Term 1: Mapping Places
In this unit we will explore what it means to be a 'Great Geographer'. We will learn many of the key skills required to understand what is happening in our world. With a thematic approach to the teaching of map skills, students are able to develop skills such as map symbols, grid references, measuring distance and using scales. Students can engage with maps on a wide range of scales from different sources including Google Earth, Google Maps and Ordnance Survey.
A map test with multiple choice and short answer questions, covering all skills taught in the unit. There will be a range of maps to interpret to complete the questions. Marked out of 25.
Grid Reference
A map reference indicating a location in terms of a series of vertical and horizontal grid lines identified by numbers or letters
Symbol
A mark or character used as a conventional representation of an object
Relief
A map that shows the configuration and height of the land surface, usually by means of contours
Contour Lines
A line on a map joining points of equal height above or below sea level
Patterns
A repeated form or sequence
Physical Geography
The study of the natural features of the earth's surface, especially in its current aspects, including land formations, climate, currents, and distribution of flora and fauna
Human Geography
The branch of geography dealing with how human activity affects or is influenced by the earth's surface.
Diagram
A simplified drawing showing the appearance, structure, or workings of something
Height above sea level
The height of land measured from sea level (m)
Develop the individual:
This unit will help to develop an individuals appreciation of places.
Create a supportive community:
Through discussion and group collaboration.
Term 2: Extraordinary Ecosystems
In this topic, we will explore some of our planet's fascinating ecosystems. We will understand the climates of different biomes, including Hot Deserts and Tropical Rainforests; we will discover how both humans and animals have adapted to live in these environments.
We will then focus on how human influences are changing our rainforests around the world, and whether we can develop the rainforest sustainably. We will look at Madagascar as our case study in this unit.
The assessment for this unit will consist of some short knowledge-based questions and then some longer questions to consider some of the challenges facing ecosystems - there will also be synoptic links to the earlier map unit from Term 1.
Megacity
a very large city, typically one with a population of over ten million people.
LIC
A Low Income Country
Deforestation
The removal of trees or vegetation from an area to access the land or resources.
Settlement
is a community in which people live
Conurbation
a region comprising a number of cities, large towns, and other urban areas that, through population growth and physical expansion, have merged to form one continuous urban and industrially developed area.
Infrastructure
the basic physical and organizational structures and facilities (e.g. buildings, roads, power supplies) needed for the operation of a society or enterprise.
Population
all the inhabitants of a particular place.
Environment
the surroundings or conditions in which a person, animal, or plant lives or operates.
HIC
A High Income Country
Develop the individual:
This unit will enable our young people to understand the consequences of our actions. From the buying of products to increased demand for land in the Tropical Rainforest. There will be lots of opportunities to explore ethical questions.
Create a supportive community:
This unit will allow pupils to appreciate the impacts that the products they enjoy has on the environment as well as the people involved in their production.
Term 3: Megacities and Growing Cities
What is a megacity - how have they grown so big? A unit to discuss the factors that have led to such rapid growth of the urban areas, particularly in LICs. Case Studies - Mumbai and London. Students will focus on the rapid growth of megacities across the world and will complete an in-depth study looking at some of the challenges associated with these places.
An assessment with multiple choice and short answer questions, covering all knowledge and skills taught in the unit. There will be a range of photographs and maps to interpret to complete the questions. Marked out of 25.
LIC
A Low Income Country
Merchandising
any practice which contributes to the sale of products to a retail consumer.
Sponsorship
is a cash and/or in-kind fee paid to a property or person (typically in sports, arts, entertainment or causes) in return for access to the exploitable commercial potential associated with that property/person.
Hospitality
the friendly and generous reception and entertainment of guests, visitors, or strangers.
HIC
A High Income Country
Manufacturer
a person or company that makes goods for sale.
Regeneration
To bring new and more vigorous life to (an area, industry, institution, etc.); revive, especially in economic terms.
Economic
relating to gaining or spending money.
Society
Shared customs, laws and organisations of a community of people.
Sustainability
Something that can be carried out into the future without harming people's quality of life, the economy or the environment.
Develop the individual:
An understanding of the development of the towns and cities that we live in, our local area and the identity of our place.
Create a supportive community:
Appreciation of other people and their views, through discussion and sharing of experience.
Term 4: Raging Rivers
Following the journey of a river from its source to the mouth. We investigate how rivers shape our landscape to create landforms such as meanders, waterfalls and flood plains. We will study local, national and international examples of flooding, considering the causes and responses to these events. This unit will also allow students to carry out fieldwork investigations, both individually and as part of a team, either virtually or 'in the field'.
End of unit test focusing on skills and knowledge, Questions will range from 1 mark to 6 marks each, using OS maps and photographs.
Abrasion
Abrasion is a form of erosion caused by rubbing of fine particles against an object. The effect is much the same as using sandpaper. Water carries sediment (fine rock particles) that abrade the rocks.
