Subject CurriculumMap:

Geography Year Group: 7

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic Europe Asia

Big Questions

What are the impacts on Burton Upon Trent? How does Burton Upon Trent compare to Scarborough?

How does life in the UK compare to other European countries? What is the impact of natural resources on quality of life?

Why is demand for resources increasing and what is the impact of the rising demand for resources?

What is the role of governments in geopolitics? What are the causes, consequences and solutions to climate change?

Key Concepts

Content

Introduction to Geographical concepts through looking at a topical geographical event e.g. Amazon Fires 2018. (P, I, C, R, A, M, S)Study of Burton Upon Trent as a local place:

Perception of Burton V Reality (P)

Impact of TNC’s on Burton (P, I)

Impact of migration on Burton

(P, I)

Contrasting places in the UK: Comparison of

Burton Upon Trent to Scarborough (P, I)

What are the reasons as to why places vary in the UK (North-South Divide) (P, C)

Comparing life in the UK to other European Countries:

What is the European Union and why is there free movement of people? (P, C, I)

How might life in the UK change after BREXIT? (P, R, I, A, S)

How does life in the UK differ to other European countries e.g. Sweden? (P, C, S)

The impact of natural resources on quality of life (C, I)Influence of energy mix on quality of life:

UK energy mix (P, C, R, I, S)

UK V France energy mix (P, C, S)

Europe’s reliance on Russia for energy (P, R, I, S)

Crossing continents: Is Turkey in Europe

or Asia? (P, I)

Rising demand for resources and impacts of rising demand:

Water conflicts along the River Tigris and Euphrates (P, C, R, I, S)

China’s growing need for electricity (P, C, I)

Impact of fast fashion(P, C, R, I, S)

Impact of globalisation on the Aral Sea (P, C, R, I, S)

Impact of globalisation on tropical rainforests in Malaysia (P, C, R, I, S)

Impact of globalisation on urbanisation (P, C, I, S)

Winners and losers of globalisation (P, C, I)

Role of governments in geopolitics:

Different types of government have different impacts on quality of life (P, C)

Impacts of superpowers on Asia (P, R)

Territorial disputes in the South China Sea (P, C, R)

Introduction to Climate Change: Causes of climate

change (C, I) Impacts of climate

change on The Maldives (P, R, I)

Mitigation and adaptation to climate change (P, I, M, A, S)

Assessment

Autumn 2: Consolidation lesson and a short knowledge test comprised of multiple-choice and short-answer questions based on content up to and including the North-South divide.Spring 1: Consolidation lesson and an assessment on Europe.Summer 2: End of Year assessment decision making assessment where students will apply the knowledge they have learnt to different scenarios.

Subject CurriculumMap:

Geography Year Group: 8

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic Oceania South America

Big Questions

What is the impact of climate change on Oceania? How does life vary for minority groups within Australia?

What ecosystems is Australia home to? How is Oceania affected by natural hazards?

How is South America affected by natural hazards? How do rivers vary along their journey from source to mouth?

Why is the Amazon being deforested? What are the impacts of deforestation? Should tourists be allowed to go everywhere?

Key Concepts

Content

Recap of the key geographical concepts introduced in Year 7. (P, I, C, R, A, M, S)Impacts of climate change:

Impact of climate change on coral reefs between Asia and Oceania. (P, R, C, A, M, S)

Impact of climate change on the Pacific Islands (P, C, R, I)

Environmentalrefugees (P, C, I, A, S)

Life in another country as a minority group:

What is life like for minority groups in Australia? (P, C, R)

Impact on quality of life (P, C, R)

Introduction to ecosystems: What ecosystems

are found in Australia? (P, C, I, A)

Australia’s deserts(P, C, I, A)

Australia’s rainforest (P, C, I, A)

Indigenouswildlife in Australia (C, I)

Natural Hazards in Oceania: Introduction to

earthquakes: Destructive plate boundaries – New Zealand (P, C, R)

Causes of deaths from earthquakes (P, C, R, M, A, S)

Introduction to volcanoes: Pacific Ring of Fire (P, C, R)

‘Volcanoes don’t pose a threat to human life’. To what extent is this statement true? (P, C, R, M, A, S)

Threats to the Pacific Ocean

Natural Hazards in South America:

Tsunamis in Chile (P, C, R)

Preparation and prediction of tsunamis (P, R, M, A, S)

