Quick Links

Quick Links

  

 

Geography

 

The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together.
--Barak Obama

Contact

Head of Geography: Ms C. Griffin griffinc@harpergreen.net 

Subject overview

 

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. As such, all students in Years 7, 8 and 9 will study world geography.

The  geography lessons as Harper Green School will equip students with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As our learners progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

We are a team of passionate geographers, and hope to instill our love of the subject into all of our learners.

 Key Stage 3 Geography  overview

  We follow the National Curriculum for Geography at Key Stage 3. 

This means that students will: 

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

Students will also become competent in the geographical skills needed to: 

  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

This curriculum is currently adapted as part of our post-Covid19 response. There is therefore some "dropping down" of content to ensure that all KS3 students have covered the appropriate content (e.g. climate change unit, "fantastic places" unit). 

Year 7

 

Half Term 1

Half Term 2

Half Term 3

Fantastic places

Earth: Use or Abuse?

Middle East: Trade & Tourism

Key Ideas, Skills and Knowledge:

 

Students will foster a love of geography by investigating places on a range of scales from the Peak District to Australia.

 

They will develop the map and mathematical skills that are essential for any effective geographer. 

Key Ideas, Skills and Knowledge:

 

Students will consider how we use the planet as a natural resource to meet our basic needs.

 

As geologists, they will uncover the versatility of various rock types, the connection with soil and why it’s important for life. 

 

As hydrologists, they will uncover the secrets of the hydrosphere and the importance of water to our earth and to life on earth.

 

They will investigate oil and gas as a natural resource and develop a greater understanding of how natural resources can be used sustainably.

Key Ideas, Skills and Knowledge:

 

Students will study the Middle East, its countries and location,  and discover more about the physical landscape (Hot Desert biome), developing an understanding of the opportunities and challenges it creates, both physically and economically. 

 

They will investigate the human geography of the region, looking at examples of conflict and controversy, developing a greater understanding of how important this region is to the world through their investigation into trade and tourism.

 

They will consider the impact of forced migration from Syria.

Assessment:  
  • In-class retrieval tasks
  • Mini quizzes 
  • Learning checkpoint: whole class feedback on skills checkpoint (lesson 5)

 

Assessment:  

  • Knowledge retrieval task (lesson 5).
  • Hydrosphere extended writing. 
  • Knowledge retrieval task (lesson 10).

Assessment: 

  •  Knowledge, skills, application mini-assessment (lesson 7)

  • Extended writing (lesson 9)

    Formal end of unit assessment

    In-class retrieval tasks
  • Mini quizzes 
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1.

 

Half Term 4

Half Term 5

Half Term 6

Weather and Climate

Our Natural World 

Climate Change – so what?

Key Ideas, Skills and Knowledge:

 

More information to follow

Key Ideas, Skills and Knowledge:

 

Students study tropical rainforests as a case study of a large-scale ecosystem (biome) and a resource for humans to use. 

 

They will investigate the location of the world’s major rainforests, and their structure and adaptations linked to location and climate. 

 

They will evaluate the sustainability of the biome.

 

Key Ideas, Skills and Knowledge:

 

Climate change is a phenomenon that operates on both a local and global scale, across every continent with no regard for national borders.

 

This unit will equip students with the knowledge and understanding to better understand climate change and be more cognisant of how this issue will impact on so many parts of their lives.

 

In this unit, students will also develop their understanding of the factors that influence climate and microclimates. 

 

Case Study: The Maldives

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes
  • Extended written response (lesson 6)
  • Knowledge retrieval and skills mini-assessment (lesson 8)
  • End of unit assessment

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Examination in June 2022 - Students will be assessed on all content taught across Year 7.

Year 8 

 

Half Term 1

Half Term 2

Half Term 3

Fantastic places

Climate Change – so what?

One planet, many people

Key Ideas, Skills and Knowledge:

 

Students will foster a love of Geography by investigating places on a range of scales from the  Peak District to Australia.

 

They will develop the map and mathematical skill that are essential as a good Geographer.

Key Ideas, Skills and Knowledge:

 

Climate change is a phenomenon that operates on both a local and global scale, across every continent with no regard for national borders.

