PURPOSE OF STUDY
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The national curriculum for geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Term 1Mapping SkillsWhat is a map?How can we use scale on a map?How do we use map symbols?What are grid references?How can we show relief on a map?IndustryWhat are primary, secondary, tertiary and quaternary industries?What are the different types of farming in Britain and what is the distribution pattern of these?Why did Nissan choose the North of England to build a factory?Why does the M4 corridor attract so much high tech industry?
Term 2CoastsWhat is weathering and erosion?What causes waves and how do they effect our coastline?What landforms are created by the sea?What is happening to the Holderness coastline?What can we do to protect our coastline?Natural HazardsWhat is a Natural Hazard?What are the effects of volcanoes and earthquakes?Where do volcanoes and earthquakes happen?How do volcanoes and earthquakes happen?How do humans respond to earthquakes and volcanoes?
Term 3World issuesWhat are world issues?What is global warming; the problems, causes and solutions?What is the water problem?What is the problem with poverty?ChinaWhere is China?What are the main physical features of China?What is the population distribution of China?How is life different in rural and urban areas of China?Why is China becoming a popular tourist destination?
Term 1SettlementsWhat is a settlement?What are the main settlement patterns?Why were early sites for settlements chosen?How is the land used in towns and cities?How might land use change over time?WarkworthWhere is Warkworth?Why was Warkworth an ideal site for an early settlement?Why is Warkworth popular with tourists?What settlement changes have occurred in Warkworth recently?
Term 2Population and DevelopmentWhat do we mean by population?Where do people live in the UK?Where do people live in the world?What has happened to the population of the world over time?What is development?How can we measure development?What do we mean by interdependence?What is sustainable development?KenyaWhere is Kenya?What are the main physical and human features of Kenya?What is the climate of Kenya like?Where do people live in Kenya?What is life like in rural and urban Kenya?What is happening to Kenya’s population?Is Kenya a developed country?
Term 3What might Britain be like in 2050?What issues might affect Britain in 2050?