Formation of fold mountains – Andes(P, C, R)

Human uses of fold mountains – Andes(P, R, A, S)

Rivers: Introduction to

rivers – The Amazon (P, I, C)

Long profile of a river – The Amazon(P, R, I)

Water conflicts along The Amazon(P, R, I, S)

Tropical Rainforests: Why did Chico

Mendes die fighting for the Amazon? (P, C, R, I, A, S)

Impacts of deforestation on tribal lifestyles (P, C, R, A, S)

Impacts of a changing diet in Asia on the Amazon Rainforest (P, C, I, S)

Variations in quality of life for Amazonian tribes (P, I, S)

Impact of eco-tourism on quality of life for Amazon tribes (P, I, A, S)

Tourism: Should tourism be

allowed in environmentally sensitive areas such as the Galapagos Islands? (P, C, R, M, A, S)

What tourist attractions should be protected in South America? (P, R, M, S)

Why is Easter Islands full of stone heads? (P, C)

Assessment

Autumn 2: Consolidation lesson and a short knowledge test comprised of multiple-choice and short-answer questions based on content.Spring 1: Consolidation lesson and an assessment on Oceania.Summer 2: End of Year assessment decision making assessment where students will apply the knowledge they have learnt to different scenarios.

Subject Curriculum Map: Geography Year Group: 9

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic Hazards Globalisation and Middle East Hot and cold Environments Africa

Key Concepts

Natural HazardDisaster

Geophysical HazardsHydrometreological Hazards

GlobalisationTNCs

Interdependence

Middle EastEcosystems

Tropical RainforestsDeserts

Content

Introduction to natural hazards and disasters

Causes, effects and example of Geophysical Hazards: earthquakes Chile and Nepal, volcanoes and Tsunamis Japan

Will supervolcanoes end the world?

UK weather Hazards: Beast from the East

Causes, effects and example of hydrometerologicalhazards: wildfires, drought Cape Town and tornadoes.

What is globalisation? Why are some places switched

on and others switched off? TNCs: NIKE and Apple Ethical shopper and global

consumers.

Locating the Middle East The climate of the Middle

East Illisu Dam Tourism in the Middle East Wealth in the Middle East Sustainable cities Dubai Conflict Syria, Yemen, Israel

and Palestine

• What are tropical rainforests like?

• Who killed Chico Mendes?• How is China threatening the

rainforest?• How can eco-tourism help

protect the rainforest? Costa Rica

• What are hot deserts like?• Why are deserts under

threat?• Should cities be built in

deserts? Las Vegas• How can the threats to

deserts be reduced? Sudan• What are polar environments

like?• Should polar environments

be exploited for their resources?

• How can polar environments be protected?

Introduction of the key geographical concepts. (P, I, C, R, A, M, S)

Perceptions vs reality How has the global circulation

model influenced the pattern and biomes in Africa?

Is having resources a curse or a blessing for the DRC?

Is having resources a curse or a blessing for Nigeria?

How does quality of life vary across Africa?

What are the impacts of rapid urbanization?

How is Africa's population changing?

How is China causing Africa to become more switched on.

Will Africa have enough food in the future?

Will Africa have enough water in the future?

How could control of the Nile lead to war?

How is Africa's growing population endangering its wildlife?

How can animals be protected whilst meeting the needs of Africa's population?

What hazards is Africa at risk of?

How was Mozambique affected by cyclone Kenneth and Idai?

How will Africa's risk of hazards change in the future? - Tropical storms/droughts/rift valley

How will Africa's risk of hazards change in the future? - Tropical storms/droughts/rift valley

How will Africa's risk of hazards change in the future? - disease - ebola, malaria, HIV

How will Africa's risk of hazards change in the future? - disease - ebola, malaria, HIV

Assessment

End of topic Assessment: Series of short and long questions

Mid topic Assessment: Series of short and long questions

Mid Topic Assessment: 9 mark question: Should Turkey build the Illisu Dam?

