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In this section
In this section
Geography is a subject that teaches students about the world they live in. It teaches students about events in both the natural and human worlds and how these two worlds are linked. It has an important role to play in developing an understanding of key global issues and helping students understand that there are a variety of perspectives from which these issues can be viewed. Geography, therefore, has important links to citizenship – we are all global citizens, with responsibilities to the planet and to each other.
Year 7
Subject Leader: A Crampton email: acrampton@kingedwardvi.bham.sch.uk
Year 7
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
Atlas and map skills World Climate Zones Classification of countries Classification of issues Causes and effects of tectonic hazards Types of migration Impacts of migration |
My World
· Atlas skills · Location of major climate zones · Location of key countries and cities Development · What is development? · How is development measured? · What is life like in countries at different stages of development?
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Earthquakes and Volcanoes
· Distribution of tectonic hazards · Why do earthquakes and volcanoes happen? · Tectonics case studies · Responses to hazards Multicultural Birmingham · What is migration? · What are the major migration movements affecting UK? |
Multicultural Birmingham
· What problems and benefits does migration bring? Map Skills · Grid references · Distance and direction · Height and relief |
Assessment Pieces
Atlas test Comparing countries assessment |
Assessment Pieces
Earthquake assessment |
Assessment Pieces
Multicultural Birmingham assessment |
|
Key vocabulary
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Development indicator; Advanced Country, Emerging and Developing Country, Low Income Developing Country | Tectonic, social, economic, environmental
Migration, multiculturalism
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Relief
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Outside the taught curriculum |
Engage with the news on a regular basis especially if there are current stories about earthquakes, volcanoes, migration. There are numerous documentaries about topics being studied. | ||
Suggested reading
|
See the geography section in the library. BBC Bitesize has many relevant sections to these topics as does geographyalltheway.com and internetgeography. |
Year 8
Subject Leader: A Crampton email: acrampton@kingedwardvi.bham.sch.uk
Year 8
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
Geographical skills
The river drainage basin Importance of the Rainforest Causes and impacts of deforestation Using categories and classification Urbanisation |
Rivers
· The long profile · Formation of waterfalls · Causes/effects/responses of flooding · Flooding in the UK Rainforests · What is the rainforest like? · Why are rainforests important? · Why are rainforests being destroyed?
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Rainforests
· Why are rainforests being destroyed? Urban Geographies · Geographies of urban growth · Urban growth in LIDCS · Challenges of rapid urbanisation · · · |
Urban Geographies
· Urban growth in ACs · Urban issues in Birmingham · Fieldwork in Birmingham Wild Weather · Causes/ effects/responses to a number of wild weather events. |
Assessment Piece
Rivers test |
Assessment Pieces
Rainforest assessment |
Assessment Pieces
Urban assessment |
|
Key vocabulary
|
Drainage basin, flooding, hydrograph, ecosystem,
Social/ economic/ environmental |
Deforestation, Mega city, migration, urban, rural, informal housing. | Deindustrialisation, urban decline.
Tropical storm, drought, |
Outside the taught curriculum |
Engage with the news on a regular basis especially if there are current stories about rainforest destruction and preservation, extreme weather events, African society and climate. There are numerous documentaries about topics being studied. | ||
Suggested reading
|
See the geography section in the library. Read a newspaper on a daily basis. BBC bitesize has a wealth of resources for most of these topics. |
Year 9
Subject Leader: A Crampton email: acrampton@kingedwardvi.bham.sch.uk
Year 9
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
Geographical Skills
Interdependencies Causes of the development gap. Sustainable development Globalisation Features of glaciated landscapes Causes and impacts of climate change |
Development
· What is development? · What causes the development gap? · Closing the development gap · Decolonising development thinking Global Fashion · Where are your clothes made?
|
Global Fashion
· What the issues with sweatshops? · What is globalisation? · Globalisation and development. Glaciation · Glacial landscape features |
Climate Change
· Climate change in quarternary period · Natural and human causes of climate change · Global impacts of climate change. · UK impacts of climate change |
Assessment Pieces
Development test |
Assessment Pieces
Global fashion test |
Assessment Pieces
Glaciation test |
|
Key vocabulary
|
Sustainable, interdependence | Globalisation, interdependence, glaciation | Quaternary, Enhanced Greenhouse effect, Milankovitch cycles, interdependence |
Outside the taught curriculum |
Engage with the news on a regular basis especially if there are current stories about global development, sweatshops, fast fashion, climate change. There are numerous documentaries about topics being studied. | ||
Suggested reading
|
See the geography section in the library. Read a newspaper on a daily basis. BBC bitesize has a wealth of information on many of these topics as does geographyalltheway.com and internetgeography. |
Year 10
Subject Leader: A Crampton email: acrampton@kingedwardvi.bham.sch.uk
Year 10
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
How can weather be hazardous?
