Geography

Curriculum Map – Geography “Go out into this complex world as a thoughtful citizen, understand what’s going on and understand how you can choose to make a difference.”
Key Stage 3	Content	Skills
Year 7	Being a geographer – What does a geographer do? Asking geographical questions, using geographical data, using a variety of maps, key aspects of people and place. Resources – Is Earth running out of natural resources? The importance of natural resources and the difference between renewable and non-renewable resources. Economy – What is an economy? Economic activities at different scales, employment changes over time, UK economy growth and links. Weather and Climate – What is weather and climate? Elements that make up weather and climate, how weather is measured, reading synoptic charts. Population – One planet, many people: how are populations changing? World population distribution and change, how countries control population change, types of migration and urbanisation. Russia – Is the geography of Russia a curse of benefit? Located of Russia, life in Russia, the influence of Russia’s physical landscape on its human geography, the importance of Russia.	Co-ordinates (latitude and longitude) Compass directions 4 and 6 figure grid references Isoline map interpretation Relief and cross-sections Field sketches and sketch maps Geological timescale Line graph plotting Stakeholder viewpoint analysis Article analysis Calculating percentages Pie chart plotting Flow diagrams Distance and time (OS Maps) Located proportional symbols Line and bar chart analysis Data collection (school-based fieldwork) Weather symbols Synoptic charts Satellite images Climate graph plotting Using an atlas Choropleth maps Geographical Information Systems (GIS)
Year 8	Geology Rivers – Why are rivers important? Processes of weathering, erosion, and transportation, river landforms, the importance of rivers. Development – What is development? Define development. Compare development around the world, understand where and why inequality occurs, understand the actions of governments and communities to aid development. Coasts – What happens where the land meets the sea? Erosion, transportation, deposition, and the landforms those processes create, uses of the coast, coastal management strategies. Asia – Diverse and dynamic: how is Asia being transformed? Asia’s physical and human geography, relationship between Asia and the rest of the world. Sustainability – is the future sussed? Defining sustainability, sustainable cities around the world, sustainability of the local environment, ecological footprint of cities, traffic management, redevelopment projects. Tectonics – Can we ever know enough about earthquakes and volcanoes to live safely? Plate tectonics, volcanoes and earthquakes, the prediction and management of tectonic hazards.	Flow lines Classroom based fieldwork methodology Explaining geomorphological processes Article analysis OS map analysis Development compass Choropleth map construction Mean, median, mode and range Pie chart analysis Geomorphological processes and landforms Aerial photographs Stakeholder opinions Bi-polar surveys Biome maps Population pyramids Line graph plotting Bar chart construction Monitoring and prediction of hazards Co-ordinates (latitude and longitude) Compass directions 4 and 6 figure grid references Isoline map interpretation Relief and cross-sections Field sketches and sketch maps Geological timescale
Year 9	Africa – What are the challenges and opportunities facing Africa? Physical and human geography of Africa, Africa’s colonial history, challenges facing Africa, opportunities to develop and change. Glaciers – How does ice change the world? Erosion, transportation and glacial landforms, identifying glacial landforms on OS maps, the distribution of ice around the world. Climate Change Middle East – Why is the Middle East an important world region? Location, countries, physical and human geography, conflict and controversy, importance of the region. Resource Management – exploitation of environments, UK and global distributions, global energy demands, attitudes towards exploitation, use and management of energy resources.	Latitude and longitude Relief and physical maps Scatter plots and lines of best fit Located proportional symbols Bi-polar bar graphs Climate graph construction and analysis Population pyramid interpretation Co-ordinates (latitude and longitude) Compass directions 4 and 6 figure grid references Isoline map interpretation Relief and cross-sections Field sketches and sketch maps Geological timescales
Key Stage 4 – Edexcel A