Mid-topic 9-mark question: To what extent do the opportunities in polar environments outweightthe potential environmental consequences End Of Year Exam

Short knowledge test comprised of multiple-choice and short-answer questions based on content.

fIEL Subject Curriculum Map: Geography AQA GCSE Year Group:10

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Paper Paper 1: Living with the physical environment Paper 2: Challenges in the human environment

Paper 2: Challenges in the human environment

Paper 3 geographical applications: Fieldwork

Paper 1: Living with the physical environmentPaper 2: Challenges in the human environment

Paper 3 geographical applications: Fieldwork

Unit and TopicUK Physical Landscapes

Coastal Landscapes in the UKRiver Landscapes in the UK

Urban Issues and ChallengesUrban Issues and Challenges

Geographical ApplicationsTectonic hazardsWeather Hazards

Weather HazardsResource management and Energy

Geographical Applications

Examples and case studies

* Section of a coastline in the UK to identify its major landforms of erosion and deposition:

Jurassic Coast, Dorset* Coastal management in the UK: Lyme Regis

* A river valley in the UK to identify its major landforms of erosion and deposition: River Tees

* Flood management scheme in the UK: Jubilee River

* Major City in a NEE: NigeriaHow urban planning is improving the quality of life for

the urban poor: Eko Atlantic, Floating School and rubbish collection

• Major City in the UK:; Birmingham• Urban regeneration project: Grand

Central, Bullring, Mailbox and Brindley Place

FIELDWORK DAY: BIRMINGHAM

* Effects and responses to a tectonic hazard in two areas of contrasting levels of wealth: Chile 2010

and Nepal 2015• Tropical storm to show its effects and

responses: Typhoon Haiyan 2013

• Recent extreme weather event in the UK: Beast from the East 2018

• The extraction of fossil fuel: Gas• Local renewable energy scheme in a

LIC: Micro hydro KenyaFIELDWORK DAY: CARDINGMILL VALLEY

Content

UK Landscapes Overview of the UK upland and lowland

areas and river systemsCoasts• Waves• Processes: weathering, mass movement,

erosion, transportation, deposition• How can geology affect coast landforms:

UK example of coastline: Jurassic Coast• Erosional landforms: headlands and bays,

cliffs and wave-cut platforms, caves, arches and stack

• Depositional landforms: beaches, sand dunes, spits and bars

• Hard engineering: sea walls, rock armor, gabions and groynes

• Soft engineering: beach nourishment, beach reprofiling, dune regeneration

• Managed retreat• UK example: Lyme Regis (reasons for the

strategy, what the strategies were, resulting effects and conflicts)

• Coasts maps skills

Rivers• Long profile and changing cross profile of a river

and its valley• Fluvial processes: erosion, transportation,

deposition• Middle course landforms: ox-bow lakes• Lower course landforms: floodplains, levees,

estuaries.• UK river valley River Tees• Physical and human factors affecting flood risk• Hydrographs• Hard engineering: dams and reservoirs, channel

straightening, embankments, flood relief channels

• Soft engineering: flood warnings and preparation, flood plain zoning, planting trees and river restoration

• UK example: Jubilee River

Urban Issues and Challenges Lagos: location and importance Lagos opportunities: social (health and

education, access to resources) and economic (how industrial areas can be a stimulus for economic development)

Lagos challenges: managing urban growth (slums and squatter settlements)

Lagos challenges: providing clean water, sanitation systems and energy

Lagos challenges: providing access to health and education

Lagos challenges: reducing unemployment and crime

Lagos challenges: managing environmental issues (waste disposal, air and water pollution, traffic congestion)

Birmingham: location and importance Birmingham: impacts of national and

international migration on the growth and character of the city

Birmingham opportunities: social and economic (cultural mix, recreation and entertainment, employment, integrated transport systems)

Birmingham challenges: social and economic (urban deprivation, inequalities in housing, education, health and employment)

Birmingham challenges: environmental (dereliction, brownfield and greenfield sites, waste disposal)

Urban Issues and Challenges•What is urban sustainability?• What makes a sustainable/unsustainable city?• Urban sustainability case study: East Village, LondonHow can urban transport strategies reduce congestion?

Birmingham Fieldwork• Why is Birmingham a suitable location for fieldwork• Risk assessment and sampling• Primary methods• Secondary methods• Data presentation and analysis

The Challenge of Natural Hazards• What is a natural hazard? What are the

different types of hazard? What are the factors affecting hazard risk?

• What is the structure of the earth? Types of tectonic plate. Why do tectonic plates move?

• Where are earthquakes and volcanoes located?