How do plate tectonics shape our world? What makes a landscape distinctive? What influences the landscapes of the UK? Why are some countries richer than others? |
· Distribution of climatic hazards
· Causes/ effects/ responses to climatic hazards · Distribution of tectonic hazards. · Causes/effects/response to tectonic hazards · Upland and Lowland landscapes · Formation of river features. · Causes and management of flooding · Case study: River Tees.
|
Coasts
· Coastal processes. · Coastal landforms · Managing coast lines. · Case study Holderness Coast Dynamic Development · Measuring Development · Reasons for development differences · Case study of development in Zambia |
River Enquiry (Field work)
Urban Futures · The growth of Birmingham · Migration and Birmingham · Sustainable development in Birmingham · The growth of Mumbai · Living in Mumbai · Sustainable development and Mumbai |
Assessment Pieces
Changing climate test |
Assessment Pieces
Hazards Test |
Assessment Pieces
End of year exam |
|
Key vocabulary
|
See key terms section in text book | See key terms section in text book | See key terms section in text book |
Outside the taught curriculum |
Engage with the news on a regular basis especially if there are current stories about earthquakes, volcanoes, coastal erosion, megacities. Keep a newspaper cuttings file of relevant stories. There are numerous documentaries about topics being studied which your teacher will point you towards. | ||
Suggested reading
|
Reading a daily newspaper is extremely valuable – the BBC and Guardian Apps are both free. BBC Bitesize; internet geography, and Seneca are all useful sources of information to go over key ideas taught in class. Geography resources are available in the library and extra readings are frequently put in the google classroom. |
Year 11
Subject Leader: A Crampton email: acrampton@kingedwardvi.bham.sch.uk
Year 11
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
How is the UK changing in the 21st Century?
Is the UK losing its global significance? Why are natural ecosystems important? Why should tropical rainforests matter to us? Is there more to polar environments than ice? Will we run out of natural resources? Can we feed 10 billion people by 2050? |
Urban Futures
· The growth of Mumbai · Living in Mumbai · Sustainable development and Mumbai UK in the 21st Century · Human and Physical geography of the UK · Changing population · UK economic changes · Birmingham Fieldwork · The UK and the wider world · Multicultural UK
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Sustaining Ecosystems
· Global ecosystems · Tropical Rainforest · Rainforest destruction and management · Polar ecosystems · Sustainable management of polar ecosystems Resource Reliance · Global resource shortages · Food Security · Food security in Tanzania · Approaches to food security |
Revision
Preparation for paper 3 |
Assessment Pieces
Mock Exam |
Assessment Pieces
Ecosystem test |
Assessment Pieces | |
Key vocabulary
|
See key terms section in text book | See key terms section in text book | See key terms section in text book |
Outside the taught curriculum |
Engage with the news on a regular basis especially if there are current stories about the UK population and economy, rainforests and the polar regions, global resource shortages. Keep a newspaper cuttings file of relevant stories. There are numerous documentaries about topics being studied. | ||
Suggested reading
|
Reading a daily newspaper is extremely valuable – the BBC and Guardian Apps are both free. BBC Bitesize; internet geography, and Seneca are all useful sources of information to go over key ideas taught in class. Geography resources are available in the library and extra readings are frequently put in the google classroom. |
Year 12
Subject Leader: A Crampton email: acrampton@kingedwardvi.bham.sch.uk
Year 12
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
Edexcel A Level Geography https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html |
Dynamic Places
· Causes of Globalisation · Impacts and consequences of Globalisation · Managing globalisation Dynamic Landscapes · Why are some places more at risk from tectonic hazards · Why do some tectonic hazards develop into disasters? · How successful is the management of tectonic hazards and disasters?
· |
Diverse Places
· How different people view diverse places · Demographic and cultural tensions in Diverse Places · Management of conflict and change in diverse places Landscapes, processes and change · Coastal landscapes and tehir processes · Coastal Landforms and landscapes · Coastal Risks · Coastal Management |
NEA preparation |
Assessment Pieces
Dynamic places test Dynamic Landscapes assessment |
Assessment Pieces
Diverse places test Landscapes processes and change assessment |
Assessment Pieces
End of year exam |
|
Key vocabulary
|
Globalisation, glocalisation, coca-colonisation, migration, megacity
Intraplate earthquakes, slab pull, lithosphere, asthenosphere, mitigation. |
Migration, place, connections, gentrification.
Near shore, offshore, eustatic, isostatic, management |
|
Outside the taught curriculum |
Engage with the news, watch current affairs programmes and numerous documentaries linked to the specification. | ||
Suggested reading
|
Students are provided with a detailed list of suggested reading, some of which is available in the library.
Geography Review, New Internationalist, and quality newspapers like the Guardian, Financial Times, Independent. Extra readings are frequently put on the google classroom. |
Year 13
Subject Leader: A Crampton email: acrampton@kingedwardvi.bham.sch.uk
Year 13
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html | Superpowers
· Changing superpower geographies · The global impacts of superpowers · Contested speheres of influence
Water Insecurity · Causes of water insecurity · Consequences of water insecurity The Carbon Cycle and Energy Security · The carbon cycle and terrestrial health NEA
|
Migration, Identity, Sovereignty
· Globalisation and international migration · The evolution of nation states · The impacts of global organisations · Threats to national sovereignty in a globalised world. The Carbon Cycle and Energy Security · Consequences of the increasing demand for energy · Climate change |
· Revision
· Preparation for paper 3 |
Assessment Pieces
Diverse Places Assessment Water assessment |
Assessment Pieces
Mocks |
Assessment Pieces | |
Key vocabulary
|
Colonialism, imperialism, neo-imperialism, dependency, spheres of influence
Brackish, hydrosphere, cryosphere, pedosphere, adaptation |
Sovereignty, nationalism, migration, identity, inter-governmental | |
Outside the taught curriculum |
Engage with the news, watch current affairs programmes and numerous documentaries linked to the specification. | ||
Suggested reading
|
Students are provided with a detailed list of suggested reading, some of which is available in the library.
Geography Review, New Internationalist, and quality newspapers like the Guardian, Financial Times, Independent. Extra readings are regularly put onto google classroom. |
Staff
Dr A Crampton (Subject Leader for Geography)
Mr B Taylor (Teacher of Geography)
Miss U Salim (Teacher of Geography)
Additional Information
How can parents help?
Where next
Opportunities out of lessons