Curriculum plan 2020/21Changes to ensure all of National Curriculum topics are included, acting on feedback from mock Ofsted.
General updating of material.
There are only 5 topics each year:
• Some are longer than others.
• Not bound by assessment data due to 2 windows.
• Allows us more freedom with content.
• Specific time line will be organised.
• We do have other planned lessons which we can put into half term 6 if required.
• First units for KS3 topics will be fully planned for September, we can then plan others as a department.
Rationale for each year:
Year 7: Introduction to Geography and geographical skills. Looking at human and physical aspects of their local geographical experience of place. Introduction to interconnectivity.
Year 8: Our place in a world of change, development and risk.
Year 9: Our place in a world of change, independence and interdependence.
YEAR 7
TOPIC & FERTILE
QUESTION
Topic 1: A world to investigate.
‘What is our place in the
World?’
Topic 2: Water world
‘How has water directly
impacted my local area?’
Topic 3: The built
environment
Where do people live?
Topic 4: The atmosphere
around me.
Why does the weather vary
around the UK?
Topic 4a: Global climate.
Africa case study.
‘How am I linked to the rest
of the world?’
Sub-questions
How does a Geographer
look at the world? (SEEP)
Where are we in the
World? (Atlas – global and
UK)
‘What is my personal
geography?’
How do I represent my
area geographically?
Fieldwork question…
How does water move
around the world?
How does water get to us
(Rivers)?
How vulnerable are we?
(Chertsey floods).
Are the Chertsey floods
typical floods in the UK?
(Compare to Shrewsbury).
How are site and
situation chosen (What
physical factors influence
locality)?
What are different types
of settlement?
What risks exist in some
localities –
topophilia/phobia?
How could we describe
London?
What influences the
weather?
What is the difference
between weather and
climate?
What is a micro climate?
What is my experience
of a micro climate –
(school site fieldtrip)
What are the different
global climates and
how are they
changing?
What is the natural
biome of the UK?
How does our climate
and vegetation differ
from other global
locations (transect
through Africa)?
How do people,
animals and plants
adapt?
How diverse is Africa?
Is Africa poor?
Homework tasks
1. Collect fieldwork data
from local area.
2. Create a knowledge
organiser/revision clock
in prep for assessment
ALL ORGANISERS TO BE MADE
ELECTRONICALLY AND SAVED.
THEREFORE STUDENTS WILL
CREATE A FOLDER OF REVIEW
DOCUMENTS TO BE
EXPANDED YEAR ON YEAR.
1. Research task based
around Shrewsbury floods
(immediate impacts). To
then be used in comparison
tasks in lesson.
2. Create knowledge
organiser/revision clock in
prep for assessment.
1. Create an OS map
identifying their personal
experiences of the local
area identifying localities of
topophilia and topophobia
and causes. Map skills to be
used.
2. Create revision clock in prep
for assessment.
1. Keep a weather diary and
present results using
different forms of
graphicacy.
2. Create revision clock in prep
for assessment.
1. Research our native
ecosystem, create an
information sheet
identifying structure,
species, human uses,
threats.
2. Research tropical rainforests
in the DRC and create an
information sheet
identifying structure,
species, human uses and
threats.
3. Revision clock of topic.
Interleaving & low
stakes testing
(current, recent, past
content) - method/
topic
Current – Quizzes & reviews through lessons.
Current – use of key terms, reinforce understanding by high frequency use and used as integral part of low stakes.
Recent – Once lessons to teach a sub-question, they will be asked to answer that question.
Recent – Answer the fertile question – end of unit mini assessment
The following system will also be used as a starter exercise:
‘Geog your memory’ –
G – geographical knowledge (e.g. The Alps span across which European countries?0
E – earlier this month (e.g. give three ways to fight climate change)
O – older than a month (e.g. what does a hydrograph measure?)
G – geographical skills (describe the distribution of deserts (map resource would be shown))
Another exercise which will be done is ‘What if’ tasks. These give a scenario e.g. what if every country has strict population controls. Students then have to use
previous knowledge in a synoptic manner to develop an answer to the theoretical question.
Assessments
Mini assessments - Answer the fertile question at end of each
topic. This will be a scaffolded extended writing task.
Main assessment 1
Question and answer working through Blooms, testing key skills
and vocab.
Mini assessments - Answer the fertile question at end of each topic. This will be a scaffolded
extended writing task.
Assessment 2
Question and answer working through Blooms, testing key skills and vocab from topics 3 and 4, and
introduction of topic 5 (date of assessment dependent).
Interleaving in assessment – key geographical skills re-visited, also key geographical terminology from
previous topics in year 7.
01
02
03
‘How has water directly impacted my local area?’