• Destructive plate boundaries• Constructive plate boundaries• Conservative plate boundaries• Earthquake case studies: Chile 2010 & Nepal

2015• Why do people live in areas at risk from

tectonic hazards?• How can monitoring, prediction, protection

and planning reduce the risks of earthquakes?• Global Atmospheric Circulation Model• Location and formation of tropical storms• Typhoon Haiyan 2013 Case Study• How might climate change affect the

distribution, frequency and intensity of tropical storms?

The Challenge of Natural Hazards• How can monitoring, prediction, protection and planning reduce the effects of tropical storms?• UK weather hazards• UK weather hazard case study: Beast from the East 2018• What is the evidence for climate change?• Natural and human causes of climate change• What are the impacts of climate change?• Mitigation and adaptation of climate change

Resource Management:• Why are resources significant for our well-being?• Global distribution of food, energy and water

Carding Mill Valley Fieldwork• Carding Mill Valley Write-Up Day

Resource Management• UK energy

Assessment

End of topic assessment on coasts Cumulative Assessment: Rivers and Coasts Cumulative Assessment: Urban Issues and Challenges, Rivers and Coasts

Cumulative Assessment: Challenge of Natural Hazards (plate boundaries and earthquakes); Urban Issues and Challenges, Human Fieldwork, Rivers and Coasts

Year10 Exams Cumulative Assessment on all topics covered.

Summer Homework: GYM for each topic (Rivers, Coasts, Urban Issues and Challenges, Human and Physical Fieldwork, Natural Hazards) and Energy focus of Resource Management

Students are assessed through knowledge retrieval in all lessons though ‘Geog Your Memory’, Knowledge Quizzes, starter/plenary activities, examination questions and consolidation homework.

fIEL Subject Curriculum Map: Geography AQA GCSE Year Group:11

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Paper Paper 2: Challenges in the human environment Paper 2: Challenges in the human environmentPaper 1: Living with the physical environment

Paper 2: Challenges in the human environmentPaper 3 geographical applications: Fieldwork

Paper 3 Geographical applications: Fieldwork

Unit and TopicResource management and Energy

Changing Economic WorldChanging Economic World Ecosystems

Tropical RainforestsHot Deserts

REVISION for all topics Pre-Release Material

Examples and case studies

• Growth of tourism in a NEE to reduce the development gap: Tunisia

• An NEE which is experiencing rapid economic growth: Nigeria

• An NEE which is experiencing rapid economic growth: Nigeria

• Impacts of Industry on the physical environment: Nissan / Tor Quarry

• Small scale UK ecosystem: Epping Forest• Causes and Impacts of deforestation in tropical rainforests: Malaysia • Development opportunities and challenges of developing in a hot

desert: Western Desert

Content

Resource Management• UK Energy • Consolidate Summer Homework• Exam Practice

Changing Economic World• Classifying economies• Measures of development and limitations• Demographic Transition Model• Population Pyramids• Causes of uneven development• Consequences of uneven development• Strategies to reduce the development gap• Strategies to reduce the development gap• Example: Tourism in Tunisia• Nigeria: importance, context, industrial structure• Nigeria: role of TNCs; positives and negatives of

TNCs (Shell, Bodo oil spills 2008/09); political and trade relationships.

• Nigeria: aid• Nigeria: environmental impacts of economic

development• Nigeria: impacts of economic development on

quality of life

Changing Economic World UK: causes of economic change UK: post-industrial economy UK: impacts of industry Nissan or Tor

Quarry UK: rural change (areas of growth South

Cambridgeshire and areas of decline Outer Hebrides)

UK: new transport developments UK: North-South divide UK: relationships with the wider world Revision

Y11 Trial Exams

Living World Introduction to ecosystems: biotic and abiotic factors Food chains and food webs; impact of change Nutrient Cycle UK small-scale ecosystem: Epping Forest Overview of the distribution and characteristics of global

ecosystems Tropical rainforests: characteristics, interdependence, plant and

animal adaptations. Tropical rainforests: changing rates of deforestation Tropical rainforests: deforestation in Malaysia: causes (subsistence

and commercial farming, logging, road building, mineral extraction, energy development, settlement, population growth) and impacts (economic development, soil erosion, contribution to climate change)

Value of tropical rainforests to people and the environment Tropical rainforests: strategies used to manage the rainforest

sustainably (selective logging and replanting, conservation and education, ecotourism and international agreements about the use of tropical hardwoods, debt reduction)

Hot deserts: characteristics of hot deserts, interdependence of hot deserts.

