Year | Term 1 | Term 2 | Term 3 |
7 | Global Geography and Map Skills Volcanoes and Earthquakes | Population Coasts | Middle East Rivers |
8 | Glaciation Resources | Weather Development | Hot Deserts Russia |
9 | Newly Emerging Economies Rocks and Landscapes | Natural Hazards | The Living World |
10 | Physical Landscapes UK | Urban Issues | Resources Fieldwork |
11 | Changing Economic World | Changing Economic World Issue Evaluation | Revision |
12 | Hazards Changing Places | Hazards Changing Places | Global Systems and Governance |
13 | Glacial Systems and Landscapes Population and the Environment | Water and Carbon Population and the Environment | Revision |
COURSE: Overview
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Global Geography and Map Skills To gain an understanding of continents, oceans, global space and place and the use of OS maps in the UK. Volcanoes and Earthquakes To gain an understanding of earth’s physical tectonic processes and how people interact with these environments. | Global Geography Map Skills This unit is designed to build on and consolidate world maps and Ordnance Survey map skills that students have studied at KS2. Volcanoes and Earthquakes This unit is designed to build on and consolidate learning from KS2 volcanoes and earthquakes and prepare students for an in depth study in Year 9. | Global Geography Map Skills This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids the delivery of future lessons. Regular links are made to topics and places studied in Key Stage 2. Volcanoes and Earthquakes This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Regular links are made to studies in Key Stage 2 and discussion of topics in GCSE. | Global Geography and Map Skills By the end of this unit all students should be able to identify continents, oceans, have knowledge of Rio de Janeiro, Mt St Helens, Antarctica, Victoria falls, the Ganges delta and Australia. Students will be able to interpret OS maps of the local area of County Durham. Students should be competent in using compass rose directions, map scale, 4 and six figure grid references, contours and map symbols. There will be two written and skills assessment at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding of map skills. Staff can identify misconceptions in homework and Volcanoes and Earthquakes By the end of this unit students should be able to describe the structure of the earth, explain the process of convection currents, plate boundaries and volcanoes. Students should understand that tectonic hazards have social, economic and environmental impacts through the case studies of Mt St Helens and Haiti. Students should be able to analyse the way humans try to manage tectonic hazards and the effectiveness of these strategies. There will be two written and skills assessment during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding of volcanoes and earthquakes. | Global Geography and Map Skills Locational knowledge and map skills are integrated throughout KS3 and KS4 and at GCSE. Place studies prepare students for topics in rivers, and volcanoes and earthquakes. Careers- Emergency services, surveying, Geographical Information Systems. Volcanoes and Earthquakes GCSE Geography develops the ideas and concepts explored in this unit. Careers- geologist, volcanologist, hazard management, hazard mitigation. | Global Geography and Map Skills Maths Grid references and map scale. Duke of Edinburgh’s Award Volcanoes and Earthquakes Science Earth's structure and composition, rock types. English Extended writing and using connectives. |
COURSE: Key Stage 3 Geography
Year: 7
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
2 | Population In this unit students gain an understanding of population studies. They study factors that affect population globally and nationally and how population growth can be managed. Coasts In this unit students gain an understanding of the physical processes occurring at the coast to create landforms. They will study how coastal areas can be managed. | Population This topic is not studied in Key Stage 1 and 2 therefore this unit is designed to introduce students to population studies. Coasts This topic builds upon the basic vocabulary studied in Key Stage 1 and Key Stage 2, where students should be able to explain coastal changes over time. | Population This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Regular links are made to studies in Key Stage 2 and discussion of topics in GCSE. Coasts This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Regular links are made to studies in Key Stage 2 and discussion of topics in GCSE. | Population Students will understand the factors that influence population distribution and the population explosion. They will be able to explain the consequences of overpopulation and strategies to manage this. They will be able to discuss issues surrounding overpopulation and migration. There will be a written assessment at the end of the unit encompassing extended writing and geographical skills. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. Coasts Students will understand the different features found along a coastline, the factors that influence wave formation, how headlands and bays and stacks are formed. They will be able to explain how material is moved at the coastline and how managing coastlines can cause conflict. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Population GCSE Geography unit of Urban Issues and Challenges develops the ideas and concepts explored in this unit. At A-Level student expand these ideas, exploring the links with population and the environment. Careers Civil Services, Health and Wellbeing, Demographer Coasts GCSE Geography develops the ideas and concepts explored in this unit. Careers Coastal Management, Coastal Engineering, Habitat management | Population History Changes in population over time. Reasons for population change and political strategies to manage population. English- extended writing Coasts Science types of weathering and erosion, rock types DT types of coastal engineering. |
COURSE: Key Stage 3 Geography
Year: 7
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
