The Holy Trinity Church of England Secondary School

Geography

 

   Head of Department: Miss E Holt

   Dept Office: 183

   E-mail: eholt@holytrinitycrawley.org.uk

 

 

Staff Team:

Mrs K Woolley

 

Scroll down for Curriculum Details for each year group.   

Geography Year 7

What is the Aim of the Year?

Year 7 Geography students study a variety of topics designed to make them more aware of different natural and man-made environments and how humans interact with and influence these.  Students are encouraged to develop skills in literacy, numeracy and ICT that allow them to correctly interpret representations of different aspects of physical and human geography at a variety of scales.

What are the Big Ideas?

Big Idea 1 – World Knowledge

Big Idea 2 – Geographical Understanding

Big Idea 3 – Enquiry Skills

Key Skills:

  • Describe different places and concepts and processes using geographical language
  • Connect the concepts and processes about people, places and environments.
  • Explain various ways in which places are linked and the impact they have on people and environments
  • Investigate, interpret, make judgements and draw conclusions about geographical questions
  • Evaluate conclusions

What will I Do?

Term 1:

Describing Places: This unit involves identifying and looking at different places at a local, national and global scale and determining different aspects of the physical and human environment.

Atlas Skills: This unit involves examining Geography at different scales through the use of an atlas. It links very well to Topic 1 and will enable students to identify where places are around the world and what they are like.

Term 2:

Extreme Places: This unit involves looking at three different places that are classed as extreme environments:  Antarctica, Deserts and Tropical Rainforests. It follows on from the first two topics and builds on the skills and knowledge developed. Students will identify and describe the different areas and be able to explain why those areas are seen as extreme and fascinating.

Term 3:

OS Map Skills: This unit links to Atlas Skills but involves looking at local scales and developing map skills to identify places and their features. It is a numerical based unit and very practical and ‘hands on’.

Settlement and the Local Area: This unit incorporates all the skills learnt over the course of the year. Students will study different types of settlements, identify them on maps and explain why they are there. They will also study the local area using the OS map skills from the previous unit and will carry out a small scale investigation on the local area.

 Assessment:

  • Assessments will take place for each unit of work through extended pieces of writing or tests. This will be done once a term.
  • Students’ work will be marked using PIA comments relating to the progress in that assessment.
  • Dedicated Improvement and Reflection Time will enable them to reflect on their work in order to improve and make progress.
  • To develop student’s understanding and enjoyment of Geography, students will be expected to complete homework. Homework set for Geography will vary but can include: questions on worksheets, research from books, practice in using a map and written work

Useful Links:

SHOWMYHOMEWORK - Homework website

MAPZONE – map skills practice website

YOUTUBE – videos on different places and aspects of Geography

BBC BITESIZE – KS3 Geography practice and information

Internet Geography – Independent learning/reading

EDUCATION QUIZZES – Independent learning and practices

GEOGRAPHYALLTHEWAY – Independent learning/reading

 

Geography Year 8

What is the Aim of the Year?

Year 8 Geography students study topics designed to encourage them to build on what they have learned in Year 7, applying prior knowledge and skills to a variety of human and physical themes. Students will be expected to interpret findings through an increased use of extended writing, supporting statements with explanations and evidence from resource material provided, or that they have researched.

What are the Big Ideas?

Big Idea 1 – World Knowledge

Big Idea 2 – Geographical Understanding

Big Idea 3 – Enquiry Skills

Key Skills:

  • Describe different places and concepts and processes using geographical language
  • Connect the concepts and processes about people, places and environments.
  • Explain various ways in which places are linked and the impact they have on people and environments
  • Investigate, interpret, make judgements and draw conclusions about geographical questions
  • Evaluate conclusions

What will I Do?

Term 1:

Urban Life and Regeneration: This unit involves investigating the features of an urban area, the problems that occur in cities and towns and how areas can be improved to help people, economy and the environment.

Rivers: Students examine the different physical processes that take place on rivers, the different landforms that we find, the impacts of river flooding on people and the environment and how we can reduce the impact and effects of floods in rich and poor countries.

Term 2:

Kenya: Students look at the case study of Kenya and identify physical and human features of that country describing and explaining how it differs from other countries in the world.

Industry: This unit involves looking at the different types of industry in the world and how it has developed and changed over the years.

Term 3:

Globalisation: After industry, students then move on to look at what Globalisation is and how they are affected by Globalisation personally and also the benefits and problems of Globalisation in industry.

Coasts: This unit links with the Rivers unit studied earlier in the year. It involves looking at the processes that take place along the coast and the land-forms created because of those processes. It also involves looking at management of coasts and how we can prevent erosional effects from impacting on people and the environment.

 Assessment:

  • Assessments will take place for each unit of work through extended pieces of writing or tests. This will be done once a term.
  • Students’ work will be marked using PIA comments relating to the progress in that assessment.
  • Dedicated Improvement and Reflection Time will enable them to reflect on their work in order to improve and make progress.
  • To develop the understanding and enjoyment of Geography, students will be expected to complete homework. Homework set for Geography will vary but can include: questions on worksheets, research from books, practice in using a map and written work

Useful Links:

SHOWMYHOMEWORK - Homework website

MAPZONE – map skills practice website

YOUTUBE – videos on different places and aspects of Geography

BBC BITESIZE – KS3 Geography practice and information

Internet Geography – Independent learning/reading

EDUCATION QUIZZES – Independent learning and practices

GEOGRAPHYALLTHEWAY – Independent learning/reading

  

Geography Year 9

What is the Aim of the Year?

