa. | A focus on explaining the sequence of landform formation as well as assessment/ evaluation of coastal management strategies. | ||
| Summer Term (Feb-May) |
Students will investigate Life in an Emerging Economy following an introduction to the concept of development and the most current classification system of HICs, NEEs and HICs. BRICS and MINTs will be used to illustrate the countries that are rapidly developing followed by focus on China as an example of a rapidly developing country. This will include issues relating to trans-national corporations. | The physical landscape of the UK will be investigated through focus on geology and glaciation. Regions of the UK including the Lake District and the Peak District will be used to illustrate who physical processes have shaped the landscape and how humans use these areas for economic activity. | Issues linked to The Development Gap will be covered, including causes and impacts of inequalities as well as strategies that can be used to close the gap. In addition, tourism in Kenya will be used as an example to illustrate how countries can stimulate development. | |
| Quality Mark Assessments | ||||
A focus on describing and explaining, including the advantages and disadvantages of TNCs. | A focus on explaining the sequence of landform formation as well as explaining and assessment/evaluation human use and impact. | A focus on explaining and assessing/evaluating the benefits and problems creating by promoting tourism in Kenya. | ||
| Summer Term (May-July) |
Through a focus on rivers, students will explore the processes of erosion and deposition, including the sequence of fluvial landform formation. In addition, the causes and impacts of river floods will be covered as well as the hard and soft management strategies used to manage flooding. The Middle East will be used as a place based study to embed knowledge and understanding of key elements of physical and human geography. | As part of a focus on Russia, students will revisit biomes and the impact of human activity as well as the issues that arise from energy exploitation. | A focus on India will be used to revisit issues relating to life in a Newly Emerging Economy. This will include India’s changing economy, TNCs, aid and the impact of economic development on quality of life and the environment. | |
| Quality Mark Assessments | ||||
A focus on explanation, including sequence of landform formation and impacts and responses to flooding.
Summative assessment covering year 7 content. | A focus on explaining and assessing/evaluating issues relating to Russia.
Summative assessment covering year 8 content. | A focus on explaining and assessing/evaluating issues relating to India.
Summative assessment covering year 9 content. | ||
Year 7
Key Concepts
Consolidate knowledge and understanding of Key Stage 2 geography from a range of feeder schools, including fundamental map and numeracy skills.
Develop knowledge of the world’s major countries and their physical and human features as well as their understanding of physical and human processes that causes change.
Quality Mark AssessmentsAutumn Term
(Sep-Oct)
Students will practice and master the key geographical skills required to be a successful geographer. This includes use of the 8-point compass, grid references, measuring distances using scale and describing land use, including relief on maps.
Quality Mark AssessmentsA focus on describing.
Summative assessment of geographical map skills.
Autumn Term
(Nov-Dec)
Through focus on the United Kingdom, students will investigate factors that influence weather and the impacts of increasing incidence of extreme weather in the UK. In addition, they will investigate the impact of migration on UK society, economic sectors, factors involved in locating modern hi-tech industry and tourism.
Quality Mark AssessmentsA focus on describing and explaining, including impacts and locational factors.
Spring Term
(Jan-Feb)
During the population topic, factors influencing population density and distribution will be reinforced. Students will make links between levels of development and population structure and the impacts of different population problems as well as their solutions will be covered. In addition, the causes and impacts of real world migrations will be investigated.
Quality Mark AssessmentsA focus on describing and explaining.
Summative assessment of geographical map skills, the United kingdom and population
Spring Term
(Feb-April)
Students will investigate the concept of ecosystems including their biotic and abiotic elements and the impacts of change. They will gain an overview of the location and characteristics of major world biomes before focusing on tropical rainforests and hot deserts, including adaptation, human use and sustainable management.
Quality Mark AssessmentsA focus on describing and explaining, including adaptation and impacts of human activity
Summer Term
(Feb-May)
Students will investigate Life in an Emerging Economy following an introduction to the concept of development and the most current classification system of HICs, NEEs and HICs. BRICS and MINTs will be used to illustrate the countries that are rapidly developing followed by focus on China as an example of a rapidly developing country. This will include issues relating to trans-national corporations.
Quality Mark AssessmentsA focus on describing and explaining, including the advantages and disadvantages of TNCs.
Summer Term
(May-July)
Through a focus on rivers, students will explore the processes of erosion and deposition, including the sequence of fluvial landform formation. In addition, the causes and impacts of river floods will be covered as well as the hard and soft management strategies used to manage flooding.
The Middle East will be used as a place based study to embed knowledge and understanding of key elements of physical and human geography.
Quality Mark AssessmentsA focus on explanation, including sequence of landform formation and impacts and responses to flooding.
Summative assessment covering year 7 content.