3 | The Middle East In this unit students gain an understanding of the location and countries of the Middle East. Students will learn about the physical and human Geography of the region. Rivers This unit is designed to introduce students to basic river studies. Some students may have studied the water cycle and carried out basic river studies at primary level. This unit ensures that they have a good understanding of both the physical and human processes that take place in a typical river valley and how human activities influence these processes. | The Middle East Students should have a basic understanding of the location however, will not have covered this unit in any depth at KS1 or KS2, therefore students will have limited knowledge of the region. Regular links are made places studied in map skills and concepts covered in Population and Development studied in year 8. Rivers This unit is designed to build on and consolidate learning that students may have studied at KS2. Regular links are made to coasts, where some process and management strategies have similarities. | The Middle East This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Rivers This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | The Middle East Students should know and locate all of the countries in the Middle East, they should be able to describe the physical landscape and weather, and the population distribution. Students should be able to assess the development data of different countries and the links that the UK has with the Middle East. There will be a written assessment at the end of the unit encompassing extended writing and geographical skills. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. Rivers Students should understand that the shape of river valleys changes as rivers flow downstream. These changes can be caused by erosion, transportation and deposition. Students should understand the formation of v-shaped valleys, waterfalls, meanders, oxbow lakes, levees and deltas. Students should understand the human and physical factors that lead to flooding and how this can be managed through soft and hard engineering. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | The Middle East This unit will prepare students for the unit on Development in Year 8 and Human Geography topics in GCSE. Students will be able to understand what development data is and how to analyse it. Careers Conflict management, humanitarian aid. Rivers Fieldwork techniques will be introduced in this unit through a field trip to Teesdale, High Force and Low Force. This will familiarise students with the importance of fieldwork skills in preparation for GCSE Paper 3. Careers Flooding management and engineering. Environment Agency. | The Middle East RE- The cultural and religious significance of the region. History- The historical significance of the region. Maths- using development data. Rivers DT- types of engineering used in river environments. Maths/Science- collecting and analysing data and developing conclusions. |
COURSE: Key Stage 3 Geography
Year: 7
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Glaciation This unit ensures that students have a good understanding of the physical processes that take place in a glaciated environment and how human activities influence these processes. Resources This unit examines the three main resources of food, water and energy and assesses the importance of these resources and conflicts that arise from the exploitation of these resources and how they can be managed sustainably. | Glaciation This topic is not studied in Key Stage 1 and 2 therefore this unit is designed to introduce students to basic glaciation studies. Regular links are created between coasts and rivers, in terms of physical processes. We create links to the next unit of resources, in terms of tourism and use of resources. Resources This topic builds on ideas already explored in the distribution of natural resources in Key Stage 1 and 2. We create links to ideas and concepts studied in glaciation, oil production in the Middle East and rivers. Students consider how they impact upon the planet and we explore ideas of personal responsibility and environmental protection. | Glaciation This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Resources This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Glaciation Students will understand the causes of Ice ages, be able to define the Pleistocene, understand the types of glacial erosion and the landforms created by erosion. Students will be able to explain the different types of glacial deposition. They will be able to identify features of erosion and deposition from photographs. Students will understand how glacial environments and used and also the causes and consequences of glacial retreat. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. Resources Students will understand what resources are, where our food comes from and the issues arising from importing food from overseas. They will be able to discuss where our water comes from and the issues arising from water transfer schemes and building reservoirs. Students will be able to explain where our energy comes from and explain conflicts around how we manage our waste. They will be able to define the term sustainable development and be able to explain what strategies have been used in Curitiba, Brazil and the strategies used in ecotourism. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Glaciation This is a topic which will be studied in greater depth in GCSE and A Level, therefore this unit will introduce many of the key processes and terminology necessary for GCSE and A Level. Careers Geo Science, Glaciologist Resources This is a topic which will be studied in greater depth in GCSE, therefore this unit will introduce many of the key processes and terminology necessary for GCSE. It prepares students for A-Level studies in Population and Environment, Global Systems and Carbon Cycles. Careers Water supply management, food sourcing, renewable energy, oil and gas industry. Environmental engineering. Mapping resources using GIS. | Glaciation Science: causes of ice ages, types of weathering. Climate change. English Extended writing and using connectives. Resources English Extended writing and using connectives. Science: Water cycle, rock cycle, energy creation. DT: Designing sustainable cities and places to live. Designing sustainable energy production and waste management systems. |
COURSE: Key Stage 3 Geography
Year: 8
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