Year 9 Geography students investigate how humans interact with the physical environment and the positive and negative effects of this.  Students are expected to interpret findings through an increased use of extended writing and use evidence from resource material provided, or that they have researched. This will help pupils to develop a blend of skills that will help to make sense of the world around them.

What are the Big Ideas?

Big Idea 1 – World Knowledge

Big Idea 2 – Geographical Understanding

Big Idea 3 – Enquiry Skills

Key Skills:

  • Describe different places and concepts and processes using geographical language
  • Connect the concepts and processes about people, places and environments.
  • Explain various ways in which places are linked and the impact they have on people and environments
  • Investigate, interpret, make judgements and draw conclusions about geographical questions
  • Evaluate conclusions

 What will I Do?

Term 1:

Extreme Weather: This is unit involves looking at aspects of extreme weather such as tornadoes, hurricanes, drought and monsoons.

Earthquakes: This unit involves looking at tectonic activity and how that activity causes earthquakes. Students will investigate what causes an earthquake, where they mainly occur and why.

Term 2:

China: This unit involves looking at a China as a country and how it has developed. Students will look at the physical aspects of China and then progress into its history and policies and discussing why China has become successful and what consequences that has for the country and globally.

Volcanoes: This unit links to the Earthquake unit studied previously. It involves investigating the formation of volcanoes and where they occur, and analysing different case studies to determine the social, economic and environmental impact of eruptions on rich and poor countries.

Term 3:

Tourism: This unit considers what tourism is, the different types of tourism there are and the effects of tourism on different areas around the world.

Assessment:

  • Assessments will take place for each unit of work through extended pieces of writing or tests. This will be done once a term.
  • Students’ work will be marked using PIA comments relating to the progress in that assessment.
  • Dedicated Improvement and Reflection Time will enable them to reflect on their work in order to improve and make progress.
  • To develop student’s understanding and enjoyment of Geography, they will be expected to complete homework. Homework set for Geography will vary but can include: questions on worksheets, research from books, practice in using a map and written work

Useful Links:

SHOWMYHOMEWORK - Homework website

MAPZONE – map skills practice website

YOUTUBE – videos on different places and aspects of Geography

BBC BITESIZE – KS3 Geography practice and information

Internet Geography – Independent learning/reading

EDUCATION QUIZZES – Independent learning and practices

GEOGRAPHYALLTHEWAY – Independent learning/reading

  

GCSE Geography Year 10 and 11 AQA code 8035  

What is the Aim of the Course?

This exciting and relevant course is based on a balanced framework of physical and human geography. It allows students to investigate the link between the two themes, and approach and examine the battles between man-made and natural worlds. Students will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. Students who complete the course will have the experience and the skills to progress onto A level and beyond.

 Exam Assessment Details

  • AO1: Demonstrate knowledge of locations, places, processes, environments and different scales (15 %). 
  • AO2: Demonstrate geographical understanding of: concepts and how they are used in relation to places, environments and processes; the interrelationships between places, environments and processes (25 %). 
  • AO3: Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements (35 %, including 10 % applied to fieldwork context{s}). 
  • AO4: Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings (25 %, including 5 % used to respond to fieldwork data and context(s)).

What will I Do?

Year 10:

Term 1:

Urban Issues and Challenges: This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs).

Term 2:

The Challenge of Natural Hazards: This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales.Hazards studied are Tectonic Hazards, Weather Hazards and Climate Change.

Term 3:

The Living World: In this unit, students are required to study Ecosystems, Tropical rainforests and Cold environments.

Geographical Enquiry: Students undertake two geographical enquiries, each of which  include the use of primary data, collected as part of a fieldwork exercise.

 Year 11:

 Term 1:

UK Physical Landscapes: An overview of the location of major upland/lowland areas and river systems.

Coastal Landscapes in the UK: This unit involves coastal characteristics, processes and land-forms and how they can be managed and affected by human interaction.

River Landscapes in the UK: This unit involves river characteristics, processes and land-forms and involves studying the management of rivers with flooding.

Term 2:

The Changing Economic World: This unit involves studying different levels of economic development and quality of life across the world and the different strategies that are employed to reduce it.

Resource Management: This unit looks at the significance of different resources to economic and social well-being and how the demand and provision of resources create opportunities and challenges.

Water: This unit involves the issues of water demand and how this leads to conflict. It discusses the different strategies that can be applied to cope with such issues.

Energy: This unit involves the issues of energy demand and how this leads to conflict. It discusses the different strategies that can be applied to cope with such issues.

Term 3:

Issue Evaluation: This unit contributes to Paper 3. It 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. A resource booklet will be available twelve weeks before the date of the exam.

Internal Assessments

  • End of unit tests will take place for each unit of work through past and sample papers.
  • Students’ work will be marked with a grade and using PIA comments relating to the progress in that assessment.
  • An end of Year 10 exam will take place to assess the year’s work.
  • Dedicated Improvement and Reflection Time will enable them to reflect on their work in order to improve and make progress.

Click the Link for:

Course Specification/ Syllabus

Past/sample papers

Useful Links:

GCSE Geography Bitesize  – Revision and independent learning

S-cool  - the revision website

Cool Geography – revision and extended reading

Geography in the news – extended reading and independent learning

Geography teaching today – independent reading

Geography today – independent reading

BBC KS4 Geography – independent learning and practice

RGS What’s on – Ideas for what Geography events are on

YOUTUBE – videos and information on geography

Geography map games – map practice