 

This unit will equip students with the knowledge and understanding to better understand climate change and be more cognisant of how this issue will impact on so many parts of their lives.

 

In this unit, students will also develop their understanding of the factors that influence climate and microclimates. 

 

Case Study: The Maldives

Key Ideas, Skills and Knowledge:

 

Students will  build a sense of empathy with people who live in challenging environments.

 

They will develop an good understanding of local and global population change by investigating population change in Manchester.

 

They will compare the demographics of two contrasting countries (Japan and France) in order to develop a global perspective.

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Learning checkpoint: whole class feedback on skills checkpoint (lesson 5)

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Whole class feedback (lesson 5)

Assessment: 

  • Extended writing (lesson 1)

    In-class retrieval tasks
  • Mini quizzes 
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1.

  

Half Term 4

Half Term 5

Half Term 6

Africa – it’s not a country!

Factfulness

Geographical Enquiry – Geography in the field.

Key Ideas, Skills and Knowledge:

 

Students will develop a greater understanding and richer knowledge of the geography of Africa – the continent; the physical and human geographical contrasts that exist there; the links to its colonial past and the challenges this may have helped to create.

They will also have the opportunity to complete a full case study.

 

Key Ideas, Skills and Knowledge:

 

Students will draw on their prior learning and extracts from ‘Factfulness’ by Hans Rosling to investigate whether they have an overdramatic worldview.

 

They will consider how the world is developing and changing in regard to overpopulation, natural disasters, poverty and the impact of climate change.

 

They will also think about the danger of stereotyping and only having a ‘single story’ about the world.

 

Key Ideas, Skills and Knowledge:

 

Students will develop the key skills required to plan and undertake geographical fieldwork and enquiries. 

 

They will undertake fieldwork in the local area with the opportunity to undertake a fieldwork enquiry in the north-west region or on a wider scale.

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Effective Marking and

  • Extended evaluative writing (lesson 5)

  • Knowledge, Skills, Application - mini assessment (lesson 8)

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Knowledge retrieval task (lesson 6)
  • Extended writing (lesson 7)

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Examination in June 2022 - Students will be assessed on all content taught across Year 8.

 Year 9

 

Half Term 1

Half Term 2

Half Term 3

Fantastic places

Wild Rivers 

Our violent planet 

Key Ideas, Skills and Knowledge:

 

Students will foster a love of Geography by investigating places on a range of scales from the  Peak District to Australia.

 

They will develop the map and mathematical skill that are essential as a good Geographer.

Key Ideas, Skills and Knowledge:

 

Students will consider how rivers shape our landscape by gaining an understanding of processes of erosion, transportation and deposition.

 

They will learn about the beautiful features (waterfalls, meanders, oxbow lakes) that form along our rivers.

 

They will also consider why rivers are so important to people and the causes and impacts of flooding.

 

They will investigate flood management and why this is important.

Key Ideas, Skills and Knowledge:

 

Students will consider whether science will ever provide us with enough information to live safely in areas of tectonic activity as they develop an understanding of how earthquakes and volcanoes are linked to plate tectonics, the hazards they create and how scientists attempt to predict, manage and prevent them.

 

Case Study: Japan: Tsunamis

Assessment:  

  • In-class retrieval tasks
  • Mini quizzes 
  • Learning checkpoint: whole class feedback on skills checkpoint (lesson 5) 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Extended writing (lesson 3)

     

  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1.

Half Term 4

Half Term 5

Half Term 6

Globalisation 

 The Almighty Dollar

 Hostile Planet

Key Ideas, Skills and Knowledge:

 

Students will investigate their connections to the wider world, developing their understanding of how places are all interconnected and how their actions impact people and places all over the world.

 

They will consider the social, economic and environmental effects of Apple and the global fashion industry.

Key Ideas, Skills and Knowledge:

 

More information to follow

Key Ideas, Skills and Knowledge:

 

More information to follow

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes  
  • Extended writing (lesson 4) 

  • Knowledge, Skills, Application - mini assessment (lesson 8)

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes  

 

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Examination in June 2022 - Students will be assessed on all content taught across Year 9.

 

 

 Key Stage 4 Geography overview

 

All students will study History or Geography at GCSE, and our guided options process help to support students as they make this decision. We follow the AQA specificion for Geography, and all students who study Geography with us will be entered for the GCSE examination. 