04
Key terms for this topic: Evaporation, condensation, insolation, water cycle, flows, stores, precipitation, interception, evaporation, transpiration, overland flow, infiltration, percolation, river basin, watershed, channel, upper course, middle course, lower course, waterfall, meander, oxbow lake, floodplain, source, mouth,
erosion, deposition, flood defences, relief.
Why study this topic? Why now? Write 3 connections to the last topic.?
How will previous topics help me to understand this?
How does water move around the world?
How does water get to
us?
How vulnerable are we?
(Chertsey floods).
Are the Chertsey floods typical
floods in the UK? (Compare to
Shrewsbury).
YEAR 8
TOPIC & FERTILE
QUESTION
Topic 1: A world to investigate.
‘What is life like for the people
of the world. Is there an ‘us and
them’?
Topic 1a: An integrated World
‘Who is the global
superpower’
Topic 2: A water world
How do the oceans affect us?
Topic 3: A dangerous world
above me
To be confirmed
Topic 3a: A dangerous
world below me
How does the structure of
the planet
Sub-questions
How do we group
countries?
Why do countries differ?
Does landscape play a
role?
How are countries
changing over time?
What is a superpower?
What is colonialism?
How do countries grow to
control the rest?
How does the USA affect
us?
Where are the up and
coming super powers?
How does the ocean
system work?
How does the coastal
system work?
What part does geology
play?
How do we interact with
the coast?
How are we damaging
the oceans?
How is a hurricane
formed?
What are the effects of a
hurricane?
What are the responses?
Are all countries affected
equally?
What is the structure of
the planet?
What are the
characteristics of a
volcano?
What are the
characteristics of
earthquakes?
What are the
characteristics of
tsunamis?
What are the cause,
impact and response to
tectonic hazards?
Homework
1. Design their own favela,
justify choices.
2. Create a knowledge
organiser.
1. Review2-3 articles showing
powerplays between
nations – USA vs. China.
2. Create a knowledge
organiser.
1. Create a case study of
features and uses at a
named coastal zone.
2. Create a knowledge
organiser.
1. Create a story map of a
named hurricane.
2. Create knowledge
organiser.
1.Create a case study of a
volcano. To include location,
cause, primary effects,
secondary effects,
responses.
2. Create a case study of a
volcano. To include location,
cause, primary effects,
secondary effects,
responses.
3.Create a knowledge
organiser.
YEAR 9 HYBRID
TOPIC & FERTILE
QUESTION
Topic 1: A world to investigate.
Is China the next global
superpower?
Topic 2: An integrated World
Will the global population ever
stop growing? Will the World
cope?
Topic 3: A country of contrasts
Question to be confirmed
Russia
Topic 4: An area of ‘feast and
famine.’
A question to be confirmed
Middle East
Topic 5: A country on the up
and up.
A question to be confirmed
India
Sub-questions
What are the physical
features of China?
Why are men struggling to
find a wife?
How have China become
so powerful?
How has global population
changed?
Why has population
changed?
Is population growth a good
or bad thing?
Will the World be able to
continue to support a
growing population? (global
resource availability)?
What are the physical
features of Russia?
Why is Russia such a
global power (oil & gas)?
Is there an environmental
cost for Russia’s
prosperity?
Where is it, and what
does it look like?
How developed is this
region?
Are all resources
plentiful? (oil vs. water
insecurity)
What are the threats to
prosperity in the area?
What are the physical
characteristics?
How is India becoming
richer?
Urban vs. rural?
(migration)
What is life in a
megacity?
Homework tasks
1. Complete a ‘family tree’
task to show evolution of
population policy.
2. Create a knowledge
organiser
1. Look at Italy as a
comparison case study of a
locality where population is
falling. Design a poster to
encourage people move to
Italy.
2. Design a sustainability plan
for the UK e.g. identify what
energy source, where, why.
3. Create a knowledge
organiser.
1. Create a case study of
pros and cons of open
cast shale oil mining in
boreal forests.
2. Create a knowledge
organiser.
1. Create holiday brochure
for Dubai.
2. Create a knowledge
organiser.
1. Design a presentation
pitched at a TNC to
encourage them to
relocate their Asia HQ
to India from Hong
Kong.
2. Create knowledge
organiser.
YEAR 10 2020/21
TOPIC & FERTILE QUESTION
Urban fieldwork review Hazardous earth Development dynamics Challenges of an urban world
Sub-questions
What are the different types of
sampling methods?
What is the difference between
primary and secondary data?
How to present data.
How to analyse and conclude.
How to evaluate.
How does atmospheric global
circulation work?
What is the evidence of global
warming?
What is a tropical storm?
What happened during Katrina
and Haiyan storms?