2 | Weather In this unit students gain an understanding of physical processes of weather. They link these processes to understand how weather impacts upon the human environment and how humans have impacted upon the atmosphere and weather patterns. Development In this unit students will understand what is meant by development and how physical and human factors interact to influence the development of a country and strategies to improve development. | Weather This unit builds upon the introduction to weather taught in Key Stage 1. We create links to hazard management in year 7 rivers Development This topic is not studied in Key Stage 1 and 2 therefore this unit is designed to introduce students to the study of development however it draws upon themes already studied in Year 7, Population and The Middle East. | Weather This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Development This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Weather Students will be able to explain the differences between weather and climate. They will be able to explain the factors that affect the climate and be able to put climate data into a climate graph. Students will be able to explain the different types of rainfall formation and how high and low pressure affect the weather. Through case studies students will be able to explain the social, environmental and economic impacts of extreme weather. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. Development Students will be able to explain what is meant by the term development, the different measures of development and causes of uneven development. They will be able to explain the difference between top down and bottom up development projects through case study material. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Weather This is a topic which will be studied in greater depth in GCSE as part of the Natural Hazards unit, therefore this unit will introduce many of the key processes, terminology and case studies necessary for GCSE. Careers Meteorologist, local council emergency planners, Environment Agency. Development This is a topic which will be studied in greater depth in GCSE as part of the Changing Economic World unit, therefore this unit will introduce many of the key concepts, terminology and case studies necessary for GCSE. Careers: Humanitarian Assistance, International Development. | Weather Maths- using data to draw and analyse and compare climate graphs. English Extended writing and using connectives. Development History-the historical causes of uneven development. Maths- Using development data. |
COURSE: Key Stage 3 Geography
Year: 8
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
3 | Hot Deserts Students will study the physical and human characteristics of hot deserts and be able to understand the interrelationships between humans and the natural environment. Russia Students will understand the physical and human characteristics of Russia and be able to understand the interrelationships between people and the natural environment. The topic develops to study the importance of strategic areas of land and linking to political issues and conflict. | Hot Deserts This topic builds upon climate zones and biomes which is taught in Key Stage 2. We create links with the Year 7 units The Middle East, Population and Resources and the Year 8 unit of development. Russia This topic builds upon places studies in Key Stage 2 and Year 7. There are also links to the Middle East in political geography and conflict, and to resource and impacts of resource use on the environment. | Hot Deserts This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Russia This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Hot Deserts Students will understand the characteristics of hot deserts, they will be able to explain the term ‘interdependence’ and explain how plants and animals have adapted to survive in the hot desert environment. Through a Case study of the Danakil desert sturents will be able to explain the opportunities and challenges of living in this environment. Students will understand what desertification is, and what strategies exist to manage this issue. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. Russia Students will understand the key physical and human features of Russia, how the population and biomes are distributed. Students will focus on the taiga biome and be able to explain how species have adapted to this climate. Students will discuss the exploitation of resources, in particular oil and gas. They will discuss issues of conflict over territory e.g. Crimea. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Hot Deserts This is a topic which will be studied in greater depth in GCSE as part of the Living World unit, therefore this unit will introduce many of the key processes, terminology and case studies necessary for GCSE. Careers Environmental Management, Botanist, Resource management Russia This topic will develop transferable skills in that species adapt to their environment and that latitude and atmospheric circulation influences climate. It will develop students knowledge and understanding or resource use and implication of resource use, in preparation for GCSE resources. Careers Environmental management, International Relations | Hot Deserts Science- ecosystems, plant and animal adaptations. Climate change. Maths- drawing and analysing climate graphs. Russia Science ecosystems, plant and animal adaptations. Climate change. Maths- drawing and analysing climate graphs. History- politics and conflict. |
COURSE: Key Stage 3 Geography
Year: 8