• Hot deserts: plant and animal adaptations • Hot deserts: Western Desert opportunities (mineral extraction,

energy, farming, tourism). • Hot deserts: Western Desert challenges (extreme temperatures,

water supply, inaccessibility) Hot deserts: causes of desertification (climate change, population

growth, removal of fuelwood, overgrazing, over-cultivation and soil erosion)

Hot deserts: strategies used to reduce the risk of desertification (water and soil management, tree planting and use of appropriate technology)

Revisio

n

Pre-release and

Revisio

n

Assessment

• Cumulative Assessment: Resource Management, Urban Issues, Human and Physical Fieldwork, Rivers, Coasts (Double lesson)

• Cumulative mid-topic assessment on changing economic world• Year 11 Trial Exams

Cumulative Assessment

Students are assessed through knowledge retrieval in all lessons though ‘Geog Your Memory’, Knowledge Quizzes, starter/plenary activities, examination questions and consolidation homework.

Subject Curriculum Map: Human Geography Year Group: 12

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic Globalisation Regeneration Independent Investigation

Big Questions

1. What are the causes of globalisation and why has it accelerated in recent decades?

2. What are the impacts of globalisation for countries, different groups of people and cultures and the physical environment?

3. What are the consequences of globalisation for global development and the physical environment and how different players respond to its challenges?

1. How and why do places vary?2. Why might regeneration be needed?3. How is regeneration managed?4. How successful is regeneration?

How can you apply what you have studied from Coasts and Regeneration to devise and complete your Independent Investigation?

Key Concepts

Content

How has globalisation been accelerate by developments in transport, communications and business? (I, C)

How have international organisations contributed to globalisation? (P, I, C, R) How can national governments accelerate globalisation within their countries?

(P, I, C) How can globalisation be measured? (I) How do TNCs contribute to the spread of globalisation? (P, I, C, R) Why are some countries ‘switched off’ from globalisation? (P, I, C, R) How has the shift of manufacturing affected developed and developing nations?

(P, I, C, R) How has globalisation led to increased rural-urban migration; elite migration and

low-wage migration? (P, I, C) What are the impacts of migration on source and host locations? (P, I, C, R) How has globalisation led to the emergence of a global culture? (P, I, C, R, M) How has globalisation led to cultural erosion? (P, I, C, R, A, M) Why are some groups opposed to globalisation? (P, I, C, R, A, M) How has globalisation led to increased development in some countries? (P, I, S) (P, I, C) How have social, political and environmental tensions resulted from the rapidity

of globalisation? (P, C, R, A, M, S) How can local groups and NGOs help combat the ethical and environmental

concerns of globalisation? (P, C, R, A, M, S)

Students will complete an in depth study of two contrasting locations (Burton Upon Trent and Scarborough) that run as a key theme throughout this topic as well as supplementing place knowledge with other examples from the UK and around the world. How can economies be classified? (P) How do economies vary from place to place? (P, I) Why do places functions and characteristics change over time? (P, I, C) How have past and present connections shaped the economic and social

characteristics of Burton and Scarborough? (P, I, C, R) How do economic and social inequalities change people’s perceptions of

successful and unsuccessful areas? (P, I, C, R) How and why do the variations in lived experience and attachment to a place

vary? (P, I, C) How can conflicts occur between contrasting groups regarding the priorities for

regeneration? (P, I, C, R) How can the need for regeneration be evaluated? (P, I, C, R, S) How is regeneration affected by key UK government policy decisions? (P, I, C) How do local governments encourage inward investment? (P, I, C) How can re-branding help represent areas as being more attractive through

changing public perception? (P, I, C, S) How can the success of regeneration be measured? (P, I, S) How do different urban judge the success of urban regeneration? (P, I, S) How do rural stakeholders judge the success of rural regeneration? (P, I, C)

Purpose, identification of a suitable question and developing a focus:Identify appropriate field research questions/aims/hypotheses, based on either Coasts or Regeneration. Research the relevant literature sources linked to possible fieldwork opportunities presented by the environment (Scarborough or Hornsea). Understand the nature of the current literature research relevant to the focus.

Designing the fieldwork methodologies:Consideration of how to observe and record phenomena in the field and to design appropriate data-collection strategies taking account of sampling and the frequency and timing of observation. Demonstrate knowledge and understanding of how to select practical field methodologies (primary) appropriate to their investigation.