What is the structure of the
planet?
How do plate boundaries work?
What happened in Haiti and in
Japan earthquakes?
How do we measure
development and inequality?
How do places develop
What is globalisation?
How is India developing &
changing?
What is unequal development?
What are top down and bottom
up development strategies?
What is a megacity, how do
they differ between HIC and
emerging?
How do urban economies
change over time?
How is land used in urban
areas?
What are the characteristics of
Mumbai, urban and
population?
What are the challenges facing
Mumbai and potential
solutions?
Homework tasks
1. Once a cycle complete an exam
style question. To be peer/self
marked.
2. An 8 mark extended question for
teacher assessment.
3. Create a knowledge organiser.
1. Once a cycle complete an exam
style question. To be peer/self
marked.
2. An 8 mark extended question for
teacher assessment.
3. Create a knowledge organiser.
1. Once a cycle complete an exam
style question. To be peer/self
marked.
2. An 8 mark extended question
for teacher assessment.
3. Create a knowledge organiser.
1. Once a cycle complete an exam
style question. To be peer/self
marked.
2. An 8 mark extended question
for teacher assessment.
3. Create a knowledge organiser.
Assessments
Mini assessments – At the end of each topic there will be a short test, which will
include key term, 1 x 4 mark question and 1 x 8 mark question.
Main assessment 1
Past exam paper questions based on topics covered after previous assessment.
Interleaving in assessment – key geographical terminology from previous topics in
GCSE.
Mini assessments – At the end of each topic there will be a short test, which will
include key term, 1 x 4 mark question and 1 x 8 mark question.
Main assessment 2
Past exam paper questions based on topics covered after previous assessment.
Interleaving in assessment – key geographical terminology from all previous topics in
GCSE course.
Interleaving & low
stakes testing
(current, recent, past
content) - method/
topic
Current – Quizzes & reviews through lessons.
Current – use of key terms, reinforce understanding by high frequency use and used as integral part of low stakes.
Recent – Short answer questions on previous topics – exam style
An emphasis will also be placed on skills and practice of these. This includes exam technique, map skills, graphical skills, source analysis, mathematical skills, technical
drawing
The following system will also be used as a starter exercise:
‘Geog your memory’ –
G – geographical knowledge (e.g. The Alps span across which European countries?0
E – earlier this month (e.g. give three ways to fight climate change)
O – older than a month (e.g. what does a hydrograph measure?)
G – geographical skills (describe the distribution of deserts (map resource would be shown))
YEAR 11
2021/22
Physical fieldwork & write up People and the biosphere & review of forests
under threat
Consuming energy resources
Sub-questions
What are the different types of sampling
methods?
What is the difference between primary and
secondary data?
How to present data.
How to analyse and conclude.
How to evaluate.
What and where are biomes?
How do ecosystems function?
What are the value of biomes (goods and
services)?
What is the relationship between population
and resources?
What are the characteristics and threats to
tropical rainforests?
What are the characteristics and threats to
taiga?
What are the solutions?
What are the different types of resources
and how do we access them?
How is our use of energy sources
changing?
How can we become more sustainable?
Current yr 9s
Homework tasks
1. Once a cycle complete an exam style
question. To be peer/self marked.
2. An 8 mark extended question for teacher
assessment.
3. Create a knowledge organiser.
1. Once a cycle complete an exam style
question. To be peer/self marked.
2. An 8 mark extended question for teacher
assessment.
3. Create a knowledge organiser.
Revision
Interleaving & low
stakes testing
(current, recent, past
content) - method/
topic
Current – Quizzes & reviews through lessons.
Current – use of key terms, reinforce understanding by high frequency use and used as integral part of low stakes.
Recent – Short answer questions on previous topics – exam style
An emphasis will also be placed on skills and practice of these. This includes exam technique, map skills, graphical skills, source analysis, mathematical skills, technical
drawing
The following system will also be used as a starter exercise:
‘Geog your memory’ –
G – geographical knowledge (e.g. The Alps span across which European countries?0
E – earlier this month (e.g. give three ways to fight climate change)
O – older than a month (e.g. what does a hydrograph measure?)
G – geographical skills (describe the distribution of deserts (map resource would be shown))
YEAR 11
2020/21
Hazardous earth - tectonics Development dynamics People and the biosphere Forests under threat Consuming energy resources
Sub-questions
What is the structure of
the planet?
How do plate boundaries
work?
What happened in Haiti
and in Japan earthquakes?
How do we measure
development and
inequality?
How do places develop
What is globalisation?
How is India developing &
changing?
What is unequal
development?
What are top down and
bottom up development
strategies?
What and where are
biomes?
How do ecosystems
function?
