Geography – Key Stage 4

Year 9

Half TermTopics to be coveredKey skills covered
Autumn HT 1Map Skills

1. Atlas work
2. OS Map skills
1. To know the expectations in a Geography.
2. To be able to use and atlas and read an OS MAP.
3. To know what a compass rose is.
4. To interpret map symbols.
5. To know what scale is and how it’s measured.
6. To be able to use 4 and 6 figure grid references.
7. To know what a contour lines is and how to interpret them on a map.
8. To be able to map from memory.
Autumn HT 2Coastal landscapes in the UK

1. Coastal physical processes – erosion, transportation, deposition.
2. Coastal landforms with UK case study.
3. Coastal management strategies with an example of a coastal management scheme in the UK.
1. To know that the coast is shaped by a number of physical processes.
2. To know that there are distinctive coastal landforms are the result of rock type, structure and physical processes.
3. To be able to give an example of a section of coastline in the UK to identify its major landforms of erosion and deposition.
4. To know that there are different management strategies that can be used to protect coastlines from the effects of physical processes.
5. To be able to give an example of a coastal management scheme in the UK.
Spring HT 1River landscapes in the UK

1. Long profile of a UK river
2. River processes of erosion, transportation and deposition.
3. River landforms of erosion, transportation and deposition.
4. Case study: River Severn.
5. River management with case studies. (Hard / soft engineering)
6. Flood hydrograph.
1. To produce a map from memory of a river system in the UK.
2. To know that the shape of river valleys changes as rivers flow downstream.
3. To know the physical processes and the characteristics and formation of landforms of a river.
4. To know how physical and human factors affect flooding.
5. To be able to construct a flood hydrograph.
Spring HT 2Urban Issues & Challenges

1. The World’s population.
2. Urban growth opportunities and challenges for cities in LICs and NEEs.
3. Case study: Mumbai / Kibera.
4. Urban planning and its link to quality of life for the urban poor.
1. To annotate a base world map and use this to describe the global population and reflect on how it has changed.
2. To know the factors affecting the rate of urbanisation - migration (push - pull theory), natural increase.
3. To know what a mega-city is and locate them on a map.
4. To be able to locate a LIC or a NEE:
1. To be able to discuss the importance of the city at a variety of different scales.
2. To be able to give reasons for the cities growth.
3. To be able to discuss opportunities as well as challenges that face the city.
4. To be able to give an example of how urban planning can improve the quality of life for its residents.
Summer HT 1Urban Issues & Challenges

1. Urban growth opportunities and challenges for cities city in the UK.
2. Case study: Birmingham / London.
3. Sustainable urban living. BedZed, Cambridge and Curitiba.
To be able to locate a city in the UK:
1. To be able to discuss the importance of the city at a variety of different scales.
2. To be able to give reasons for the cities growth.
3. To be able to discuss opportunities as well as challenges that face the city.
To be able to give an example of how urban planning can improve the quality of life for its residents.
Summer HT 2Resource Management

1. Food
2. Water
3. Energy

Rivers Investigation (Physical)
1. To know the significance of food, water and energy to economic and social well-being.
2. To be able to identify areas of surplus and deficit as well as knowing the reasons for this.
3. To understand that changing demand and provision of resources in the UK creates opportunities and challenges.
4. To know that demand for resources is rising globally but supply can be insecure, which may lead to conflict.
5. To look at different strategies that can be used to increase the supply of the different resources.
6. To select a suitable question for a geographical enquiry.
7. To be able to select, measure and record data appropriate to the chosen enquiries.
8. To be able to selecting appropriate ways of processing and presenting fieldwork data
9. To be able to describe, analyse and explain fieldwork data
10. To be able to reach conclusions
11. To be able to evaluate the geographical enquiry.

