Geography Department

Our curriculum intent: why we teach what we teach in Geography 

  • Students will learn to recognise, love and be able to explain the variety in landscapes and cultures across the globe and within the North East, and to understand the relationship between the environment and humanity. We want students to comprehend and grapple with the trajectory humanity is on in how we are causing damage, on a local and global scale, to the environment and what needs to happen to reverse this damage.
  • Students will be able to appreciate different cultures and to think critically and sensitively about other people’s views and practices, which might be different from their own. They will be able to collect and gather information accurately through the use of basic scientific equipment and by studying a range of diverse sources, and be able to interpret the data that they have observed or sources studied, confidently presenting this information to others and making informed decisions based on their findings to understand causes, make links and explain patterns.
  • Students will become true global citizens, compassionate about people around the world, and committed to protecting our environment for future generations. They will be determined to be part of a worldwide effort to stem the destruction of the natural environment and courageous in their efforts to reach across cultures and nations to promote tolerance and partnership in tackling tomorrow’s global problems.

Geography curriculum intent

Curriculum

Year 7

Year 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title

An Introduction to Geography and the World

An Introduction to Map skills

Weather and Climate

Weather and Climate

Introduction to Asia and China

River Processes and Landscapes

Key Question

What is geography and what is our place in the world?

How do interpret and use maps?

What causes differences in our weather and climate and how does this affect our lives?

What causes differences in our weather and climate and how does this affect our lives?

What is China like as a country and why?

How are river landscapes created and what challenges do they create for people living near them?

Knowledge and Sequencing Rationale

The topics in Year 7 allow us the opportunity to build on students’ KS2 knowledge and skills and to enhance their understanding of our globally interconnected world as well as their local environment. Students will become aware of rapid global change, global interactions, and understand increasingly complex global relationships. It also allows students to understand the interactions between places and the networks created by flows of information, people and goods. Physical topics like Weather and Climate encourage students to be aware of increasingly complex geographical systems in the world around them and to become equipped as global citizens. Our locational study on China helps students to organise and retain important ideas and skills learnt throughout their Year 7 studies. The chosen location is China because it allows students to look at a host of concepts: environmental interactions; space and place; global connections; and human and physical processes, which are engaging, relevant, real and equip them to become global citizens. The topic of China has three points of significance: as a locational point on the earth’s surface and the human and physical processes within it; the locus of individual and group identities within the region; and the unique interconnectedness we have with this place. River Landscapes is a unit full of geographical skills which will equip students to know more, remember more and do more as they progress with Geography at Emmanuel.

 

To find out more about our Geography curriculum please click here.

Year 8

Year 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title

Rocks and Resources

Development

Africa

The Horn of Africa

Coastal Processes and Landscapes

Key Question

How does rock type influence landscape and how do we make use of rock resources?

How and why do countries’ levels of development vary?

What explains the diversities of landscapes and people in the continent of Africa?

What unique challenges are presented in the region of the Horn of Africa?

How are coastal landscapes created and what are the challenges of living at the coast?

Knowledge and Sequencing Rationale

The intention of the Year 8 curriculum is to broaden their horizons and build upon and develop their knowledge and skills which underpin the next phase of their learning. Resources is a central topic within our curriculum due to its importance of reminding students that the way we live isn’t fixed; it’s constantly changing and it is crucial to be aware that we are in control of those changes. It ties into challenges we face, on a local and global scale, and provides opportunities for students to leave their community and world better than they found it. The intention is to shape the students’ outlook on the world and open their eyes to the detrimental consequences we can have on the environment, economy and society alike. Like the challenges discussed in the Horn of Africa topic, these provide opportunities to reiterate that their purpose isn’t about telling the students that what we are doing is bad; it’s about giving them the facts and putting the responsibility back onto them, as never before have we had such an awareness of what we’re doing to the planet, and never before have we had the power to do something about it. It is important to restate for children that ’knowledge is power’ but that, without action, nothing changes. In an era of an interconnected, but very much embryonic, globalised world, the young will champion the issues and hold the generations before to account if we, at Emmanuel College, do our jobs right.

 

Through the topic of Development, students should become aware of increasingly complex geographical systems in the world around them and to become equipped as global citizens as it looks at the interactions between places and the networks created by flows of information, people and goods. The topics of Africa and The Horn of Africa provide a platform for breaking down misconceptions around the continent before introducing new information on the unparalleled diversity of the physical landscape, the languages, peoples and nations among some of the most heavily urbanised places on the entire planet. This deep dive into specific regions increases the relevance of the curriculum’s key concepts: location; scale; planning and decision making; environmental interactions and physical and human processes. ‘Coastal landscapes’ is littered with geographical skills and provides the jewels in the curriculum, allowing the department to discover the students’ misconceptions from their Year 7 knowledge before introducing new information and learning experiences that help to take them beyond (rather than repeat in an unplanned way) what they already know. The content in Year 8 introduces new concepts which will be a stepping stone for topics within our KS4 and KS5 curriculum – resource management, the living world, and global systems and global governance.

