|Half Term||Topics to be covered||Key skills covered|
|Autumn HT 1||My Place in the World|
1. Atlas work:
Continents, oceans, rivers, mountains.
2. Map skills:
Direction, distance, map symbols, grid references.
|1. To know the expectations in a Geography classroom and how the subject can be split into Human, Physical and Environmental.
2. To have a sense of place in the world and the 7 continents.
3. To know the locations of the World’s major mountains, rivers and oceans.
4. To develop a greater understanding of the World in sense of place in the world – Extended homework project Assessment on a country.
5. To be able to use and atlas.
6. To know what a compass rose is.
7. To interpret map symbols.
8. To know what scale is and how it’s measured.
9. To be able to use 4 and 6 figure grid references.
10. To know what a contour lines is and how to interpret them on a map.
11. To be able to map from memory.
|Autumn HT 2||Africa - A continent of contrasts?|
1. How do holidays connect us to Africa?
2. What has been the impact of tourism on Matmata, a Tunisian settlement?
3. How does food connect us to Africa?
4. What can we learn about a place from is shopping facilities?
5. How does football connect us with Africa?
6. How have mobile phones been changing lives in Nigeria and the UK?
7. How does Comic Relief connect us to Africa?
8. How has Comic Relief helped to change lives in Kibera?
|1. To be able to explain the scale and diversity of the continent of Africa.
2. To develop a geographical imagination of places in Africa.
3. To be able to use an atlas to find countries, cities and attractions in Africa.
4. To explore the impact of tourism on Matmata in Tunisia.
5. To use maps to understand the elements of daily life in an African village.
6. To be able to explain how we are connected to Africa by football (soccer)
7. To understand that we are connected to Africa through mobile phones.
8. To analyse and evaluate evidence to draw and justify conclusions
9. To explain how our decisions could affect people in Africa.
|Spring HT 1||Settlement sites|
1. Settlement sites over time.
2. Early site factors.
3. Settlement sites in the UK.
4. Settlement function.
5. Settlement pattern.
6. Settlement hierarchy.
7. Services in rural communities.
8. Green / brownfield sites.
9. Future settlements.
|1. To understand how settlement sites have changed over time.
2. To understand how settlers selected a settlement site.
3. To be able to apply understanding of site factors to locations in the UK.
4. To know that settlements have a function: resort, industrial town/ market town or port.
5. To know that settlement patterns can be linear, nucleated or dispersed.
6. To what a settlement hierarchy is.
7. To understand that services in rural communities are in decline.
8. To understand the pressures on land for development.
9. To understand the differences between a greenfield and a brown field site.
10. To explore what future settlements could be.
|Spring HT 2||Changing my World - How have we altered our planet?|
1. How do I feel about climate change?
2. How do my actions contribute to climate change?
3. What do I need to know about climate change?
4. How will climate change affect different place?
5. How do the thing I consume contribute to climate change?
6. What can I learn about Climate change from films?
7. What sort of home do I want to live in?
8. What can we do together to combat climate change?
|1. To understand that our actions can have important positive consequences in other places.
2. To identify the impacts that climate change may have on different places.
3. To investigate strategies for responding to climate change at a personal, national and international scale.
4. To recognise the uncertainty behind climate change.
5. To make predictions for the future based on informed judgements.
|Summer HT 1||Risky World - Where is the most dangerous place to live on the planet?|
1. Local area:
Neighbourhood statistics pupils compare their level of risk of being a victim crime or an accident compared to regional and national figures.
2. National scale:
Is the UK considered as a risky place to live because of flooding?
Causes, effects and whether they are at risk in the future.
3. International impacts:
Indian Ocean Tsunami
Impacts on countries at different stages of development and the disproportionately risk.
|1. To understand that the way we think about a place might not be totally accurate.
2. To see spatial patterns and to explain them in reference to social, economic, environmental and political processes.
3. To understand that In some areas of the world people are exposed to greater risk or are more vulnerable to risks than others.
4. To understand the need to participate in informed and responsible action to mitigate against these risks as global citizens.
|Summer HT 2||Microclimate Investigations: Where should Tudor Grange build the new outdoor classroom?|
1. Introduction to world climate.
2. How do we record the weather?
3. What is microclimate?
4. How different factor affect the microclimate.
5. What is the microclimate of our School?
6. Britain’s weather.
How is rain caused?
|1. To know some reasons for the world varied climate.
2. To know how and why we record the weather.
3. To know what a microclimate is.
4. To know how different factor affect a microclimate. Students will use weather recording equipment (if possible) to record the conditions around the school site.
5. To be able to investigate the microclimate of Tudor Grange.
6. Britain’s weather.
7. To know about frontal, convectional and relief rainfall.