Year 10	Global Development – Define development, factors that contribute to human development, measures of development, global variations, impact and strategies to reduce uneven development, top-down and bottom-up development, a case study of an emerging country. Weather Hazards and Climate Change – Global atmospheric and oceanic circulation systems, climate change, UK climate variations, tropical cyclones, causes and effects of drought. Ecosystems, Biodiversity and Management – World large-scale ecosystems, climate influences on ecosystems, importance of the biosphere, sustainable management of tropical rainforests, deciduous woodland biodiversity, sustainable management of deciduous woodlands. Geographical Investigations – Urban Study – Conducting a geographical enquiry, data presentation techniques, analysis and evaluation of data collected from an urban investigation.	The following skills are developed across all GCSE topics in Years 10 and 11: Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Investigative skills Develop hypotheses Sampling procedures Risk assessments Data collection methods Manage, collate, process and present information (hand drawn and through ICT) Create evidenced conclusions Evaluate reliability and accuracy Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots
Year 11	Changing Cities – Urbanisation trends, UK population distribution, a city in the UK, a city in an emerging country. Geographical Investigations – River Study - Conducting a geographical enquiry, data presentation techniques, analysis and evaluation of data collected from a river investigation. The Changing Landscapes of the UK – UK main rock types, human activity and its influence over landscapes, physical processes of rivers and coasts, landforms, risk and management. UK Challenges – UK population change and its impact on resources, population growth and resource consumption, management of UK ecosystems, sustainable transport, two-speed economy, greenfield and brownfield development, migration patterns, coastal erosion and flood risk, National parks, coastal erosion and flooding.

Curriculum Plan – Geography (Edexcel A) Year 7
Intent “Go out into the world as a thoughtful citizen, understand what is going on and understand how you can choose to make a difference.”
Autumn 1: Map Skills – What is a geographer?
Lesson Code	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
MAP.A	Historical Maps – How has our knowledge of the world progressed over time?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Co-ordinates (latitude and longitude) Direction (compass) Co-ordinates (4 and 6 figure grid references) Isoline maps, relief maps, cross-sections. Field sketches, sketch maps 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
MAP.1a	World Locational Knowledge – What locational knowledge do you have of the world?
MAP.1b	Latitude and Longitude – How can we locate places around the world?
MAP.2	Counties, Compass Points and Map Symbols – How can we locate features on an OS map?
MAP.3	OS Maps – How can we use OS maps to investigate places?
MAP.4	Grid References and Map Symbols 1 – How can we locate features using 4-figure grid references?
MAP.5	Grid References and Map Symbols 2 – How can we locate features using 6-figure grid references?
MAP.6	Contour Lines and Relief – How can we show height, direction and slopes?
MAP.7	Aerial Photographs – How can we use aerial photographs with OS Maps?
MAP.8	School Site Fieldwork – How can you investigate a locality by conducting fieldwork?
Autumn 2: Resources (NRS) – Is Earth running out of natural resource?
NRS.1	Natural Resources – What are natural resources?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Timescale (geological) Line graph plot Stakeholder viewpoints Article analysis Percentages calculations Co-ordinates (4 and 6 figure grid references) Evaluation Pie chart plot 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
NRS.2	Rock Types – What are rocks and how are they natural resources?
NRS.3a	Rocks – Coal – What is coal and why is it a natural resource?
NRS.3b	Rocks – Russian Oil – Why is Russian oil so important?
NRS.4	Soils (Geographical Careers) – Why are soils the root of life?
NRS.5	Biosphere – How does the biosphere provide natural resource?
NRS.6	Hydrosphere – How does the hydrosphere provide natural resource?
NRS.7	Oil – Why is the world so dependent on oil resources?
NRS.8	Energy – What natural resources can be used to generate electricity?
NRS.9	Fracking – Is shale gas worth the environmental cost of fracking?
NRS.10a	Malthus and Boserup – Who were Malthus and Boserup and what were their theories?
NRS.10b	Sustainability – How can we manage our resources more sustainably?
Spring 1: Economy (ECN) – What is an Economy?
ECN.1	Employment Sectors – What is an economy, from local to global?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Line graph plot Flow diagram plot Distance and time (OS maps) Co-ordinates (4 and 6 figure grid references) Located proportional symbol plot Article analysis 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
ECN.2	Primary Industry – What’s happening down on the farm?