Information Collation and data representation and analysis:Know how to use appropriate diagrams, graphs and maps, and use geospatial technologies to select and present relevant aspects of the investigation outcomes.

Analysis and explanation of information:Use techniques appropriate for analysing field data and research information. Demonstrate the ability to write a coherent analysis of fieldwork findings and results linked to the focus of the investigation.

Conclusions and Critical reflection:Use knowledge and understanding to interrogate and interpret meaning from their investigation (theory, concepts, comparisons), through the significance of conclusions. Demonstrate the ability to interrogate and critically examine field data (including any measurement errors) in order to comment on its accuracy and/or the extent to which it is representative and reliable.

Assessment

Students will complete short tests on each of the big questions for both Globalisation and Regeneration. This is equivalent to two or three short tests per topic. Tests are cumulative in nature and so will aim to test the content taught repeatedly throughout the year. Tests are designed to simulate the real exam and so will contain past paper questions whilst also ensuring the question tariff match those students will encounter in their final examinations.Students will sit an End of Year Assessment in the Summer Term which will be comprised of Globalisation and Regeneration.

Subject Curriculum Map: Physical Geography Year Group: 12

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic Tectonic Hazards Coasts Independent Investigation

Big Questions1. Why are some locations more at risk from tectonic hazards?2. Why do some tectonic hazards develop into disasters?3. How successful is the management of tectonic hazards and disasters?

1. Why are coastal landscapes different and what processes cause these differences?

2. How do characteristics coastal landforms contribute to coastal landscapes?3. How do coastal erosion and sea level change alter the physical characteristics of

coastlines and increase risks?4. How can coastlines be managed to meet the needs of all players?

How can you apply what you have studied from Coasts and Regeneration to devise and complete your Independent Investigation?

Key Concepts

Content

What is the difference between a natural hazard and a disaster? (R) How are global tectonic hazards distributed and why do they occur where they

do? (P, I, C) What are the theories that explain plate movement? (P, I, C, R) What are the processes that cause tectonic hazards? (P, I, C, R) What is the relationship between hazards, vulnerability, resilience and disaster?

(I, C, R) How do trends and patterns of tectonic disasters help explain the different

impacts of tectonic disasters? (P, I, C, R) How do tectonic hazard profiles help to understand the contrasting impacts of

hazards as well as vulnerability and resilience? (P, I, C, R) How do development and governance help to understand disaster impact,

vulnerability and resilience? (P, I, C, R, A, M, S) What are the impacts of mega-disasters around the world? (P, I, C, R) What is a multiple hazard zone? What are the consequences when tectonic

hazards combine with hydrometeorological hazards? (P, I, C, R) What are the frameworks that can be used to understand the prediction, impact

and management of tectonic hazards? (P, I, C, R, A, M, S) How can tectonic hazards be managed by a variety of mitigation and adaptation

strategies? How do these vary in their effectiveness? (P, I, C, R, A, M, S)

How do coastlines vary around the world? (P) What factors influence the physical characteristics of coastlines? (P, I, C) How do rates of coastal recession vary around the world? (P, I, C, R) What factors influence coastal recession and stability? (P, I, C, R) What impact do waves have on coastal processes? (I, C) How do landforms between locations as a result of wave characteristics and

geology? (P, I, C, R, A, M, S) What are sediment cells and how do they influence our understanding of

coastlines? (P, I, C) How do weathering and mass movement affect the coast? (C) How has historic climate affected sea levels around the world? What landforms

result from these changes? (P, I, C) How will anthropogenic climate change impact coastlines now and in the future? (P,

I, C, R) What are the human factors that influence rates of coastal recession along global

coastlines? (P, I, C, R) How do extreme weather events increase the risk of coastal flooding? How might

this change in the future? (P, I, C, R) What are the consequences of coastal recession on developed and developing

countries? (P, I, C, R) How could climate change create environmental refugees in coastal areas around

the world? (P, I, C, R) How can the risks of coastal recession and flooding be reduced? (P, I, R, M, S) How can coastal management be made sustainable and holistic? (P, I, A, M, S) Why do places have different policies on coastal management and who are the

winners and losers of these policies? (P, I, C, A, M, S)

Purpose, identification of a suitable question and developing a focus:Identify appropriate field research questions/aims/hypotheses, based on either Coasts or Regeneration. Research the relevant literature sources linked to possible fieldwork opportunities presented by the environment (Scarborough or Hornsea). Understand the nature of the current literature research relevant to the focus.