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Newly Emerging Economies (NEE’s): In this unit students will be able to explain the continuum of development and explain how the features of NEE’s differ from countries at other stages of development. Rocks and Landscapes In this unit students will be able to explain the process of rock formation and cycling. They will be able to demonstrate understanding of this through UK case studies. | Newly Emerging Economies: This unit builds upon the Development, Middle East and Population units studied in Year 7 and Year 8 and revisits and develops some of the terminology and concepts. Rocks and Landscapes This unit builds upon units studied in Year 7 and 8 such as tectonics, rivers and coasts. | Newly Emerging Economies: This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Rocks and Landscapes This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Newly Emerging Economies: Students will be able to explain where Newly Emerging Economies (NEE’s) are, what the features of NEE’s, how their employment structure has changed over time. They will be able to use China as an example a NEE by explaining its physical and human features and discussing the positive and negative impact TNC’s have had on the country. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. Rocks and Landscapes Students will be able to explain what the rock cycle is, how the geology of the UK influences population and farming, uses of different types of rocks. Students will relate these processes to a case study of the UK in the Peak District and be able to discuss the social, environmental and economic impacts of quarrying and how this industry can be made more sustainable. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Newly Emerging Economies: Newly Emerging Economies are a feature of the Changing Economic world unit at GCSE therefore this unit will introduce many of the key processes and terminology necessary for GCSE. Careers International Development, International Business Rocks and Landscapes This unit prepares students for studies in Natural Hazards, The Living World, Coasts and resources. Careers Geologist, tourism industry | Newly Emerging Economies: Maths- Calculating population density Business- Impacts of TNCs. Rocks and Landscapes Science- The rock cycle, processes of weathering. Business- Economic impacts of quarrying. |
COURSE: Key Stage 3 Geography
Year: 9
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
2 | Natural Hazards Students begin to study the GCSE specification from AQA. The aims of this unit are to develop an understanding of the tectonic, geomorphological, and meteorological processes and features in different environments, and the need for hazard management strategies | Natural Hazards This unit develops upon key stage two and three studies of volcanoes, earthquakes, weather hazards and climate change. | Natural Hazards This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Natural Hazards Students will be able to explain how natural hazards pose major risks to people and property. Earthquakes and volcanic eruptions are the result of physical processes. The effects of, and responses to, a tectonic hazard vary between areas of contrasting levels of wealth. Earthquakes and volcanic eruptions are the result of physical processes. Management can reduce the effects of a tectonic hazard. Global atmospheric circulation helps to determine patterns of weather and climate.Tropical storm s (hurricanes, cyclones, typhoons) develop as a result of particular physical conditions. Tropical storms have significant effects on people and the environment. The UK is affected by a number of weather hazards. Extreme weather events in the UK have impacts on human activity. Climate change is the result of natural and human factors, and has a range of effects. Managing climate change involves both mitigation (reducing causes) and adaptation (responding to change). There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Natural Hazards Studying atmospheric circulation prepares student for understanding biomes in the Living World. This unit equips students with background knowledge for A-Level Hazards. Careers- geologist, volcanologist, hazard management, hazard mitigation, meteorologist, climate scientist. | Natural Hazards Science: Plate boundaries, volcanoes, earthquakes. Maths calculating development data. Graphs. English extended writing |
COURSE: Key Stage 3 Geography
Year: 9
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
3 | The Living World The aims of this unit are to develop an understanding of the biological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the natural environment. | The Living World This unit builds upon key stage 2 studies of tropical rainforests and the Year 8 topic of Hot Deserts. | The Living World This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | The Living World Students will be able to explain that ecosystems exist at a range of scales and involve the interaction between biotic and abiotic components. Tropical rainforest ecosystems have a range of distinctive characteristics. Deforestation has economic and environmental impacts.Tropical rainforests need to be managed to be sustainable. Hot desert ecosystems have a range of distinctive characteristics. Development of hot desert environments creates opportunities and challenges. Areas on the fringe of hot deserts are at risk of desertification. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | The Living World Rainforest studies prepares students for the A-Level units Water and Carbon and Ecosystems under stress. Careers- Environmental Management, Botanist, Resource management | The Living World Science- ecosystems, plant and animal adaptations. Climate change. Maths- drawing and analysing climate graphs. |
COURSE: Key Stage 3 Geography
Year: 9
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Physical Landscapes UK The aims of this unit are to develop an understanding of the physical processes and features in coastal and glacial environments. The need for management strategies of these environments governed by sustainability and consideration of the direct and indirect effects of human interaction with the natural environment. | Physical Landscapes UK This unit builds upon concepts and processes studied in glaciation and coasts at Key Stage 3. | Physical Landscapes UK This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Physical Landscapes UK Students will be able to explain that the UK has a range of diverse landscapes. The coast is shaped by a number of physical processes. Distinctive coastal landforms are the result of rock type, structure and physical processes. Different management strategies can be used to protect coastlines from the effects of physical processes. Students will be able to explain that ice was a powerful force in shaping the physical landscape of the UK. Distinctive glacial landforms result from different physical processes. Glaciated upland areas provide opportunities for different economic activities, and management strategies can be used to reduce land use conflicts. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Physical Landscapes UK This unit prepares students for Coastal Systems and Landscapes and Glacial Systems and Landscapes at A-Level Careers Coastal Management, Coastal Engineering, Habitat management, Geo Science, Glaciologist | Physical Landscapes UK Science types of weathering and erosion, rock types, causes of ice ages, types of weathering. Climate change. DT types of coastal engineering English Extended writing and using connectives. |