ECN.3	Secondary Industry – Why is manufacturing all about choosing the right site?
ECN.4	Tertiary Industry – Why is the tertiary sector increasing?
ECN.5	Global Economy – How does a chocolate bar connect the sectors of the economy?
ECN.6	UK Trade – How does the UK trade with other countries?
ECN.7	Globalisation – What is globalisation?
ECN.8	Containerisation – How does containerisation accelerate globalisation?
Spring 2: Weather and Climate (ECN) – What is Weather and Climate?
WAC.1a	Measuring the Weather – How do we measure the weather?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Graph analysis (line and bar) School-based fieldwork (data collection and interpretation) Weather symbols Relief map analysis Isoline maps analysis Satellite image analysis Climate graph plot and analysis Co-ordinates (latitude and longitude) 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
WAC.1b	School Based Fieldwork – Does Burton Borough have microclimates? Part 1
WAC.1c	Recording and Presenting - Does Burton Borough have microclimates? Part 2
WAC.2	Rainfall - What are clouds and why does it rain?
WAC.3	Air Pressure – What are air pressure and anticyclones?
WAC.4	Depressions – What are depressions and how do they affect our weather?
WAC.5	UK Climate – What is the climate of the UK?
WAC.6	Climate Zones How does climate vary across the world?
WAC.7	Factors Affecting Climate – Why does climate vary across the world?
Summer 1: Population (POP) – Why is the population of the UK changing?
POP.1	Historic Migration – Who are the British?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Atlas skills Climate graph plot and analysis choropleth map plot Pie chart plot Mean, median and mode calculations GIS Article analysis 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
POP.2	UK Population Change – How has the UK population changed in the past 100 years?
POP.3	UK Population Distribution – Why are some parts of the UK more densely populated than others?
POP.4	Remote Rural Areas – Why do some parts of the UK have a declining population?
POP.5	South-East Population Growth – Why do some parts of the UK have a growing population?
POP.6	Migration – What makes people undertake long and dangerous journeys to the UK?
POP.7	Media influences – How does the media influence our view of migrants?
POP.8	Emigration – What makes people leave the UK?
POP.9	Ageing Population – How is the UK’s population going to change in the future?
Summer 2: Russia (RUS) – Is the geography of Russia a curse or blessing?
RUS.1	Physical Landscape of Russia – What is the physical landscape of Russia?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Atlas skills Climate graph plot and analysis Choropleth map analysis Pie chart plot Mean, median and mode calculations GIS Article analysis 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
RUS.2	Climate of Russia - What is the climate of Russia?
RUS.3	Biomes of Russia – What biomes exist in Russia?
RUS.4	Population Distribution of Russia – Where do people live in Russia?
RUS.5	Physical Geography and Economy – Does geography help or hinder the Russian economy?
RUS.6	GIS – Google Earth – What is GIS and how can I use it to investigate Russia?
RUS.7	North Pole Lesson 1 – Why did Russia plant their flag on the seabed of the North Pole? Part 1
RUS.8	North Pole Lesson 2 – Why did Russia plant their flag on the seabed of the North Pole? Part 2

Curriculum Plan – Geography (Edexcel A) Year 8
Intent “Go out into the world as a thoughtful citizen, understand what is going on and understand how you can choose to make a difference.”
Autumn 1: UK Geology – How do rock shape our world?
Lesson Code	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
ROS.1	Rock Types and uses – What are the main rock types and what are their characteristics?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Co-ordinates (latitude and longitude) Direction (compass) Co-ordinates (4 and 6 figure grid references) Isoline maps, relief maps, cross-sections 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
ROS.2	Rock Cycle – How are rocks linked by the rock cycle?
ROS. 3	Fossils and Sedimentary Rock – How are fossils formed?
ROS. 4	UK Geology Map – How do rocks affect the landscape of the Uk?
ROS. 5	Rock Landscapes 1 – What landscape features are formed in different rock types?
ROS. 6	Rock Landscapes 2 – How do people make use of landscapes in limestone and gritstone areas?
