Year 7 Geography

Unit Content

Unit 1


In this introduction to Key Stage 3 Geography, students explore some of the world's many extremes. These include the hottest, richest, poorest, and driest places on Earth. They study coral reef and ocean ecosystems, looking at how humans impact these environments and how we can protect them. The unit concludes with a focus on life in Antarctica.

Knowledge developed:

  • Knowing that countries have different levels of development
  • Knowing what causes differences in development
  • Knowing how humans respond to extreme weather
  • Knowing the importance of the world's oceans for humans and animals
  • Knowing how micro-plastics are threatening marine life
  • Knowing how the Antarctic wilderness is being managed

Skills developed:

  • How to describe a country's location in the world accurately
  • How to read and analyse data displayed in bar graphs
  • How to evaluate using geographic terminology

Assessment: At the start of Term 2, students complete a written assessment based on the skills and knowledge they have accumulated. They then complete a decision-making exercise mid-way through Term 2, which is self-assessed in class.

Unit 2

The UK

In this unit, students consider differences in the lives of people living in the UK. They explore the distribution of populations within the country, considering how geography can influence differences in opportunity. Students learn to draw their own conclusions from studying the northern and southern regions of England, rural and urban settlements, coastal communities, and patterns of migration to the UK. Later in the unit, students look at the impacts of flooding and extreme weather events, evaluating the UK's response to these challenges.

Knowledge developed:

  • Knowing where and why people have settled in the UK
  • Understanding the different experiences of people living in the UK
  • Understanding strategies that attempt to bring more equality to the UK
  • Understanding the UK’s varied weather patterns
  • Knowing the processes that create coastal landforms

Skills developed:

  • How to carry out fieldwork investigation
  • How to use map skills to recognise differences in physical landscape
  • How to evaluate the effectiveness of responses to flooding in the UK

Assessment: Learning is assessed formatively in lessons, through the use of students’ class notebooks alongside quizzes and discussions. Learning is summatively assessed at the beginning of Term 5, in a written assessment.

Unit 3

Flooding in Bangladesh

Students build on the previous topic by studying flooding in Bangladesh. The unit works sequentially through causes, effects and responses to flooding and considers how climate change and poverty exacerbate the challenges for Bangladesh.

Key knowledge developed:

  • Understanding the processes and factors that cause flooding
  • Understanding a range of social, economic and environmental effects of flooding
  • Understanding preventative and adaptational responses to flooding

Key skills developed:

  • How to label and annotate photos and diagrams using key vocabulary
  • How to explain the processes that cause flooding
  • How to evaluate the effectiveness of various responses to flooding

Assessment: Learning is assessed both through student booklets and with an assessment at the start of Term 4. Booklet work demonstrates what students can do in lessons supported by teacher/peers, while the Term 4 assessment is in exam conditions, working independently.

Units 4 & 5

Development and India

Students study difference within and between national economies. They will consider how imbalances can result in varying standards of living around the world, looking in detail at informal settlements in India. Students learn to construct a balanced argument about whether using environmentally destructive methods, such as coal mines, is acceptable for economic gain in low-income countries (LIC) and newly emerging economies (NEE).

Key knowledge developed:

  • Knowing a range of development indicators
  • Knowing trends in world population, and how these vary
  • Knowing how non-renewable energy sources can be used to increase a country's level of development

Key skills developed:

  • How to research development indicators for different countries
  • How to plot a bar graph, demonstrating India's population growth
  • How to evaluate the impact of transnational corporations in LIC/NEE.

Assessment: Learning is assessed summatively at the start of Term 5 with a range of short and long questions using a variety of command words.

Unit 6


Students are introduced to the idea of fantastic places and the concept of wildernesses. Students study a range of human and physical processes that have an impact on Antarctica.

Key knowledge developed:

  • Knowing the climate across the continent of Antarctica
  • Knowing about the adaptations animals have made to survive in extreme conditions
  • Knowing how humans have interacted with this wilderness and how we can shape its future

Key skills developed:

  • How to use climate data to explain changes across Antarctica
  • How to evaluate human interactions with Antarctica and understand the future of this wilderness
  • How to explain the challenges that arise from the interaction between the physical and human environments

Assessment: Learning is assessed formatively through the use of student booklets and through a variety of questions distributed across the unit's lessons.