Year 10

Half TermTopics to be coveredKey skills covered
Autumn HT 1The challenge of natural hazards: Tectonics

1. Types of natural hazard.
2. Plate tectonics theory.
3. Global distribution of earthquakes and volcanic eruptions.
4. Plate margins.
5. Primary and secondary effects.
6. Immediate and long-term responses to a tectonic hazard.
7. Effects and responses to a tectonic hazard between two areas of contrasting levels of wealth.
8. 3 P’s (Planning, Prediction and Protection).
1. To know what a natural hazards is and to understand pose major risks to people and property.
2. To understand the theory of plate tectonics.
3. To locate the World’s earthquakes, volcanoes and plate margins on a map.
4. To know the primary and secondary effects of an earthquake.
5. To know how responses vary due to levels of development.
6. To know how we can reduce the effects of a tectonic hazard through management.
Autumn HT 2The challenge of natural hazards: Weather

1. Atmospheric circulation model.
2. Tropical storms (hurricanes, cyclones, typhoons).
3. Case study - Effects (primary and secondary) and responses (immediate and long-term) and management of a tropical storm.
4. Extreme weather events in the UK and their impacts on human activity.
1. To know the atmospheric circulation model.
2. To know how tropical storms (hurricanes, cyclones, typhoons) are formed.
3. To be able to apply a case study of a tropical storm (effects, responses and management of a tropical storm).
4. To know examples of extreme weather events in the UK and their impacts on human activity.
Spring HT 1The challenge of natural hazards: Climate change:

1. Evidence for climate change from the beginning of the Quaternary period to the present day.
2. Management of climate change.

Water:

1. Demand for water.
2. Increasing water supply.
3. Sustainable future.
1. To know what climate change is and to understand how we contribute to it.
2. To understand how we can manage climate change.
3. To know where there are areas of surplus (security) and deficit (insecurity) of water.
4. To understand why there water consumption is increasing.
5. To understand how this can lead to conflict.
6. To know different strategies that can be used to increase water supply.
Spring HT 2The changing economic world:

1. Global variations in economic development and quality of life.
2. Measures of development.
3. Demographic Transition Model.
4. Causes and consequences of uneven development: physical, economic and historical.
5. Global development gap.
6. Case study for tourism and its impact on development.
7. A case study of one LIC or NEE with rapid economic development and the social, environmental and cultural changes that follow.
1. Mapping and classifying parts of the world according to their level of economic development and quality of life.
2. To be able to apply the following keyterms: gross national income (GNI) per head, birth and death rates, infant mortality, life expectancy, people per doctor, literacy rates, access to safe water, Human Development Index (HDI).
3. To be able to make links between stages of the Demographic Transition Model and the level of development.
4. To know the causes and consequences of uneven development: physical, economic and historical on humans.
5. To have an overview of the strategies used to reduce the development gap:
• Investment
• industrial development
• tourism
• aid
• using intermediate technology
• fair trade
• debt relief
• microfinance loans.
6. To be able to evaluate how the development gap can be through tourism.
7. To know that some LICs or NEEs are experiencing rapid economic development which leads to significant social, environmental and cultural change.
Summer HT 1The changing economic world:

1. UK industrial past.
2. Post industrialisation.
3. Impact of industry on the environment.
4. Case study of sustainable industry.
5. Improvements in transport.
6. North-south divide.
Economic and political links. EU.
1. To know the causes of economic change. (De-industrialisation, decline of traditional industries, globalisation and government policies).
2. To know that we are moving towards a post-industrial economy. (Development of information technology, service industries, finance, research, science and business parks).
3. To know the impacts of industry on the physical environment.
4. To be able to discuss an example of how modern industrial development can be more environmentally sustainable.
5. To understand that social and economic changes in the rural landscape of one area of population growth and one area of population decline.
6. To analyse improvements and new developments in road, rail infrastructure, port and airport capacity.
7. To know strategies used to attempt to resolve regional differences.
8. To understand the place of the UK in the wider world through trade, culture, transport, and electronic communication and the EU.
Summer HT 2Investigation (Human)

1. Data collection methods
2. To collect primary data as part of the human fieldwork exercise.
1. To select a suitable question for a geographical enquiry.
2. To be able to select, measure and record data appropriate to the chosen enquiries.
3. To be able to selecting appropriate ways of processing and presenting fieldwork data
4. To be able to describe, analyse and explain fieldwork data
5. To be able to reach conclusions
6. To be able to evaluate the geographical enquiry.