COURSE: Key Stage 4 Geography
Year: 10
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
2 | Urban Issues This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and study places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. | Urban Issues This unit builds upon key stage three topics such as Population, Development, the Middle East and Russia. | Urban Issues This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Urban Issues Students will be able to explain A growing percentage of the world’s population lives in urban areas. Urban growth creates opportunities and challenges for cities in LICs and NEEs. Urban change in cities in the UK leads to a variety of social, economic and environmental opportunities and challenges. Urban sustainability requires management of resources and transport. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. | Urban Issues This unit will prepare students for A-Level Studies in Global Systems and Governance, Changing Places and Contemporary Urban Environments. Careers- Urban planning, urban management, waste management. | Urban Issues Maths Calculating development data DT- Sustainable management of waste Science- resources |
COURSE: Key Stage 4 Geography
Year: 10
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
3 | Resources Students will understand that food, water and energy are fundamental to human development. The significance of food, water and energy to economic and social well-being. An overview of global inequalities in the supply and consumption of resources. Fieldwork Students will understand the importance of applying their knowledge and understanding to real world investigations. | Resources This unit builds upon ideas and concepts stupied in the Year 8 unit of resources, development and Russia. Themes relate to the Year units of Population and the Middle East. Fieldwork This unit builds upon fieldwork completed in Year 7 on the topic of rivers and small scale fieldwork studies in Year 8 and Year 9. | Resources This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. Fieldwork This unit will be delivered through a field study to the local coast of Whitburn, Roker and Seaham. Students will conduct their own fieldwork to test longshore drift and the effectiveness of groynes; they will complete environmental quality surveys to test the effectiveness of regeneration schemes. Finally, students will complete field sketches of coastal landforms. | Resources Students will explain the changing demand and provision of resources in the UK. An overview of resources in relation to the UK. Food: the growing demand for high-value food exports from low income countries and all-year demand for seasonal food and organic produce • larger carbon footprints, and moves towards local sourcing of food • the trend towards agribusiness. Water: the changing demand for water • water quality and pollution management • matching supply and demand – areas of deficit and surplus • the need for transfer to maintain supplies. Energy: the changing energy mix – reliance on fossil fuels, growing significance of renewables • reduced domestic supplies of coal, gas and oil • economic and environmental issues associated with exploitation of energy sources. Selected option: Food Demand for food resources is rising globally but supply can be insecure, which may lead to conflict. Different strategies can be used to increase food supply. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. There will be two assessments during and at the end of the unit on which students receive feedback. Seneca Learning homework enables students to receive instant feedback on their understanding. Fieldwork Students will be expected to: 1. apply knowledge and understanding to interpret, analyse and evaluate information and issues related to geographical enquiry 2. select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings in relation to geographical enquiry. Students will produce a written investigation and will be able to answer exam style questions based on the topic. | Resources This unit prepares students for the A-Level unit Water and Carbon, Population and the Environment Careers Water supply management, food sourcing, renewable energy, oil and gas industry. Environmental engineering. Mapping resources using GIS. Fieldwork This unit prepares students for real world investigations, Geography or Science A-Level or related dissertations at university. Careers- Scientific research, environmental surveying. | Resources Science- use of natural resources, impacts of resource use. DT- Food miles Fieldwork Science, Maths- hypothesis, collecting data, conclusions, evaluation |
COURSE: Key Stage 4 Geography
Year: 10
Curriculum Intent and Rationale
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Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Economic World The aims of this unit are to develop an understanding of the factors that produced and changed economies over time. The need for sustainable management and strategies to reduce the development gap. | Economic World This unit builds upon ideas and concepts studied throughout Key Stage Three in the units of Population, Development, the Middle East and Newly Emerging Economies. Students will have a strong base of knowledge from their previous studies. | Economic World This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Economic World Different ways of classifying parts of the world according to their level of economic development and quality of life. Different economic and social measures of development: gross national income (GNI) per head, birth and death rates, infant mortality, life expectancy, people per doctor, literacy rates, access to safe water, Human Development Index (HDI). Limitations of economic and social measures. Link between stages of the Demographic Transition Model and the level of development. Causes of uneven development: physical, economic and historical. Consequences of uneven development: disparities in wealth and health, international migration. An overview of the strategies used to reduce the development gap. Some LICs and NEEs are experiencing rapid economic development which leads to significant social, environmental and cultural change. An example of how the growth of tourism in an LIC or NEE helps to reduce the development gap.A case study of one LIC or NEE. Major changes in the economy of the UK have affected, and will continue to affect, employment patterns and regional growth. | Economic World This unit will prepare students for A-Level Studies in Global Systems and Governance, Changing Places and Contemporary Urban Environments. Careers- International Development, International Business | Economic World Business Studies- types of economic activity, development, impacts of development, reducing the development gap. |
