Geography

Year 7

TermAutumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
Weeks8574
Unit Title:Do we still need maps?Where do people settle in Britain?Why is the Arctic uniqueHow can I investigate CrimeWhy does it always rain on me? Why does poverty still exist?
Overview (content/skills)This unit presents students with an opportunity to develop their map skills. Many students will not appreciate how they use maps in an everyday situation,

Skills: Cartographic:
Grid references, contour lines, measuring and using scale
An extension of our map skills unit looking at the human geography of Britain and where people live. We look at settlement at different scales: within a city and nationally. Students

Skills: Ability to reach and justify a conclusion, ability to discuss the views of stakeholders. Knowledge of place
This is the first ‘global unit’ where students study Geography outside of the UK. The Arctic is an amazing environment which has a lot of misconceptions about it. It also plays a hugely important role in helping to fight climate change

Skills: Knowledge of place, knowledge of physical processes
Students need to gain skills in carrying out fieldwork to develop their skills for their GCSE. We investigate why crime varies in across London and the UK. We then carry out fieldwork to investigate the school groups for crime. Students develop their hypothesis, methodologies and put together their own analysis and conclusions

Skills: Investigation skills, knowledge of human processes, cartographic skills
Gaining an understanding of our weather systems is an important part of the geography curriculum. Student will monitor whether over a period of time and apply their learning as to why it has happened.

We will also introduce the idea of climate change and how we can tackle it

Skills: Knowledge of physical processes, Graphical skills
Students to develop an understanding of levels of development across countries and within them.

We will tackle misconceptions such as ‘Africa is poor’ and the idea of rich countries vs poor countries. While looking at how the world has improved dramatically in tackling many aspects of poverty
Some subject specific literacy:Human/ Physical Geography
Contour lines
Scale
Grid references
Urban/ rural
Urban structure
Central business district
Suburbs
Linear, dispersed and nucleated settlements
Brown field and Green field sites
Longitude/ Latitude
Climate change
Sustainable
Human/Physical
Hypothesis
Primary and secondary data
High/ low pressure
Depressions
Occluded front
Maritime/ Continental/ polar and tropical climates
Birth rates, death rates, life expectancy, literacy, doctor/ 1000, GDP, per capita. Developed, emerging and developing countries
Numeracy:Using grid referencesPopulation pyramidsClimate graphsGraphical representations and interpretationClimate graphsComparison of data, analysis of graphs
Assessment:Hand map: Students use the outline of their hands to create a map. Students are then asked to describe their map, including measuring distances, compass directions etc. Decision making exercise about where they would choose to live, greenfield or brownfield sites.‘Geographer of the Year’ Competition. Replicating the RGS competition.Presenting their conclusions and mapping them.