ROS. 7	Weathering – What types of weathering can I see around me?
ROS. 8	Soils – How does the soil affect how farmers use the land?
ROS. 9	Oil – How does an understanding of rocks help us find oil and gas?
Autumn 2: Rivers – Why are rivers important?
RIV.1	Drainage Basin and Water Cycle – How does water flow into rivers?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Flow chart plots Cross section plots Fieldwork skills Explanations of physical features Article analysis OS Map analysis 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
RIV.2	River Processes – How do rivers shape the land?
RIV.3a	Long Profile – How do rivers change from source to mouth?
RIV.3b	Cross Sections – How do I construct a river cross section?
RIV.4	Upper Course Landforms - How are waterfalls formed?
RIV.5	Lower Course Landforms – What processes shape meanders and oxbow lakes?
RIV.6	Human Activity – Why are rivers important?
RIV.7	Flooding Causes – How do river floods create problems?
RIV.8	Flooding Impacts and Responses – How can river flooding be managed?
Autumn 2: Development – What is development?
DNT.1	Definitions of Development – What is development?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Development compass Choropleth maps Mean, medium, mode and range Pie chart analysis Choropleth maps Pie chart analysis Article analysis Choropleth map construction 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
DNT.2	Global Patterns of Development – How is money spread around the world?
DNT.3	Measuring Development – What other ways can be used to measure development?
DNT.4	Development over time – How can development change over time?
DNT.5	UK Inequality – What is the global development map missing?
DNT.6	Poverty – Why do people live in poverty?
DNT.7	Gender Inequality – How can gender equality increase development?
DNT.8	Aid – How do countries and organisations support development?
DNT.9	Sustainable Development Goals – What are the sustainable development goals?
Spring 1: Coasts – What happens where the land meets the sea?
COA.A	Importance of Coastlines – Why are coastlines important to people?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Explaining geomorphological processes and landforms Aerial photographs Stakeholder viewpoints Fieldwork Skills Bi-polar surveying 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
COA.1	Waves and Tides – What are waves and tides?
COA.2	Coastal Processes – How do waves shape the land?
COA.3	Headlands and Bays – What shapes our coastal landscape?
COA.4	Landforms Created by Waves – What landforms do waves create?
COA.5	Coastal Erosion Causes - What are the causes of coastal erosion and flooding?
COA.6	Coastal Erosion Impacts - What are the impacts of coastal erosion and flooding?
COA.7	Coastal Management (Cost-Benefit Analysis) – How do we manage coastal erosion and flooding?
Spring 2: Asia – How is Asia being transformed?
ASI.1	Monsoon Climate – How does India rely on the monsoon climate?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Choropleth maps analysis Biome maps analysis Article analysis Population pyramid analysis Line graph plot Article analysis Bar chart construction 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
ASI.2	Mountain Biomes – How does life adapt to the mountain biome?
ASI.3	Flooding – How do floods threaten lives in Asia?
ASI.4	Population Change – Why is the population of Asia so diverse and dynamic?
ASI.5	Urbanisation 1 – How is urbanisation changing lives in Karnataka? Part 1
ASI.6	Urbanisation 2 – How is urbanisation changing lives in Karnataka? Part 2
ASI.7	China’s Place in the World – Is China helping to create an interdependent world?
ASI.8	Asia and the Global Economy – How is Asia developing into the most important global economic region?
Summer 1: Urban Sustainability – Is the future sussed?
SUS.1	Definitions of Sustainability – What do we mean by urban sustainability? Part 1	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Fieldwork skills – bipolar sustainability survey Evaluation of an issue Plotting flow line graphs 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
SUS.2	Cities around the World - What do we mean by urban sustainability? Part 2
SUS.3	Local Sustainability Investigation 1 – How sustainable is Newport? Part 1
SUS.4	Local Sustainability Investigation 2 – How sustainable is Newport? Part 2
SUS.5	Ecological Footprints – How do you calculate an ecological footprint?
SUS.6	BedZed – How sustainable is BedZed?