 

 Please look at the AQA specification for more information about the Geography GCSE course content

 

Year 10

 

Half Term 1

Half Term 2

Half Term 3

  • Physical Landscapes in the UK
  • Physical Landscapes in the UK
  • Urban Issues and Challenges
  • Urban Issues and Challenges

Key Ideas, Skills and Knowledge:

 

Physical Landscapes in the UK

UK introduction:

  • Diverse landscapes
  • Major upland/lowland areas and river systems.

 

Rivers:

  • The long profile and changing cross profile of a river and its valley.

  • Fluvial processes:

    • erosion 
    • transportation 
    • deposition 
    • Characteristics and formation of landforms resulting from erosion 

    • Characteristics and formation of landforms resulting from erosion and deposition 

    • Characteristics and formation of landforms resulting from deposition

    • An example of a river valley in the UK 

  • How physical and human factors affect the flood risk             
  • T
  • he use of hydrographs
  • The costs and benefits of hard engineering and soft engineering
  • An example of a flood management scheme in the UK

 

Coasts:

  • Wave types and characteristics.
  • Coastal processes:

    • weathering processes 
    • mass movement 
    • erosion 
    • transportation
    • deposition 

Key Ideas, Skills and Knowledge:

 

Physical Landscapes in the UK 

Coasts

  • Geological structure and rock type 

  • Characteristics and formation of landforms resulting from erosion

  • Characteristics and formation of landforms resulting from deposition

  • An example of a section of coastline in the UK

  • The costs and benefits of hard engineering, soft engineering and managed retreat 

  • An example of a coastal management scheme in the UK

 

Urban Issues and Challenges

  • The global pattern of urban change.

  • Urban trends in different parts of the world including HICs and LICs.

  • Factors affecting the rate of urbanisation

  • The emergence of megacities. 

     

Key Ideas, Skills and Knowledge:

 

Urban Issues and Challenges

  • An example of how urban planning is improving the quality of life for the urban poor

  • How urban growth has created challenges:
    • managing urban growth 
    • providing clean water, sanitation systems and energy
    • providing access to services 
    • reducing unemployment and crime
    • managing environmental issues 

      A case study of a major city in an LIC or NEE

  • Population in the major cities in the UK
  • A case study of a major city in the UK
  • An example of an urban regeneration project

     

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Whole class feedback (lesson 9)

  • Learning checkpoint (lesson 12)

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Full examination in December 2022 - Students will be assessed on the topics studied during Term 1.

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 

Half Term 4

Half Term 5

Half Term 6

  • Urban Issues and Challenges
  • Fieldwork
  • Living world
  • Living World
  • Living World

Key Ideas, Skills and Knowledge:

  

Urban Issues and Challenges 

    • water and energy conservation
    • waste recycling
    • creating green space.
  • Features of sustainable urban living
  • How urban transport strategies are used to reduce traffic congestion.

Fieldwork

  • Suitable question for geographical enquiry
  • Selecting, measuring and recording data appropriate to the chosen enquiry
  • Selecting appropriate ways of processing and presenting fieldwork data

  • Describing, analysing and explaining fieldwork data

  • Reaching conclusions
  • Evaluation of geographical enquiry

 

Living World

  • Ecosystems exist at a range of scales
  • Biotic and abiotic components

Key Ideas, Skills and Knowledge:

 

Living World

  • The physical characteristics of a tropical rainforest.

  • The interdependence of climate, water, soils, plants, animals and people.

  • How plants and animals adapt to the physical conditions.

  • Issues related to biodiversity.

  • Changing rates of deforestation.

  • A case study of a tropical rainforest 

  • Value of tropical rainforests to people and the environment.

  • Strategies used to manage the rainforest sustainably

 

Key Ideas, Skills and Knowledge:

 

Living World

  • The physical characteristics of a hot desert.

  • The interdependence of climate, water, soils, plants, animals and people.

  • How plants and animals adapt to the physical conditions.

    Issues related to biodiversity.

  • A case study of a hot desert
  • Causes of desertification
  • Strategies used to reduce the risk of desertification 

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 

Assessment: 

  • Full examination in June 2022 - Students will be assessed on the topics studied during the year.