COURSE: Key Stage 4 Geography
Year: 11
Curriculum Intent and Rationale
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Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
2 | Issue Evaluation The aims of this unit are to contribute to critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources. | Issue Evaluation This unit builds upon ideas and concepts studied throughout Key Stage Three and Key Stage Four. Students will have a strong knowledge base of both physical and human issues and conflict and will be able to discuss these ideas. | Issue Evaluation This unit will be taught by delivering the pre-release booklet through bespoke teaching and learning resources each year. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. | Issue Evaluation Assessment will consist of a series of questions related to a contemporary geographical issues, leading to a more extended piece of writing which will involve an evaluative judgement. Students will apply knowledge and understanding to interpret, analyse and evaluate the information and issues in the pre-release resources booklet and the question paper. They will also use geographical skills to set the issues in context and to examine conflicting viewpoints about the issues. Students will develop a critical perspective on the issues studied, consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives. The exam will also require students to consider physical and human interrelationships and to make reasoned justifications for proposed solutions in terms of their likely impact on both people and the physical environment. | Issue Evaluation This unit prepares students for many of the A-Level topics through enabling students to discuss issues from different perspectives, skills which are transferable to employment and at university. Careers-Politics, human resources, appraiser, investigator, | Issue Evaluation English- reading resource material, discussion. Maths Interpreting/drawing graphs and interpreting data. Politics-Conflict |
COURSE: Key Stage 4 Geography
Year: 11
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Hazards By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environments they occupy. Study of hazards offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. | Hazards This unit builds upon knowledge and understanding developed in GCSE hazards. | Hazards This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Hazards The concept of hazard in a geographical context Nature, forms and potential impacts of natural hazards. Hazard perception. Characteristic human responses. Intensity, magnitude, distribution and level of development. The Park model of human response to hazards. The Hazard Management Cycle. Plate tectonics Earth structure and internal energy sources. Plate tectonic theory of crustal evolution. Destructive, constructive and conservative plate margins. Characteristic processes and associated landforms. Magma plumes and their relationship to plate movement Volcanic hazards: The nature of vulcanicity and its relation to plate tectonics. Impacts and human responses as evidenced by a recent volcanic event. Seismic hazards: The nature of seismicity and its relation to plate tectonics. Impacts and human responses as evidenced by a recent seismic event. Storm hazards: The nature of tropical storms and their underlying causes. Impacts and human responses as evidenced by two recent tropical storms in contrasting areas of the world. Fires in nature Nature of wildfires. Conditions favouring intense wildfires. Causes of fires: Impact and human responses as evidenced by a recent wildfire event. Case study of a multi-hazardous environment beyond the UK to illustrate and analyse the nature of the hazards and responses. Case study at a local scale of a specified place in a hazardous setting to illustrate the physical nature of the hazard and responses. Students will be assessed using past exam papers and grade boundaries. | Hazards This unit prepares students for their final exams and will develop many transferable skills for the workplace and university. Careers- geologist, volcanologist, hazard management, hazard mitigation, meteorologist, climate scientist. | Hazards Science: Plate boundaries, volcanoes, earthquakes. Maths calculating development data. Graphs. English extended writing |
COURSE: Key Stage 5 Geography
Year: 12
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Changing Places This unit focuses on people's engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time. | Changing Places Students are aware of the concept of place through GCSE geography, this unit significantly develops the theoretical and conceptual understanding and meaning of place. Students will gain understanding of the way in which their own lives and those of others are affected by continuity and change in the nature of places which are of fundamental importance in their lives. | Changing Places This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Changing Places The nature and importance of places The concept of place and the importance of place in human life and experience. Insider and outsider perspectives on place. Categories of place.. Factors contributing to the character of places. Changing places: relationships, connections, meaning and representation In relation to the local place within which students live or study. Factors affecting continuity and change in the nature of places and our understanding of place and the ways in which students’ own lives and those of others are affected by continuity and change in the nature of places and our understanding of place. Relationships and connections The impact of relationships and connections on people and place Meaning and representation The importance of the meanings and representations attached to places by people with a particular focus on people's lived experience of place in the past and at present. Local place study exploring the developing character of a place local to the home or study centre. Contrasting place study exploring the developing character of a contrasting and distant place. Students will be assessed using past exam papers and grade boundaries. | Changing Places This unit prepares students for their final exams and will develop many transferable skills for the workplace and university. Careers: Social researcher, town planning, environmental management, | Changing Places Maths- using quantitative data, graphs and maps English- essay writing Media-analysis of literature, news, film |