SUS.7	Traffic Issues – How can Bath’s transport network be improved? Part 1
SUS.8	Traffic Management – How can Bath’s transport network be improved? Part 2
SUS.9	Lea Valley Regeneration 1 – Did the Olympics make the Lower Lea Valley more sustainable? Part 1
SUS.10	Lea Valley Regeneration 2 – Did the Olympics make the Lower Lea Valley more sustainable? Part 2
Summer 2: Tectonics – Can we know enough about volcanoes and earthquakes to live safely?
TEC.1	Continental Drift - Do continents fit together like jigsaw pieces?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Stakeholder views Article analysis Monitoring and prediction 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
TEC.2	Global Tectonic Activity – Where are the world’s earthquakes, volcanoes and mountain belts?
TEC.3	Earth Structure – What is happening beneath our feet?
TEC.4	Plate Boundaries – What happens at plate boundaries?
TEC.5	Earthquakes – What are the causes and effects of earthquakes?
TEC.6	Managing Earthquake Risk – How do we manage earthquake risk?
TEC.7	Volcanoes – What are the causes and effects of volcanoes?
TEC.8	Managing Volcano Risk – How do we manage volcano risk?

Curriculum Plan – Geography (Edexcel A) Year 9
Intent “Go out into the world as a thoughtful citizen, understand what is going on and understand how you can choose to make a difference.”
Autumn 1: Africa – What are the opportunities and challenges facing Africa?
Lesson Code	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
AFR.1	Landscape – What is the physical landscape of Africa?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills latitude and longitude, physical map (including relief) scatter plots climate graphs bipolar bar graphs interpretation population pyramid interpretation located proportional symbols 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
AFR.2	History – How has Africa’s past shaped its present?
AFR.3	Development – How developed are African countries?
AFR.4	Climate and Biomes – What is the pattern of climate and biomes in Africa?
AFR.5	Sahel Region – Is there a future for the Sahel?
AFR.6	Population Distribution – What are the challenges and opportunities of population change in Africa? Part 1
AFR.7	Population Growth – What are the challenges and opportunities of population change in Africa? Part 2
AFR.8	Urbanisation – What are the challenges and opportunities of urbanisation in Africa?
AFR.9	China and Africa – Does China want to help develop Africa?
Autumn 2: Glaciers – How does glaciation change the world?
GLA.1	Global Location of Ice – Where is the world’s ice located?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Field sketches Fieldwork skills – collecting and analysing data from a glacial flow experiment OS Map interpretation 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
GLA.2	Glacial Processes – How do glaciers move?
GLA.3	Glacial Field sketch – What is a glacial environment?
GLA.4	Life in Mountain Environments – What is life like in extreme cold environments?
GLA.5	UK Glacial History – What is the UK’s glacial history?
GLA.6	UK Glacial Impacts – How do glaciers shape the land?
GLA.7	Lake District Glacial Features – How are landforms shaped by glaciers?
Spring 1: Climate Change – What is the future for the planet?
CCH.1	Future for the Planet – What is the future for the planet? A geographer’s view	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Stakeholder opinions Line graphs Satellite images Flow lines Located proportional symbols Choropleth maps Article analysis Flood risk maps Atlas skills Compound bar graphs 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
CCH.2	Evidence – What is the evidence for climate change?
CCH.3	Causes – What are the causes of climate change?
CCH.4	Consequences 1 – What are the consequences of climate change? Part 1
CCH.5	Consequences 2 – What are the consequences of climate change? Part 2
CCH.6	UK Consequences – What are the consequences of climate change for the UK?
CCH.7	Antarctica – Antarctica – the frozen continent?
CCH.8	Responses – What can we do about climate change?
Spring 2: Middle East – Why is the Middle East an important world region?
MID.1	Physical Geography – How does physical geography influence the region?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Subject Skills Physical and earthquake maps Climate graphs Population density and choropleth maps Located proportional symbols Population pyramids and line graphs Population pyramids Choropleth maps 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
MID.2	Climate, and Water Shortage – What problems does the climate of the Middle East create for the region?