What are the value of
biomes (goods and
services)?
What is the relationship
between population and
resources?
What are the
characteristics and
threats to tropical
rainforests?
What are the
characteristics and
threats to taiga?
What are the solutions?
What are the different
types of resources and
how do we access
them?
How is our use of
energy sources
changing?
How can we become
more sustainable?
Homework tasks
1. Once a cycle complete an
exam style question. To
be peer/self marked.
2. An 8 mark extended
question for teacher
assessment.
3. Create a knowledge
organiser.
1. Once a cycle complete an
exam style question. To be
peer/self marked.
2. An 8 mark extended
question for teacher
assessment.
3. Create a knowledge
organiser.
1. Once a cycle complete
an exam style question.
To be peer/self marked.
2. An 8 mark extended
question for teacher
assessment.
3. Create a knowledge
organiser.
Revision
Assessments
1. Mini mock 1. December mock – paper 1 &
21. March mock – paper 3
Current yr10s
Interleaving & low
stakes testing
(current, recent, past
content) - method/
topic
Current – Quizzes & reviews through lessons.
Current – use of key terms, reinforce understanding by high frequency use and used as integral part of low stakes.
Recent – Short answer questions on previous topics – exam style
An emphasis will also be placed on skills and practice of these. This includes exam technique, map skills, graphical skills, source analysis, mathematical skills, technical
drawing
The following system will also be used as a starter exercise:
‘Geog your memory’ –
G – geographical knowledge (e.g. The Alps span across which European countries?0
E – earlier this month (e.g. give three ways to fight climate change)
O – older than a month (e.g. what does a hydrograph measure?)
G – geographical skills (describe the distribution of deserts (map resource would be shown))
YEAR 10
2 year GCSE
TOPIC & FERTILE
QUESTION
Development dynamics Challenges of an urbanizing world Hazards The UK’s evolving physical
landscape
Fieldtrip
Sub-questions
How do we measure
development and inequality?
How do places develop
What is globalisation?
How is India developing &
changing?
What is unequal
development?
What are top down and
bottom up development
strategies?
What is a megacity, how do
they differ between HIC and
emerging?
How do urban economies
change over time?
How is land used in urban
areas?
What are the characteristics of
Mumbai, urban and
population?
What are the challenges facing
Mumbai and potential
solutions?
How does atmospheric
global circulation work?
What is the evidence of
global warming?
What is a tropical storm?
What happened during
Katrina and Haiyan storms?
What is the structure of the
planet?
How do plate boundaries
work?
What happened in Haiti and
in Japan earthquakes?
What is geology and how
does it influence our
landscape?
What are coastal
processes?
How are erosional features
created?
How are depositional
features created?
What are the risks of
locating close to the coast,
and how do we manage
this?
What are the characteristics
of rivers in the upper,
middle and lower course?
What are flood risks and
how are they managed?
What are the different
methods to collect data?
What are the pros and
cons of different types of
data?
What are the pros and
cons of different methods
to present data?
How do you evaluate
fieldwork effectively?
YEAR 11
2 year GCSE
TOPIC & FERTILE
QUESTION
UK evolving human landscape Fieldtrip People and the biosphere Forests under threat Consuming energy resources
Sub-questions
What are the characteristics
of our population?
How is our economy
changing?
What are the urban
characteristics of London?
What are the characteristics
of London population?
What is regeneration and
sustainability?
How are rural areas
changing, regenerating and
becoming more sustainable?
What are the different
methods to collect data?
What are the pros and cons of
different types of data?
What are the pros and cons of
different methods to present
data?
How do you evaluate
fieldwork effectively?
What and where are
biomes?
How do ecosystems
function?
What are the value of
biomes (goods and
services)?
What is the relationship
between population and
resources?
What are the
characteristics and threats
to tropical rainforests?
What are the
characteristics and threats
to taiga?
What are the solutions?
What are the different
types of resources and
how do we access them?
How is our use of energy
sources changing?
How can we become
more sustainable?
Interleaving & low
stakes testing
(current, recent, past
content) - method/
topic
Current – Quizzes & reviews through lessons.
Current – use of key terms, reinforce understanding by high frequency use and used as integral part of low stakes.
Recent – Short answer questions on previous topics – exam style
An emphasis will also be placed on skills and practice of these. This includes exam technique, map skills, graphical skills, source analysis, mathematical skills, technical
drawing
The following system will also be used as a starter exercise:
‘Geog your memory’ –
G – geographical knowledge (e.g. The Alps span across which European countries?0
E – earlier this month (e.g. give three ways to fight climate change)
O – older than a month (e.g. what does a hydrograph measure?)
G – geographical skills (describe the distribution of deserts (map resource would be shown))