COURSE: Key Stage 5 Geography
Year: 12
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
3 | Global Systems and Governance This section of our specification focuses on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena with particular emphasis on international trade and access to markets and the governance of the global commons. Students contemplate many complex dimensions of contemporary world affairs and their own place in and perspective on them. | Global Systems and Governance This unit develops the systems approach to Geography and develops knowledge and concepts studied at Key Stage Three and Four, in particular Newly Emerging Economies and the Changing Economic World. Study of this section offers the opportunity to exercise and develop both qualitative and quantitative approaches to gathering, processing and interpreting relevant information and data including, those associated with and arising from fieldwork. | Global Systems and Governance This unit will be taught by formal teaching, peer and group tasks and debate. Analysis of source material and extended writing and essay questions. | Global Systems and Governance Dimensions of globalisation, Factors in globalisation. An understanding of global systems: Form and nature of economic, political, social and environmental interdependence in the contemporary world. Issues associated with interdependence including how unequal flows of people, money, ideas and technology and unequal power relations impact upon countries. Global features and trends in the volume and pattern of international trade and investment associated with globalisation. Trading relationships and patterns between countries at different levels of development. Differential access to markets associated with levels of economic development and trading agreements and its impacts on economic and societal well-being. The nature and role of transnational corporations (TNCs). World trade in at least one food commodity or one manufacturing product. The emergence and developing role of norms, laws and institutions in regulating and reproducing global systems. The concept of the ‘global commons’. The rights of all to the benefits of the global commons. Antarctica as a global common, economic pressures and threats.Critical appraisal of the developing governance of Antarctica. The role of NGOs in monitoring threats and enhancing protection of Antarctica. Students will be assessed using past exam papers and grade boundaries. | Global Systems and Governance This unit prepares students for their final exams and will develop many transferable skills for the workplace and university. Careers: International trade, International diplomacy, environmental management. | Global Systems and Governance Business: Operations of global business. Science: Impacts of global business on the environment Politics: International relations |
COURSE: Key Stage 5 Geography
Year: 12
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Glacial Systems and Landscapes This unit focuses on glaciated landscapes. These are dynamic environments in which landscapes continue to develop through contemporary processes but which mainly reflect former climatic conditions associated with the Pleistocene era. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. | Glacial Systems and Landscapes This unit develops the systems approach to Geography and develops knowledge and concepts studied at Key Stage Three and Four. The section offers the opportunity to develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. | Glacial Systems and Landscapes This unit will be taught by delivering key concepts and knowledge through clear and concise teaching and learning resources. Knowledge and understanding is regularly assessed through recall and self assessment of the key objectives each lesson. Assessment each lesson enables misconceptions to be identified and corrected and aids in the delivery of future lessons. | Glacial Systems and Landscapes Glaciers as natural systems Systems in physical geography. The concepts of landform and landscape and how related landforms combine to form characteristic landscapes. The nature and distribution of cold environments The global distribution of cold environments. Physical characteristics of cold environments. The global distribution of past and present cold environments Systems and processes Glacial systems including glacial budgets. Historical patterns of ice advance and retreat. Warm and cold based glaciers. Geomorphological processes, Fluvioglacial processes Periglacial features and processes, Glaciated landscape development Origin and development of glaciated landscapes, erosional and depositional landforms: Characteristic glaciated landscapes. Fluvioglacial landforms of erosion and deposition. Periglacial landforms: The relationship between process, time, landforms and landscapes in glaciated settings: characteristic glaciated and periglacial landscapes. Human impacts on cold environments Concept of environmental fragility. Human impacts on fragile cold environments over time and at a variety of scales. Recent and prospective impact of climate change. Management of cold environments at present and in alternative possible futures. Case studies of glaciated environment at a local scale. Case study of a contrasting glaciated landscape from beyond the UK. Students will be assessed using past exam papers and grade boundaries. | Glacial Systems and Landscapes This unit prepares students for their final exams and will develop many transferable skills for the workplace and university. Careers Geo Science, Glaciologist | Glacial Systems and Landscapes Science: causes of ice ages, types of weathering. Climate change. English Extended writing, essay writing Maths- Glacial budgets |
