| Unit | Content |
|---|---|
| Unit 1 Earthquakes | Students build on prior knowledge of plate tectonics by studying earthquakes and tsunamis, both the physical processes that cause them and how humans interact with them. The unit works through causes, effects and responses with a significant emphasis on the contrast between low- and high-income countries (LIC/HIC) by covering events in countries such as Haiti and Japan. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively at the start of Term 2 with a range of practice questions that can be self, peer or teacher assessed. This unit is then assessed summatively at the start of Term 3 and Term 6, with a range of short and long questions using a variety of command words. |
| Unit 2 Climate Change | Students examine the issue of climate change considering the natural causes of such changes over the entirety of Earth’s lifespan before examining contemporary anthropogenic change. Students cover climate change impacts and responses at a range of scales and are encouraged to consider how their own actions and lifestyles relate to climate change. There is a particular focus on how climate change is linked to changes in tropical storm events. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed at the start of Term 3. The assessment will include a range of short and long questions covering both causes, impacts and responses to climate change. |
| Unit 3 Urbanisation | Students build on prior knowledge of shanty towns in low-income countries (LIC) by examining urbanisation in high-income countries (HIC). The unit covers causes of urbanisation before examining how HIC cities respond to the challenges of urbanisation. There is a strong link to local geographies as students consider how new housing, as seen in local villages, can be sustainably planned. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed during the unit through a sustainable housing plan activity and, formatively, at the start of Term 4 with practice questions. It is later assessed summatively, at the start of Term 6, with a range of short and long questions using a variety of command words. |
| Unit 4 Coasts | Students build and apply their knowledge of river processes by examining processes relating to coasts. In this unit, students explore the UK coastline, studying coastal landforms, and how humans interact with and affect these. Through studying a range of specific examples students are able to build on their existing knowledge of the coastline. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed summatively at the start of Term 6 with a range of short and long questions using a variety of command words. |
| Unit 5 Tourism | Students examine the topic of tourism through the lens of closing the development gap (building on Year 7 knowledge of development). Learning focuses on what tourism is and how it has grown before turning towards an in-depth study of tourism in Ibiza. This case study helps students to evaluate successes and failures of the industry and how future tourism could be more sustainable. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed during the unit through the Ibiza sustainable tourism plan activity and, summatively, at the start of Term 6 with a range of short and long questions using a variety of command words. |
| Unit 6 Africa | Students study Africa, examining both the physical and human landscapes across the continent. Through the unit students challenge stereotypes of Africa and develop positive attitudes to its diverse geographies. This is achieved by studying the opportunities and challenges people face, socially, economically and environmentally. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets, and through a variety of questions distributed throughout the unit's lessons. |