MID.3	Diverse Population – Why is the population of the Middle East so diverse?
MID.4	Oil Power – Why is the Middle East a major economic region of the world?
MID.5	UAE – How has the United Arab Emirates developed?
MID.6	Yemen - Why is Yemen the poorest country in the Middle East?
MID.7	Conflict – Why is there ongoing conflict in the Middle East?
Summer 1 and 2: Energy Management – How can our growing energy demands be sustainably managed?
RES.1	What are natural resources?	Homework: Students will be set a multiple-choice retrieval quiz to complete every few weeks. These retrieval quizzes will contain questions on the current topic and previous topics. Students should practice answering these quizzes at least 3 times and should then relearn any questions they are unsuccessful at. Students will be tested on their quizzes upon submission of the retrieval quizzes and a score recorded. Digital copies of all quizzes are available here: Assessment: All KS3 topics are assessed in the main assessment week periods. Revision activities will be provided to students in advance of assessments which identifies the specific areas on each test.	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
RES.2	How is resource exploitation changing environments?
RES.3	How are resources distributed on a global and national scale?
RES.4	Why is global resource consumption uneven?
RES.5	How do we classify how energy (electricity) is produced?
RES.6	What factors affect the UK and global variations in energy mix?
RES.7	Why is the demand for energy resources increasing?
RES.8	How is increasing energy demand being met? (non-renewables)
RES.9	How is increasing energy demand being met? (renewables)
RES.10	What is fracking and why is it contentious?
RES.11	How can individuals, organisations and countries reduce energy consumption?
RES.12	How is China managing its energy resources sustainably?
RES.13	How is Germany managing its energy resources sustainably?
RES.14	What do I need to revise about resource management?

Curriculum Plan – Geography (Edexcel A) Year 10
Intent “Go out into the world as a thoughtful citizen, understand what is going on and understand how you can choose to make a difference.”
Autumn 1: Global Development
Lesson Code	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
DEV.1	How can we define development?	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Resource Management topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
DEV.2	How does food and water security affect development?
DEV.3	How is development measured?
DEV.4	What are the global patterns of development?
DEV.5	What are the factors that cause global inequality?
DEV.6	What are the impacts of uneven development?
DEV.7	What are the ways that uneven development can be reduced?
DEV.8a	What are the different types of aid?
DEV.8b	Bottom-up or top-down aid, which is better?
DEV.9	What do I need to revise about development?
DEV.10	What is India’s location and context in the world?
DEV.11	Why is there regional inequality in India?
DEV.12	What are the positives and negatives of Industrial change in India?
DEV.13	How are trade, aid and investment changing in India?
DEV.14	How does FDI from TNCs affect Emerging countries?
DEV.15	How is India’s population changing?
DEV.16	How does India’s relationships with other countries affect its development?
DEV.17	Is India benefiting from technology?
DEV.18	What are the positive and negative impacts of rapid development?
DEV.19	How are the impacts of rapid development managed?
DEV.20	What do I need to revise about India?
Spring 1: Weather Hazards and Climate Change
WEA.1	What is atmospheric circulation?	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Resource Management topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
WEA.2	How does oceanic circulation work?
WEA.3	How has the world’s climate changed in the past?
WEA.4	What evidence do we have of climate change?
WEA.5	Why has Earth’s climate changed in the past?
WEA.6	How are the actions of people causing climate change?
WEA.7	What are the negative impacts of climate change?
WEA.8	What is the UK’s climate and how has it changed over the last 1000 years?
WEA.9	What are the different types of rainfall?
WEA.10	What factors affect the UK climate?
WEA.11	What do I need to revise about climate?
WEA.12	What causes tropical cyclones?
WEA.13	How do tropical cyclones damage places?
WEA.14	How disastrous was Typhoon Haiyan? (Developing/Emerging Country)
WEA.15	How destructive was Hurricane Sandy? (Developed Country)
WEA.16	Why don’t arid areas suffer from drought?
WEA.17	What causes drought?