Designing the fieldwork methodologies:Consideration of how to observe and record phenomena in the field and to design appropriate data-collection strategies taking account of sampling and the frequency and timing of observation. Demonstrate knowledge and understanding of how to select practical field methodologies (primary) appropriate to their investigation.

Information Collation and data representation and analysis:Know how to use appropriate diagrams, graphs and maps, and use geospatial technologies to select and present relevant aspects of the investigation outcomes.

Analysis and explanation of information:Use techniques appropriate for analysing field data and research information. Demonstrate the ability to write a coherent analysis of fieldwork findings and results linked to the focus of the investigation.

Conclusions and Critical reflection:Use knowledge and understanding to interrogate and interpret meaning from their investigation (theory, concepts, comparisons), through the significance of conclusions. Demonstrate the ability to interrogate and critically examine field data (including any measurement errors) in order to comment on its accuracy and/or the extent to which it is representative and reliable.

Assessment Students will complete short tests on each of the big questions for both Tectonics and Coasts. This is equivalent to two or three short tests per topic. Tests are cumulative in nature and so will aim to test the content taught repeatedly throughout the year. Tests are designed to simulate the real exam and so will contain past paper questions whilst also ensuring the question tariff match those students will encounter in their final examinations.Students will sit an End of Year Assessment in the Summer Term which will be comprised of Coasts and Tectonics.

Subject Curriculum Map: Human Geography Year Group: 13

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic Superpowers Health, Human Rights and Intervention Revision

Big Questions

1. What are superpowers and how have they changed over time?2. What are the impacts of superpowers on the global economy, political systems

and the physical environment?3. What spheres of influence are contested by superpowers and what are the

implications of this?

1. What is human development and why do levels vary from place to place?2. Why do human rights vary from place to place?3. How are human rights used as arguments for political and military intervention?4. What are the outcomes of geopolitical interventions in terms of human development and human rights?

Key Concepts

Content

What are the human and physical characteristics of superpowers? (P)

How and why have patterns of power changed over time? (P, I, C)

How do emerging powers vary in their influence on people and the physical environment? (P, I, C, R)

How do superpowers influence the global economic system? (P, I, C)

How do superpowers and emerging powers play a key role in international decision making? (P, I, C)

How do superpowers disproportionately influence global concerns about the physical environment? (P, I, C, R, M)

How is the global influence of superpowers and emerging powers contested in economic, political and environmental spheres? (P, I, C, R)

What relationships do developing nations have with superpowers? How is this affecting people and the environment? (P, I, C, R, S)

What challenges do existing superpowers face? (P, I, C, R, A, M, S)

What is human development and how can it be measured? (P) How do different countries prioritise their development? (P, I, C, R) How and why do health and life expectancy vary around the world? (P, I, C) How do governments and IGOs define development targets and policies? (P, I, C) What are the different international laws and agreements on human rights? (P, I) How and why do countries differ in their definitions and protection of human rights? (P, I, C, R) How and why do human rights vary within countries? (P, I, C, R) What are the different geopolitical interventions that can be used to defend human rights? (P, I, C) How can the success of geopolitical interventions be measured? (P, I, C, R, S) What is development aid? How can it be used to improve human rights? What are the positive and

negative impacts of development aid? (P, I, C, R) What evidence is there to show that development aid has been successful? What evidence is there

to show development aid has failed to improve human rights? How do superpowers use development aid to further their foreign policy? (P, I, A, M, S)

What is the difference between military aid and direct or indirect military intervention? How can military aid or intervention be used to improve human rights? What are the positives and negatives of military aid and intervention? (P, I, C, R)

What are the costs of direct and indirect military intervention? What examples of non-military intervention are there? Why are non-military interventions better at improving human rights and development? What is the impact of failing to act in global crises? (P, I, C, R, A, M, S)

Students continue to attend lessons until they have completed their exams in that subject. As such, students will be offered revision sessions until their examinations for Geography are completed.

Assessment

Students will complete short tests on each of the big questions for both Superpowers and Health, Human Rights and Intervention. This is equivalent to two or three short tests per topic. Tests are cumulative in nature and so will aim to test the content taught repeatedly throughout the year. Tests are designed to simulate the real exam and so will contain past paper questions whilst also ensuring the question tariff match those students will encounter in their final examinations.Students will sit mock examinations in the Spring Term which will be comprised of Globalisation, Superpowers and Regeneration.