  

Year 11

 

Half Term 1

Half Term 2

Half Term 3

  • The Changing Economic World
  • Changing Economic World
  • Natural Hazards
  • Natural Hazards
  • Resource management

Key Ideas, Skills and Knowledge:

 

The Changing 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

     

  • Limitations of economic and social measures

  • Link between stages of the Demographic Transition Model and the level of development.

  • Causes and consequences of uneven development

  •  Strategies used to reduce the development gap
  • 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

Key Ideas, Skills and Knowledge:

  

Changing Economic World

Economic futures in the UK:

  • causes of economic change
  • moving towards a post-industrial economy
  • impacts of industry on the physical environment
  • An example of how modern industrial development can be more environmentally sustainable
  • social and economic changes in the rural landscape in one area of population growth and one area of population decline
  • improvements and new developments in road and rail infrastructure, port and airport capacity
  • the north–south divide.
  • Strategies used in an attempt to resolve regional differences
  • the place of the UK in the wider world. 

 

Natural Hazards

 

Key ideas:

  • Definition of a natural hazard.

  • Types of natural hazard.

  • Factors affecting hazard risk.

  • Plate tectonics theory.

  • Global distribution of earthquakes and volcanic eruptions and their relationship to plate margins.

  • Physical processes taking place at different types of plate margin that lead to earthquakes and volcanic activity

  • The effects of, and responses to, a tectonic hazard vary between areas of contrasting levels of wealth
  • Management can reduce the effects of a tectonic hazard
  •  

Weather Hazards- 9 hours 

 

  • General atmospheric circulation model: pressure belts and surface winds.
  • Global distribution of tropical storms 

  •  The relationship between tropical storms and general atmospheric circulation

  • Causes of tropical storms and the sequence of their formation and development

  • The structure and features of a tropical storm

     

  • How climate change might affect the distribution, frequency and intensity of tropical storms

Key Ideas, Skills and Knowledge:

 

Natural Hazards

  • Primary and secondary effects of a tectonic hazard.

  • Immediate and long-term responses to a tectonic hazard.

  • Named examples

  • Reasons why people continue to live in areas at risk from a tectonic hazard.

  • How monitoring, prediction, protection and planning can reduce the risks from a tectonic hazard.

 

 

Weather Hazards

  • Primary and secondary effects of tropical storms.

  • Immediate and long-term responses to tropical storms.

  • A named example

  • How monitoring, prediction, protection and planning can reduce the effects of tropical storms

  • An overview of types of weather hazard experienced in the UK

  • An example of a recent extreme weather event in the UK

 

Climate Change

  • Evidence for climate change:

    • natural factors 
    • human factors
  • Possible causes of climate change:
  • Overview of the effects of climate change on people and the environment.
  • Managing climate change:

    • mitigation 
    • adaptation 

 

Resource management

  • 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.

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 

 Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Late November/early December - full examination

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 

 


Half Term 4

Half Term 5 (first two weeks)

Half Term 5 and 6

  • The Challenge of Resource Management
  • Decision Making Exercise

 

There is no newly taught content at this point in the course. Class teachers will tailor content to meet the needs of their learners.


 

Key Ideas, Skills and Knowledge: 

 

Resource management  

  • The changing demand and provision of resources in the UK create opportunities and challenges.
  • An overview of resources in relation to the UK:
    • Food
    • Water
    • Energy 

Resource Management: Food

  • Areas of surplus (security) and deficit (insecurity):

    • global patterns of calorie intake and food supply
    • reasons for increasing food consumption
    • factors affecting food supply
  • Impacts of food insecurity – famine, undernutrition, soil erosion, rising prices, social unrest.
  • Overview of strategies to increase food supply:
    • irrigation, aeroponics and hydroponics, the new green revolution and use of biotechnology, appropriate technology
    • an example of a large scale agricultural development

Moving towards a sustainable resource future:

  • the potential for sustainable food supplies
  • an example of a local scheme in an LIC or NEE to increase sustainable supplies of food.

Key Ideas, Skills and Knowledge:

 

This section contributes a 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.

 

 

Assessment: 

  • In-class retrieval tasks
  • Mini quizzes 
  • Full examination - March 2022