WEA.18	How does a developed country respond to drought? Drought in California (USA)
WEA.19	How does a developing country respond to drought? Drought in Ethiopia
WEA.20	What do I need to revise about weather hazards?
Summer 1: Ecosystems, Biodiversity and Management
ECO.1	Where are the main biomes?	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Resource Management topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
ECO.2	How does climate influence the location of biomes?
ECO.3	How do local factors influence biomes?
ECO.4	How do humans use the biosphere?
ECO.5	How does the nutrient cycle function?
ECO.6	What are the UK’s main terrestrial ecosystems?
ECO.7	What are the UK marine ecosystems and how are they being used?
ECO.8	What do I need to revise about ecosystems?
ECO.9	What is the structure of the Tropical Rainforest?
ECO.10	Why are Tropical Rainforests so biodiverse?
ECO.11	How are Tropical Rainforests being used?
ECO.12	What are the threats to Tropical Rainforests?
ECO.13	How are Tropical Rainforests being managed?
ECO.14	What do I need to revise about Tropical Rainforests?
ECO.15	What are the characteristics of Deciduous Woodlands?
ECO.16	How have plants and animals adapted to live in the deciduous woodland of the UK?
ECO.17	What goods and services do deciduous woodlands provide people?
ECO.18	How does climate change threaten deciduous woodlands?
ECO.19	What are the causes of deforestation of deciduous woodlands?
ECO.20	How do we sustainably manage deciduous woodlands?
Summer 2: Urban Fieldwork – How does land use and environmental quality change across Stafford’s CBD?
Stage.1	Understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate them.	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Resource Management topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
Stage.2	Understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement.
Stage.3	Processing and presenting fieldwork data in various ways, including maps, GIS, graphs and diagrams (hand–drawn and computer–generated).
Stage.4	Analysing and explaining data collected in the field, using knowledge of relevant geographical case studies and theories.
Stage.5	Drawing evidenced conclusions and summaries from fieldwork transcripts and data.
Stage.6	Reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained.

Curriculum Plan – Geography (Edexcel A) Year 11
Intent “Go out into the world as a thoughtful citizen, understand what is going on and understand how you can choose to make a difference.”
Autumn 1 and Autumn 2: Changing Cities
Lesson Code	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
CIT.1	What is urbanisation?	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Resource Management topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
CIT.2	Where is urbanisation happening in the world today?
CIT.3	Why does urbanisation vary across the UK?
CIT.4	Why did Birmingham grow into a major urban area?
CIT.5	What is the structure of Birmingham?
CIT.6	How and why has Birmingham’s population changed?
CIT.7	How does migration affect a city?
CIT.8	How does de-industrialisation change a city?
CIT.9	How and why does quality of life vary across Birmingham?
CIT.10a	What is the structure of Birmingham’s CBD?
CIT.10b	Why has Birmingham’s CBD changed?
CIT.11	What strategies are being used to make Birmingham more sustainable?
CIT.12	What do I need to revise about Birmingham?
CIT.13	Why is there inequality in Mexico City?
CIT.14	Why is Mexico City significant?
CIT.15	Why is the population of Mexico City increasing?
CIT.16	What are the effects of rapid population growth in Mexico City?
CIT.17	What is the structure of Mexico City?
CIT.18	How can top-down and bottom-up strategies solve Mexico City’s Problems?
CIT.19	What do I need to revise about Mexico City?
Spring 1: The Changing Landscapes of the UK
LAN.1	What is the UK made of? (The Geology of the UK)	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Changing Landscapes of the UK topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
LAN.2	How do uplands and lowlands differ?
LAN.3	How do physical processes shape UK landscapes?
LAN.4	How do you draw a cross-section through a landscape?
LAN.5	How does human activity shape distinctive landscapes over time?
LAN.6	What do I need to revise about UK Landscapes?
LAN.7	What physical processes shape the coast?
LAN.8	How do waves and geology shape coastlines?
LAN.9	How are headlands shaped by physical processes?
LAN.10	How are coastlines shaped by deposition and transportation processes?