Attrition
The wearing away of particles of rock as they bounce along or knock against each other and wear away becoming more rounded.
Drainage Basin
The area of land that is drained by a river and its tributaries. The boundary of a river basin is called the watershed.
Confluence
Where two rivers or streams meet.
Deposition
Water (river, glacier or waves) lays down or drops the sediment or material that it is carrying such as sand, mud, and small stones or sticks. This often happens in areas of low energy, because the water is flowing slowly.
Erosion
The wearing away, in this case by water and rocks constantly breaking down the surrounding rock or soil.
Estuary
A drowned river valley in a coastal lowland area. Occurs near or at the mouth of a river, where the tide meets the current and the fresh and salt waters mix.
Gorge
A gorge is a steep-sided river valley which is very narrow and deep. Most gorges have rocky sides. The river cuts this deep valley by erosion. Gorges are created over thousands of years.
Hydraulic Action
The force of the water wearing away the rock
Tributary
A stream or river that feeds into a larger watercourse.
Develop the individual:
This unit helps the individual to appreciate the world in which we live and the way physical processes shape our landscape. They will also learn to appreciate the challenges posed when trying to manage issues such as flooding in different areas.
Create a supportive community:
This enables the young people to appreciate the challenges that different people face and deal with them sensitively. Particularly living in a flood risk zone, this issue could affect people in their community.
Term 5: Tectonic Hazards
In this unit, we will understand what a hazard is, why some places have earthquakes/volcanoes and others do not. We will look at two recent contrasting tectonic events to understand why some events are more disastrous than others. We will also consider why people choose to live in a hazardous area!
An assessment with multiple choice and short answer questions, covering knowledge, skills and case studies taught in the unit. There will be a range of maps and photographs to interpret to complete the questions. Marked out of 25.
Pyroclastic Flow
a dense, destructive mass of very hot ash, lava fragments, and gases ejected explosively from a volcano and typically flowing at great speed.
Supervolcano
a flat volcano that ejects more than a trillion tons of material when it erupts.
Destructive
causing great and irreparable damage.
Magma Chamber
a reservoir of magma within the earth's crust beneath a volcano.
Mantle
the region of the earth's interior between the crust and the core, believed to consist of hot, dense silicate rocks
Montserrat
an island in the Leeward Islands of the British West Indies northwest of Guadeloupe
Volcano
a mountain or hill, typically conical, having a crater or vent through which lava, rock fragments, hot vapour, and gas are or have been erupted from the earth's crust.
Earthquake
a sudden violent shaking of the ground, typically causing great destruction, as a result of movements within the earth's crust or volcanic action.
Vent
an opening in the earths crust through which magma is forced upwards during an eruption.
Geology
The science which deals with the physical structure and substance of the earth, their history, and the processes which act on them.
Develop the individual:
Spiritual - The study of different places, enabling the appreciation of the world in which we live.
Social - Environmental issues related to the importance of volcanic activity for those living in the areas affected.
Create a supportive community:
Working together to understand the impact of various hazards globally allows pupils to explore ideas related to the management of hazard and the appreciation of life with the permanent 'risk of hazard'.
Term 6: Sustainable Living
In this unit we will be exploring the idea of sustainable living. We will consider the different types of resources and why some have a 'limited shelf life'. We will address the issue of plastic pollution and how we contribute to this and what we can do to reduce the impact of our actions into the future.
End of year assessment - this will combine a combination of questions from all topics covered in the year (synoptic).
Questions will range from 1 mark to 9 marks per question, some will be in the style of GCSE questions and others will be decision making exercises. The assessment will also assess the geographical skills taught this year.
Adaptation
An adaptation is an alteration in the structure or function of an organism by natural selection, that helps it survive in its environment.
Decomposition
Decomposition is the decay or breakdown of things into more basic elements. For example, after a plant dies, it decomposes into organic nutrients.
Omnivore
Omnivores are animals that eat both animals and plants. Some monivores include people, many monkeys and marmosets, lion tamarins, chimpanzees, and most bears.
Pollination
Pollination is the process in which the male plant's pollen fertilizes the female plant's ovule and creates a seed. Pollination is effected by the wind, insects, hummingbirds, etc.
Taxonomy
Taxonomy is the science of classifying organisms into groups by structure, origin, common ancestor, etc.
Transpiration
Transpiration is the process in which plants lose water through pores in their leaves (these openings are called stomata). As water is lost from the plant, the plant takes up more water (and minerals) through its roots. The rate of transpiration varies as
Tropics
The tropics are a 3,000 mile (4800 km) wide band around the equator, between the Tropic of Cancer (23.5° N latitude) and the Tropic of Capricorn (23.5° S latitude).
Develop the individual:
This unit includes a number of big moral questions, that pupils have to reach a decision based on work they have completed collaboratively.
Create a supportive community:
One of the key skills in this unit focuses around discussion and being able to listen and respond to different ideas and viewpoints.