Geography
‘Geography explains the past, illuminates the present and prepares us for the future. What could be more important than that?’
Michael Palin (writer and presenter)
The current Geography curriculum has been influenced by a variety of factors ranging from the characteristics of our local area to national and global issues. This helps the pupils to develop their understanding and appreciation of the world we live in.
Through our curriculum, pupils:
- Explore physical and human geography, including landforms, climate, urbanization, and cultural landscapes.
- Enhance map skills, conduct fieldwork, and analyse environmental issues for sustainability.
- Understand global connections through trade and migration, while developing critical thinking and spatial awareness.
Curriculum Overview
Year 6
| Content | Skills |
| Maps and map work | Use of atlases and maps. Use of OS maps, symbols, grid references; using keys and scale and eight-point directions. |
| The local and global environment | Locational knowledge; describing in detail; using and drawing maps; drawing graphs and using data; causes and effects |
| Water and Rivers | Use of maps/atlas; writing in detail. |
Year 7
| Content | Skills |
| UK Uncovered – Economic activity | Data handling and comparison; map drawing; decision making; interdependence. |
| Natural Hazards | Describe and begin to explain geographical processes; use of key words; making and recording observations; using maps |
| Africa – challenges & opportunities | Describe the physical & human geography of Africa, including urbanisation. |
| Weathering, erosion/coastal environments | Describe and begin to explain geographical processes. Explore geology, weather and landform processes. |
Year 8
| Content | Skills |
| Global Biomes | Use of maps and atlases; describing places and explaining in depth; recognising cultural differences; making predictions and drawing conclusions; causes and effects. |
| Dynamic development | Understanding development indicators, perception of development, causes of inequality & tackling inequality (aid & technology). Sustainability and interdependence |
| The Hydrosphere | Describe and explain physical geography processes. |
| How is Asia being transformed? | Physical & human geography of Asia. Tackles misconception & builds understanding of this changing continent. |
We teach and assess our curriculum through our curriculum related expectations:
| Year 6 | Year 7 | Year 8 |
| I can locate geographical regions and categorise according to human and physical characteristics, topographical features and land use | I can extend my locational knowledge and spatial awareness of the world’s countries using maps of the world and develop my understanding of key physical and human characteristics, countries and major cities through case studies taught. | I can extend my locational knowledge and spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities using taught and my own examples. |
| I can understand geographical similarities and differences through the study of human and physical geography of a region. | I can understand geographical similarities, differences and links between places through developing an understanding of human and physical geography. | I can understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia. |
| I can understand types of settlement and land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water. | I can understand, through the use of place-based exemplars, the key processes in human geography relating to: population and urbanisation; development; economic activity in the primary, secondary, tertiary and quaternary sectors; and describe the use of natural resources | I can understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources. |
| I can understand the distribution and formation of climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. | I can describe through the use of the key processes in: physical geography relating to geological timescales and plate tectonics; rocks, weathering and soils; weather and climate. | I can understand, through the use of place-based exemplars at a variety of scales, the key processes in: physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate. |
| I can use maps, atlases, globes and digital/computer mapping to locate countries. I can use the eight points of a compass, four and six-figure grid references, symbols and key. I can use fieldwork to observe, measure, record and present the human and physical features in the local area. | I can build on my knowledge of globes, maps and atlases. I can interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs. I can use Geographical Information Systems (GIS) to view and interpret places and data. I can use fieldwork in collect and analyse geographical data. | I can build on my knowledge of globes, maps and atlases. I can interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs. I can use Geographical Information Systems (GIS) to view and analyse places and data. I can use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data. |
| I can understand a range of geographical vocabulary and plan and draft a detailed response. | I can usually write in clear paragraphs. I can start to vary my range of range punctuation accurately and vary sentence types in my work. I use key geographical language within my work and am beginning to develop my answers in more detail. | I can write in clear paragraphs, demonstrating and understanding of how topics/themes/ideas should be grouped together. I am able to show a competent grasp of the English language by using a range punctuation accurately and varied syntax within my work. I use key language accurately within my work and am developing my extended answers. |
Additional Learning Opportunities
- Fieldwork in year 7
Useful Links
- Seneca - https://www.senecalearning.com/
- BBC Bitesize - https://www.bbc.co.uk/bitesize/topics/z87k4j6
- National Geographic for kids - https://www.natgeokids.com/uk/
Last Updated: October 2024