Subject Curriculum Map: Physical Geography Year Group: 13

Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic Water Cycle and Insecurity Carbon Cycle and Insecurity Revision & Paper 3 Preparation. N/A

Big Questions

1. What are the processes operating within the hydrological cycle from global to local scale?

2. What factors influence the hydrological system over short- and long-term timescales?

3. How does water insecurity occur and why is it becoming such a global issue for the 21st century?

1. How does the carbon cycle operate to maintain planetary health?2. What are the consequences for people and the environment of our increasing

demand for energy?3. How are the carbon and water cycles linked to the global climate system?

How can we think synoptically about the content taught?

N/A

Key Concepts

Content

How does the global hydrological cycle function to give life on earth? (P, I, C) What are the processes involved in the global hydrological cycle? (P, I, C) What human and physical factors influence the supply of water? (P, I, C, R) How do rivers vary around the world? (P, C) What are the causes of flooding? (P, I, C, R) What are the causes of short term climate change (ENSO)? (P, I, C) How have humans exacerbated drought around the world? (P, I, C, R) How do humans cause water surplus? What are the impacts of water surpluses?

(P, I, C, R) What are the causes of climate change? How does it impact processes within the

hydrological cycle? (P, I, C, R, S) What are the human and physical causes of water insecurity? (P, I, C, R) How does the global price of water vary around the world? (P, I, C) How has population growth impacted the availability of water? (P, I, C, R, S) What is the global pattern of water scarcity? (P, I, C, R) Why is water important for economic development? (P, I, C) What are transboundary water conflicts? What are the impacts of these

conflicts? (P, I, C, R) How technology reduce water insecurity? (P, I, A, M) How can water management be made more sustainable? (P, I, A, M, S) Why are international agreements needed to manage water accessibility? (P, I, C,

A, M, S)

Where is carbon stored globally? (P) What are the natural processes that release carbon into the atmosphere? (P, I, C) Why are oceans important in climate regulation? (P, I, C) How do plants factor into the biological carbon cycle? (P, I, C) How have concentrations of carbon in the earth’s atmosphere changed over

time? What are the reasons for these changes? (P, I, C, R) How does the energy mix of different countries vary? (P, C) How does energy impact economic development? (P, I, C, R) Who are the stakeholders in global energy supply? (I) Why is there disparities between sources of energy and consumption? (P, I, C, R) Why do energy pathways cause global conflict? (P, I, C, R) How has the demand for fossil fuels led to the exploitation of unconventional

sources? Why are these controversial? (P, I, C, R, S) Why is there an increasing need for renewable energy? (P, I, C, R, M, S) Why are biofuels increasingly being used as a means of increasing energy

security? (P, I, C, R, M, S) How can technology be used to increase energy supply? (P, I, C, A, M, S) Why is food production leading to global issues surrounding water scarcity and

carbon production? (P, I, C, R, S) How have human activities impacted marine ecosystems? (P, I, C, R) How has climate change impacted global weather patterns? (P, I, C, R) What is the impact of forest loss on human wellbeing? (P, I, C, R, S) How will future carbon emissions alter feedback mechanisms on earth? (P, I, C,

R) How can we adapt to the issues created by climate change? (P, I, A, S) What strategies can be utilised to mitigate the future risks of climate change? (P,

I, M, S)

Students will cover strategies for success in Paper 3 which will comprise of linking the compulsory topics of (Tectonics, Globalisation, Water Cycle and Insecurity and Carbon Cycle an Insecurity) together through key concepts and key themes (players, attitudes and actions and futures). Students will also look at the exam structure and skills needed to be successful in the different questions posed in the paper.

Students will then complete Paper 1 revision.

Final examination for Physical geography normally falls before May half term. However, should it not, students will complete revision in class.

Assessment

Students will complete short tests on each of the big questions for both Carbon Cycle and Insecurity and Water Cycle and Insecurity. This is equivalent to two or three short tests per topic. Tests are cumulative in nature and so will aim to test the content taught repeatedly throughout the year. Tests are designed to simulate the real exam and so will contain past paper questions whilst also ensuring the question tariff match those students will encounter in their final examinations.Students will sit mock examinations in the Spring Term which will be comprised of Tectonics, Coasts and the Water Cycle and Water Insecurity.