Year 8
Key Concepts
Extend student understanding of the physical and human processes that causes change, including inequalities, as well as the key strategies used as part of sustainable development.
Quality Mark AssessmentsAutumn Term
(Sep-Oct)
Students will cover the physical and human geography linked to tectonic activity. This includes plate tectonic theory, living in tectonic areas and management of tectonic hazards. The impact and responses to earthquakes in areas of contrasting areas of development will be studied.
Quality Mark AssessmentsA focus on explaining, including processes at plate boundaries, and on assessment of the impact of earthquakes.
Summative assessment of tectonic activity.
Autumn Term
(Nov-Dec)
The global pattern of urbanisation will be investigated and linked to previous studies on levels of development. Detailed place based studies will focus on Manchester and Mumbai, including challenges and opportunities in living in these contrasting major cities as well as their regeneration and redevelopment. In addition, the goals of sustainable development will be explored through investigation into sustainable urban living, including examples
Quality Mark AssessmentsA focus on explaining and assessing/evaluating issues linked to the opportunities and challenges in urban areas.
Spring Term
(Jan-Feb)
The current global issue of climate change will be investigated with focus on evidence as well as the causes of the human enhanced greenhouse effect. In addition, the natural and human impacts will be explored through real world examples. The goals of sustainable development will be revisited through the responses to climate change
Quality Mark Assessments
A focus on explaining and assessing/evaluating the impacts and responses to climate change.
Summative assessment of tectonic activity, urbanisation and climate change.
Spring Term
(Feb-April)
In a focus on Africa, students will investigate a variety of issues impacting upon the natural and human geography of the continent. These include urban growth, water use, mining and tourism as well as inequalities between and within countries.
Quality Mark AssessmentsA focus on explaining and assessing/evaluating issues relating to Africa.
Summer Term
(Feb-May)
The physical landscape of the UK will be investigated through focus on geology and glaciation. Regions of the UK including the Lake District and the Peak District will be used to illustrate who physical processes have shaped the landscape and how humans use these areas for economic activity.
Quality Mark AssessmentsA focus on explaining the sequence of landform formation as well as explaining and assessment/evaluation human use and impact.
Summer Term
(May-July)
As part of a focus on Russia, students will revisit biomes and the impact of human activity as well as the issues that arise from energy exploitation.
Quality Mark AssessmentsA focus on explaining and assessing/evaluating issues relating to Russia.
Summative assessment covering year 8 content.
Year 9
Key Concepts
Consolidate knowledge and understanding of key stage 3 in preparation for key stage 4 studied. This will be achieved through revisiting key concepts linked to sequence of landform formation, cause, impact and response, development and inequality and sustainable development as well as through embedding map and numeracy skills.
Quality Mark AssessmentsAutumn Term
(Sep-Oct)
Students will explore the physical processes involved in shaping UK coastal environments with a focus on landforms created by erosion and weathering.
Quality Mark AssessmentsA focus on explaining the sequence of landform formation.
Summative assessment of coastal processes and erosion
Autumn Term
(Nov-Dec)
The concept of development will be revisited with a focus on development measures and an in depth investigation of how and why countries change as they develop over time.
Quality Mark AssessmentsA focus on explaining links between population and economic development.
Spring Term
(Jan-Feb)
The study of tropical storms will include investigation into their distribution, structure and formation. Typhoon Haiyan will be used as a case study to explore the impacts and responses of a tropical storm on a developing country. Extreme weather in the UK will also be revisited.
Quality Mark AssessmentsA focus on explaining and assessing/evaluating the impacts and responses to Typhoon Haiyan.
Summative assessment of coastal processes and erosion, development and tropical storms.
Spring Term
(Feb-April)
Students will revisit UK coastal environments with a focus on landforms created by coastal deposition. In addition, issues relating to coastal erosion and flooding will be studied along with the hard and soft engineering strategies used in coastal management.
Quality Mark AssessmentsA focus on explaining the sequence of landform formation as well as assessment/ evaluation of coastal management strategies.
Summer Term
(Feb-May)
Issues linked to The Development Gap will be covered, including causes and impacts of inequalities as well as strategies that can be used to close the gap. In addition, tourism in Kenya will be used as an example to illustrate how countries can stimulate development.
Quality Mark AssessmentsA focus on explaining and assessing/evaluating the benefits and problems creating by promoting tourism in Kenya.
Summer Term
(May-July)
A focus on India will be used to revisit issues relating to life in a Newly Emerging Economy. This will include India’s changing economy, TNCs, aid and the impact of economic development on quality of life and the environment.
Quality Mark AssessmentsA focus on explaining and assessing/evaluating issues relating to India.
Summative assessment covering year 9 content.