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: Mr C Holden
Email: HoldenC@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
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Half Term 1 |
Half Term 2 |
Half Term 3 |
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Fantastic places |
Earth: Use or Abuse |
Middle East: Trade & Tourism |
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Curriculum intent:
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. |
Curriculum intent:
Students will consider how we use our 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 greater understanding of how natural resources can be used sustainably. |
Curriculum intent:
Students will study the Middle East, its countries and location, discovering 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 an investigation into trade & tourism. They will consider the impact of forced migration from Syria. |
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Assessment: Mid-Unit learning checkpoint – map skills.
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Assessment: End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 and 2 |
Assessment:
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Key concepts: Continents and oceans. To deepen spatial awareness of the world’s countries using maps of the world. |
Key concepts: Interrelationship between human activity and the natural world, focusing on rocks and soil, water supplies and energy supplies. |
Key concepts: Characteristics of desert biomes, impact of water scarcity, animal and plant adaptations, impacts of non-renewable energy extraction. |
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Half Term 4 |
Half Term 5 |
Half Term 6 |
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Wild Weather |
Our Natural World |
Climate Change – so what? |
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Curriculum intent:
Students will investigate the difference between weather and climate. They will consider evidence that the weather is becoming more extreme. Students will discover how meteorologists measure and forecast the weather and will consider the accuracy of forecasting. They will learn about the different cloud types and the formation of rainfall. They will consider the impacts of high pressure weather systems. Microclimate field study in school grounds |
Curriculum intent:
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, its structure and adaptations linked to location and climate. They will evaluate the sustainability of the biome and decide the best ways to manage one of the Earth’s most precious resources.
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Curriculum intent:
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 secure in 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 |
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Assessment: End of Unit Cumulative Assessment – Units 3 and 4.
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Assessment: Mid unit learning checkpoint- knowledge retrieval and skills for Unit 5.
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Assessment: End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 to 5 |
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Key concepts: The differences between weather and climate, the way we forecast weather and extreme weather events. |
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Year 8
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Half Term 1 |
Half Term 2 |
Half Term 3 |
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Cold environments |
Oh, we do like to be beside the seaside. |
One planet, many people |
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Curriculum intent: Students will investigate the climate of our cold environments. They will consider the impacts of climate change and development on Antarctica and why it is important to protect this location. Students will also look at glacial processes, how they shape the land and the features they create.
Case study: Antarctica |
Curriculum intent: Students will develop an understanding of coastal environments and features: Sand dune formation & succession. Coasts & climate change: How are UK coasts changing, how is climate change affecting it, how can coasts be protected? Coastal Economy: tourism and the impact of coastal erosion upon the tourist economy and local communities.
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Curriculum intent: Students will build a sense of empathy with people who live in challenging environments and develop understanding of global population change by investigating population change by comparing the demographics of two contrasting countries: Japan and Niger. Migration- Poland to the UK. |
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Assessment: Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 1. |
Assessment: End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 and 2. |
Assessment: Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 3. |
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Half Term 4 |
Half Term 5 |
Half Term 6 |
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Africa – it’s not a country! |
Factfulness |
Geographical Enquiry – My Local Geography. |
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Curriculum intent: 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.
Case Study: Ghana and Ivory Coast.
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Curriculum intent: 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.
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Curriculum intent: Students will develop their understanding of the Geography of their local area. 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. |
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Assessment: End of Unit Cumulative Assessment – Units 3 and 4. |
Assessment: Mid unit learning checkpoint- knowledge retrieval and skills for Unit 5. |
Assessment: End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 to 5. |
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Year 9
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Half Term 1 |
Half Term 2 |
Half Term 3 |
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Extreme Tourism |
Wild Rivers |
Our Violent Earth! |
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Curriculum intent:
Students will investigate the impacts of tourism on extreme environments such as Nepal and mount Everest. Students will investigate and discover what attracts tourists to ‘extreme’ locations, the problems this creates and possible solutions. |
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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. |
Curriculum intent:
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. Consider migration as an impact of natural disasters. Case Study: Japan: Tsunamis |
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Assessment: Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 1. |
Assessment: End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 and 2.
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Assessment: Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 3. |
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Key concepts: Understand how human and physical processes interact to influence and change river landscapes and environments and how human activity relies on effective functioning of natural (river) systems. Case Study – Somerset Levels |
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Case Study: Japanese Tsunami. |
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Half Term 4 |
Half Term 5 |
Half Term 6 |
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Globalisation |
SuperPowers |
Urbanisation |
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Curriculum intent:
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. Case Study: Apple, China and Africa. |
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Students will look at what makes a Superpower .They will consider the potential for conflict and whether Superpowers still play a role in a globalised world and who the new potential Superpowers could be. Pupils will investigate the extension of SuperPower influence in the space race. Case studies: Russia, China, USA. |
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Students will look at increasing levels of urbanisation around the world. They will gain an understanding of how land is used in our cities and the types of jobs available to those who live there. They will consider the challenges and opportunities associated with living in cities along with the importance of urban planning. Case studies: Manchester and Rio. Field trip with History to Salford Quays |
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Assessment: End of Unit Cumulative Assessment – Units 3 and 4.
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Assessment: Mid unit learning checkpoint- knowledge retrieval and skills for Unit 5.
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Assessment: End of Term Examination – 60 minute completed in Tennis Hall – cumulative and covers content from Unit 1 to 5.
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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 specification 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
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Half Term 1 |
Half Term 2 |
Half Term 3 |
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Physical Landscapes in the UK |
Physical Landscapes in the UK Urban Issues and Challenges |
Urban Issues and Challenges |
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Key Ideas, Skills and Knowledge:
Physical Landscapes in the UK UK introduction: Diverse landscapes Major upland/lowland areas and river systems.
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
Coasts: Wave types and characteristics.
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Key Ideas, Skills and Knowledge:
Physical Landscapes in the UK Rivers: The long profile and changing cross profile of a river and its valley.
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 The use of hydrographs The costs and benefits of hard engineering and soft engineering An example of a flood 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.
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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
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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.
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Assessment: In-class retrieval tasks Mini quizzes |
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Half Term 4 |
Half Term 5 |
Half Term 6 |
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Urban Issues and Challenges Living world |
Living World |
Living World Fieldwork |
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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.
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
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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
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
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Assessment: In-class retrieval tasks Mini quizzes |
Assessment: Full examination in June 2022 - Students will be assessed on the topics studied during the year. |
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Year 11
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Half Term 1 |
Half Term 2 |
Half Term 3 |
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The Changing Economic World |
Changing Economic World Natural Hazards |
Natural Hazards Resource management |
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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. |
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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
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Half Term 4 |
Half Term 5 (first four weeks) |
Half Term 5 and 6 |
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The Challenge of Resource Management |
Decision Making Exercise Recap of Fieldwork |
There is no newly taught content at this point in the course. Class teachers will tailor content to meet the needs of their learners.
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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.
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Assessment: In-class retrieval tasks Mini quizzes Full examination - March 2022 |