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Curriculum Overview: what students will study. Geography: Year 7 In year 7 students will study the following topics Term 1a: Geographical Skills To learn to describe the different types of geography. To learn to understand how direction is shown on maps., how to use four figure grid references and scale on a map. To learn to identify the main ordnance survey map symbols. To learn to describe and explain the changes in land use in maps. Term 1b: Out of Africa The human and physical features of Africa and its climate. The population of different African countries and why they differ. The effect of modern technology on developing countries in Africa. An in-depth investigation of the Gambia Term 2a: Extreme Environments The climate, plants and animals of the polar and hot desert regions. How animals and humans adapt to these areas. Threats to these areas from human activity. Term 2b: Rivers and Flooding The water cycle and its importance for life on Earth. Rivers and their main features from source to mouth. Term 3a: Rivers and Flooding The causes of flooding and why some rivers are more likely to flood than others. The effects of flooding on the landscape and humans comparison between more and less economically developed countries Term 3b: Ecosystems A development of the work carried out in Term 2a: Understanding how the different parts of the environment interact and depend on each other, The Earth’s main ecosystems and where they are found. The tropical rainforest ecosystem. Home learning tasks will include Extended reading. Self-correction/re-drafting. Presentation creating. Research. Extended writing Creative projects. To help us track student progress throughout the year and provide personalised support and intervention, students will be assessed in the following ways Geographical skills Written analysis of a range of maps of the Shelfield area. Students will create own map of where they live. Out of Africa A personal investigation of the climate and animals of an African country. An analysis of economic and growth statistics for African countries. A formally assessed piece of extended writing comparing the Gambia with other countries. Extreme Environments An assessed piece of extended writing explaining how humans and animals have adapted to living in these areas. Rivers and Flooding Analysis of river features using photographic evidence. An analysis of how rivers shape the landscape around them. Rivers and Flooding Assessment task analysing the short and long term effects of flooding. Ecosystems Investigation piece on the plants and animals of the rainforest. Individual project on a selected animal. How the rainforest should be managed. By covering these units and completing assessments and home learning tasks, students will be able to: Locational Knowledge: Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of their local area and the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities, Place Knowledge: Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa. Human and Physical Geography: Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems. Geographical skills: Build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom. Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs How parents can help support their child’s learning Encouraging students to watch geography related programmes and documentaries. Testing students on key spellings. Proof reading students’ work and asking them interrogative questions about what/why they have written something. Curriculum Overview: what students will study. Geography: Year 8 In year 7 students will study the following topics Term 1a: China To learn to understand the physical geography of China and how this has shaped its history. To learn to understand the One Child Policy and how it has affected the human geography of China. Term 1b: Plate Tectonics The structure of the Earth and the theory of plate tectonics. The characteristics of the different plate boundaries and what happens at each one. How earthquakes happen and the features of them. Why volcanoes happen, main types and why they are different. Term 2a: Sustainability The definition of sustainability and the difference between sustainable and non-sustainable sources of energy. The most effective methods of generating sustainable energy. An in depth study of the Beddington Zero Energy Project. Term 2b: Weather and Climate The water cycle and its importance for life on Earth. The atmosphere and how it shapes Earth’s weather. The difference between weather and climate. The climate of the UK and why there is variation between different parts of the country Term 3a: Weather and Climate Why it rains and the different types of rainfall within the UK. An introduction to weather fronts and how they work. Microclimates and where they can be found. Term 3b: The Coast The difference between erosion and deposition. Why and how the coastline is being eroded. The physical features produced by coastal erosion. The plants and animals of the British coastline Home learning tasks will include Extended reading. Spelling. Self-correction/re-drafting. Presentation creating. To help us track student progress throughout the year and provide personalised support and intervention, students will be assessed in the following ways Term 1a: China Written analysis of how physical features such as the Gobi Desert and the Himalayas have contributed to China’s development. A piece of assessed work on the One Child Policy and its effects on the country. Term 1b: Plate Tectonics An extended writing task based around the differences between the effects of an earthquake in an MEDC and an LEDC. An individual research project on the effects of a historical volcanic eruption. Term 2a: Sustainability An investigation of why some types of sustainable energy are less effective than others. A piece of assessed work on the Beddington Zero Energy Project Term 2b: Weather and Climate An assessed piece of work on how the water cycle helps shape weather. An assessed piece of work on the climate of the UK and why it varies from place to place. Term 3a: Weather and Climate Research task – the differences between frontal and convectional rainfall. Assessment task – a microclimate investigation of Sheffield Academy. Term 3b: The Coast Investigation piece on the plants and animals of the British coastline. Assessment on how coastal erosion might best be managed. Research. Extended writing Creative projects. By covering these units and completing assessments and home learning tasks, students will be able to: Locational Knowledge: Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of their local area and the world to focus on China and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities, Place Knowledge. Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Asia. Human and Physical Geography: Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems. Geographical skills: Build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom. Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs How parents can help support their child’s learning Encouraging students to watch geography related programmes and documentaries. Testing students on key spellings. Proof reading students’ work and asking them interrogative questions about what/why they have written something.