 

To find out more about our Geography curriculum please click here.

Year 9

Year 9

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title

Natural Hazards

Introduction to the Middle East

The North East – Our Home

UK Physical Landscapes – River Processes and Landscapes

 

Key Question

What are the risks presented by tectonic and meteorological events?

 

What are the key geographic features of the Middle East?

What are the key geographic features of our home region?

How do river processes and systems change and how do people interact with them at a range of scales?

Knowledge and Sequencing Rationale

The intention of Year 9’s curriculum is to broaden their horizons and build upon and develop their knowledge and skills which underpin the next phase of their learning at KS4. Studying tectonic hazards allows students the opportunity to grasp large-scale events, to understand the enormity of them, and equips them with key nuggets of information which underpin the essentials of being a good geographer as they progress through KS3 and into KS4. Key knowledge acquired from the Weather and Climate topic in Year 7 underpins the next phase of their learning necessary for Atmospheric Hazards and helps them develop skills that are transferrable to the real world. The deep dive into the Middle East increases the relevance of the curriculum’s key concepts: location; scale; planning and decision making; environmental interactions and physical; and human processes. It also reiterates the importance of what has been covered within the curriculum already.

 

The focus on specific countries within the Middle East and their opportunities and challenges exposes students to real-life issues, helping to develop skills that are transferrable to the real world. The North East – Our Home is an exciting new topic in our curriculum which provides opportunities for students to use maps and other spatial stimulus to think about themselves, their own locality and their own experiences. This topic is an important centrepiece of our curriculum as it ties into many strands of our education – it allows students to take on independent fieldwork by exploring people’s sense of place. This topic moves away from teaching by providing a ‘culture of answers’ and towards ‘promoting more creative, critical enquiry with more open-ended questioning’. Additionally, it allows us to look at local case studies and the importance of them, links to employment opportunities and ties into the Gatsby Benchmarks on careers. The variety of procedural knowledge students are exposed to in Year 9 are engaging, relevant, real and appropriate to ensuring they can build on their cultural capital. Likewise, it also introduces new concepts which will be a stepping stone for topics within our KS4 curriculum – The Changing Economic World and Urban Issues and Challenges.

 

To find out more about our Geography curriculum please click here.

GCSE Geography – Year 10

Year 10

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Unit title

UK Physical Landscapes – Coastal Processes and Landscapes

Urban Issues and Challenges – The Urban World

Urban Issues and Challenges – Urban Change in the UK & Urban Sustainability

The Living World – Ecosystems & Tropical Rainforests

The Living World – Hot Deserts

Key Question

How do coastal processes and systems change and how do people interact with them at a range of scales?

How do human processes and systems change spatially and temporally at a variety of scales?

How do human processes and systems change spatially and temporally at a variety of scales?

How do ecosystems change and how do people interact with them at a range of scales?

How do ecosystems change and how do people interact with them at a range of scales?

Knowledge and Sequencing Rationale

Our Year 10 course is designed to allow students to make rapid progress through a significant amount of their GCSE course during the academic year. The structure and content is designed to challenge and engage our students with a mixture of both physical and human geography, which are alternated systematically to engage and encourage our students to think more synoptically about the themes and issues covered. The focus of this year is also to study compulsory fieldwork elements of the course alongside the classroom-based activities.

 

To find out more about our Geography curriculum please click here.

GCSE Geography – Year 11
Year 11 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Unit title The Challenge of Resource Management – Resource Management in the UK The Challenge of Resource Management – Energy Management The Changing Economic World The Challenge of Natural Hazards    
Key Question How are global resources distributed and managed? How are global resources distributed and managed? Why are there global variations in levels of development? What is the impact of natural hazards?    
Knowledge and Sequencing Rationale

The Emmanuel Year 11 course sees our students complete their studies at GCSE level. During their time in Year 11, our students become ready for their futures. Completion of the GCSE course enables exam success and students are then ready for their next steps, whether that be continued study of geography at Advanced Level or other career and/or study choices.

 

The main focus for this year is studying ‘The Challenge of Natural Hazards’ and ‘The Changing Economic World’ GCSE units as well as revisiting previous work studied. In addition to choosing case studies within topics that are appropriate for our students, it is also essential that within this year of study, what we learn is aiding their choice of career path in the future. Throughout both of the topics students study, we allow them opportunities to discuss the jobs that are involved within them. This allows us within our Year 11 curriculum to start to advise students on how geography can help them in their chosen career path or help the with future study.

 

To find out more about our Geography curriculum please click here.

A Level Art

Discover more in our A Level options booklet click here 

Geography Staff