LAN.11	Why is the risk of coastal erosion and flooding increasing in the UK?
LAN.12	How does human activity shape coastlines in the UK?
LAN.13	How do coastal defences manage coastlines?
LAN.14	How does human activity and natural processes shape Dawlish Warren?
LAN.15	What do I need to revise about coasts?
LAN.16	What physical processes shape rivers?
LAN.17	How does a river change from source to mouth?
LAN.18	How does climate affect rivers?
LAN.19	How do rivers shape upland areas?
LAN.20	How do rivers shape lowland areas?
LAN.21	What causes rivers to flood?
LAN.22	What are the impacts of river flooding?
LAN.23	How do river defences manage flood risk?
LAN.24	How is the River Dee affected by human activities and natural processes?
LAN.25	What do I need to revise about rivers?
Spring 2: River Fieldwork – How does Carding Mill Valley river change from source to mouth?
Stage.1	Understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate them.	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Resource Management topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
Stage.2	Understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement.
Stage.3	Processing and presenting fieldwork data in various ways, including maps, GIS, graphs and diagrams (hand–drawn and computer–generated).
Stage.4	Analysing and explaining data collected in the field, using knowledge of relevant geographical case studies and theories.
Stage.5	Drawing evidenced conclusions and summaries from fieldwork transcripts and data.
Stage.6	Reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained.
Summer 1: UK Challenges
UKC.1	Changes in the UK’s population in the next 50 years and implications on resource consumption.	Homework: Students will be set a retrieval practice booklet to complete alongside the scheme of work, available here: Assessment: The Resource Management topic will be assessed in: Year 10 Assessment 1 Year 10 Assessment 2 Year 11 Mock 1 Year 11 Mock 2 Revision materials are available on our SharePoint site, available here:	Atlas and map skills Describe distributions and patterns Draw, label and interpret sketch maps Recognise and describe patterns Site, situation, and shape of settlements Graphical skills Label, annotate and interpret aerial, oblique, ground and satellite photographs Use maps and photographs to determine direction Data and information research Use online census sources to obtain population and local geo-demographic information Cartographic skills Gradient, contour, and spot height on OS maps and isoline maps Interpret cross sections and transects Coordinates, scale, and distance Geo-spatial data and GIS Graphical skills Construct various graphs and charts Interpret and extract information from several types of graphs Interpret population pyramids, choropleth maps and flow-line maps Numerical skills Design fieldwork data collection sheets Proportion and ratio, magnitude, frequency, and logarithmic scales Draw informed conclusions from numerical data Statistical skills Mean, median and mode Calculate percentage increase or decrease Use of percentiles Sketch trend lines through scatter plots 21^st Century Soft Skills Creativity – applying geographical knowledge to create potential solutions to geographical issues. Collaboration – paired and group work where appropriate. Critical Thinking – creating geographical questions to guide learning and carrying out decision making activities. Communication – students talk and write like a Geographer in every lesson. Citizenship – community, national and global issues are explored. Growth Mindset – lessons contain independent activities to develop resilience, perseverance and self-regulation.
UKC.2	Pressures of growing populations on the UK’s ecosystems.
UKC.3	Range of national sustainable transport options for the UK.
UKC.4	The ‘two-speed economy’ and options for bridging the gap between south east and the rest of the UK.
UKC.5	Costs and benefits of greenfield development and the regeneration of brownfield sites.
UKC.6	UK net migration statistics and their reliability and values and attitudes of different stakeholders towards migration.
UKC.7	Approaches to conservation and development of UK National Parks
UKC.8	Approaches to managing river and coastal UK flood risk.
UKC.9	Uncertainties about how global climate change will impact on the UK’s future climate.
UKC.10	Impacts of climate change on people and landscapes in UK
UKC.11	Range of responses to climate change in the UK at a local and national scale.

For more information regarding the Geography Curriculum please contact the Head of Department via our contact form.

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Curriculum Map – Geography

“Go out into this complex world as a thoughtful citizen, understand what’s going on and understand how you can choose to make a difference.”