Students will begin Year 7 finding out about Geography. They do this via an introductory unit, “What is Geography?” This is followed up with units entitled:
Map skills – where they will learn how to read and draw maps
Population and Migration – the study of population growth, density and management. We also consider the impact of an aging population and case studies of economic and forced migration.
Economic Activities – primary, secondary, and tertiary industries
China – We study China as an example of an Newly Industrialising Country, we consider the geography of the country, why it has grown economically, problems of industrialisation and sustainable solutions to these.
Year 7 also study units on weather and rivers. The year ends with a trip to Exeter to study rivers.
Students will build on their Year 7 studies. They will end Year 8 studying the topic of development which will include learning Atlas skills.
They will start with the study of Kenya, an example of an Less Economically Developed Country. They consider the geography of the country, problems and solutions of life in Kenya.
The study of Antarctica, an example of a Wilderness environment. They will learn about the ecosystem, resources ad environmental concerns for the continent. Students will decide whether development would be allowed on Antarctica and how it could be managed.
Ecosystem biome of the Tropical Rainforest which will include a field trip to the Eden Project.
The study of the 2012 Olympics where students will consider the issues of developing certain areas and the conflicts that exist. They will consider the long term impact of hosting an Olympics.
The final year of Key Stage 3 extends the student’s geographical knowledge and skills.
Topics covered will be:
Coasts – including a field trip to Lulworth Cove and Durdle Door where they will study coastal processes and feataures and the impacts of tourists on a local beauty spot.
Trade, aid and development – where pupils will consider the links between trade, aid and debt. They will consider how unfair trade can be reduced.
Our impact on the earth – including consideration of global issues, looking at the causes of these problems, the effects these have on the world and how they can be managed. Students will consider their ecological impact and discuss how it can be reduced.
Plate tectonics – students will investigate the relationship between earthquakes, volcanoes and plate margins; they further consider the social and economic implications of these phenomena with specific reference to earthquakes.
Sustainable development - students will look at how we can become more sustainable on a local, national and global scale.
At the end of Years 7,8 and 9 there will be short units to introduce and develop Geographical Information System skills.