COURSE: Key Stage 5 Geography
Year: 13
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Population and the Environment Students explore the relationships between key aspects of physical geography and population numbers, population health and well-being, levels of economic development and the role and impact of the natural environment. Engaging with these themes at different scales fosters opportunities for students to contemplate the reciprocating relationships between the physical environment and human populations and the relationships between people in their local, national and international communities. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. | Population and the Environment This unit develops the systems approach to Geography and develops knowledge and concepts studied at Key Stage Three and Four, in particular Newly Emerging Economies and the Changing Economic World, Urban Issues and Resources. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. | Population and the Environment This unit will be taught by formal teaching, peer and group tasks and debate. Analysis of source material and extended writing and essay questions. | Population and the Environment Environment and population. Global and regional patterns of food production and consumption. Agricultural systems and agricultural productivity. Relationship with key physical environmental variables. Characteristics and distribution of two major climatic types to exemplify relationships between climate and human activities and numbers. Climate change as it affects agriculture. Characteristics and distribution of two key zonal soils to exemplify relationship between soils and human activities especially agriculture. Soil problems and their management. Strategies to ensure food security. Global patterns of health, mortality and morbidity. Economic and social development and the epidemiological transition. The relationship between environment variables eg climate, topography (drainage) and incidence of disease. Air quality and health. Water quality and health. The global prevalence, distribution, seasonal incidence of one specified biologically transmitted disease, eg malaria; its links to physical and socio-economic environments including impacts of environmental variables on transmission vectors. Impact on health and well-being. Management and mitigation strategies. The global prevalence and distribution of one specified non-communicable disease,Management and mitigation strategies. The Role of international agencies and NGOs in promoting health and combating disease at the global scale. Factors in natural population change. International migration. Demographic, environmental, social, economic, health and political implications of migration. Principles of population ecology and their application to human populations. Population growth dynamics. Population, resources and pollution model: Global population futures. Health impacts of global environmental change: Prospects for the global population. Projected distributions. Case studies. Students will be assessed using past exam papers and grade boundaries. | Population and the Environment This unit prepares students for their final exams and will develop many transferable skills for the workplace and university. Careers: Town planning, environmental management, International relations, NGOs | Population and the Environment Science Soil composition, impacts of agriculture. Resource use. Health and Social Care: Incidence of disease. Health care systems Politics: Impacts of migration |
COURSE: Key Stage 5 Geography
Year: 13
Curriculum Intent and Rationale
| Intent | Implementation | Impact | |||
Term | Why are students being taught this content? | Sequencing - Why are students being taught this content now? | How will the unit be delivered? | What will students be able to do by the end of this unit? How will this be assessed? | How does this unit prepare students for future learning? | What links are there to other subjects? |
1 | Water and Carbon This unit focuses on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. | Water and Carbon This unit develops the systems approach to Geography and develops knowledge and concepts studied at Key Stage Three and Four. The section offers the opportunity to develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. | Water and Carbon This unit will be taught by formal teaching, peer and group tasks and debate. Analysis of source material and extended writing and essay questions. | Water and Carbon Students should understand systems in physical geography and how they are applied to the water and carbon cycles. Students will be able to explain the water cycle using key terminology, the global distribution and size of major stores of water and processes driving change in the magnitude of these stores over time and space. They will be able to explain how drainage basins operate as open systems and what the water balance is. Students will be able to explain variation in runoff and be able to draw and analyse a flood hydrograph. Students will be able to explain the carbon cycle using key terminology. They will analyse global distribution, and the size of major stores of carbon and how it changes over time and space. Students will study the carbon budget and discuss the impact of the carbon cycle upon land, ocean and atmosphere. They will study the relationship between the water cycle and carbon cycle and the role of feedbacks within and between cycles and implications for life on Earth. Students will be able to discuss strategies to mitigate carbon transfers and reduce the impacts of climate change. Students will be assessed using past exam papers and grade boundaries. | Water and Carbon This unit prepares students for their final exams and will develop many transferable skills for the workplace and university. Careers: Hydrologist, Environment Agency | Water and Carbon Science- water and carbon cycles. Maths- water and carbon budgets |
COURSE: Key Stage 5 Geography
Year: 13
Curriculum Intent and Rationale