In Year 7, students learn about the many different interactions between people and places at different levels of development and in a variety of cultural contexts. They explore location and place knowledge worldwide and tackle the complex nature of rural-urban interactions in areas such as India, the USA and the UK as a whole alongside\u00a0 our own local setting. Students have opportunities to investigate the physical and human Geography around rivers and flooding. This unit of work exposes students to the complex nature of human and physical interactions and how these lead to consequences such as flooding, drought, water poverty and how these consequences are managed.\u00a0<\/span><\/p>Students develop key Geographical skills that will ensure they are ready for their next stage of learning such as an introduction to cartography including scale, grid reference and atlas skills. In addition, they are introduced to key numerical and statistical skills that are fundamental to the well rounded Geographer. Throughout the year students are exposed to skills of greater complexity and difficulty in order to sequence skills development.\u00a0<\/span><\/p>We aim to bring fieldwork into the curriculum. The students will have the opportunity to complete on-site fieldwork.<\/span><\/p><\/div>\n\t\t\t\t\t\t\t\t\tYear 8<\/div>\n\t\t\t\t\t
Students are introduced to the world\u2019s natural and human processes and how they intertwine with one another in a multitude of ways. Our weather hazards unit allows students to study beyond the national curriculum and to explore the characteristics, impacts and harsh realities of anticyclones and depressions. Students are challenged to investigate how place and development have a crucial role in the management of these weather hazards. Students investigate urban issues that arise in cities along with where we find the world\u2019s billionaires and why their location is significant. Within each topic, students are exposed to the changing nature of social decision making at different levels of scale and how the choices people, governments and global institutions make affect the world in which we live.\u00a0\u00a0<\/span><\/p>Students are introduced to more complex cartographic skills such as cross-sections, relief and the ability to interpret photographic evidence. Numeracy development starts to focus on graphical skills and how data can be interpreted to reach valid conclusions including complex data such as population pyramids. There is greater expectation that students construct a variety of data presentations and are challenged to use this, in addition to their cartographic development, to make informed geographical decisions.<\/span><\/p><\/div>\n\t\t\t\t\t\t\t\t\tYear 9<\/div>\n\t\t\t\t\t
In year 9, students learn about how people interact with the physical environment. The first topic of year 9 allows students to explore the physical landscape of coasts in the UK and the risks associated with them. This will lead to a field trip to Hornsea where students can see first hand how coastal erosion is impacting on people\u2019s livelihoods and the management schemes in place. We are also more ambitious than the national curriculum by getting students to look at how our world is becoming increasingly globalised through multinational companies such as McDonalds and Coca-Cola. Students then can build upon knowledge and skills gained in Y8 weather hazards and apply this understanding to tectonic hazards. Students also go beyond the national curriculum with exploring Tropical Rainforest. This will allow students to be able to recognise the challenges faced by this biome and the management strategies that are being implemented to address these challenges. This will build on students\u2019 knowledge of the work studied in Year 7 on cold desert environments.<\/span><\/p><\/div>\n\t\t\t\t\t\t\t\t\tYear 10<\/div>\n\t\t\t\t\t
Students follow the AQA GCSE specification.\u00a0\u00a0<\/p>
Section A (Human Geography) \u2013 Urban Issues and Challenges.<\/strong> The students will investigate Mumbai as a case study of a major city in an LIC\/NEE, focusing on the causes of growth and how this urban growth has created opportunities and challenges. A case study of London will also be used as an example of a major city in the UK, focusing on urban change and how this change has created opportunities and challenges. This topic will also include a case study of an urban regeneration project, This will be investigated through human fieldwork and give the students the opportunity to apply the theory to an urban regeneration project in Sheffield City Centre.\u00a0<\/p>Section C (Physical Geography)\u00a0 \u2013 Physical Landscapes in the UK<\/strong> gives the students an overview of the range and diverse landscapes that exist within the UK. The students build on their knowledge and understanding of coastal landscapes and river landscapes. This section gives the students the opportunity to apply their geographical theory in fieldwork situations.\u00a0<\/p>Section B (Human Geography) \u2013 The Changing Economy<\/strong>, will look at global variations in economic development and quality of life. It will focus on how development can be measured. The causes of uneven development and strategies for reducing the development gap. Incorporated into this topic will be a case study of Nigeria to illustrate the factors associated with the development of this country, including the role of TNCs and different types of aid. The students will have the opportunity to study the economic change that is currently taking place within the UK. They will look at de-industrialisation and the move to a post-industrial economy and how modern industrial development can be more environmentally sustainable.<\/p><\/div>\n\t\t\t\t\t\t\t\t\tYear 11<\/div>\n\t\t\t\t\t
Section B (Physical Geography) \u2013 The Living World<\/strong> gives the students the opportunity to study tropical rainforests and hot deserts at a more indepth level. Allow them to build on prior knowledge and look further into the biome.\u00a0<\/p>Section A (Physical Geography) \u2013\u00a0 The Challenge of Natural Hazards<\/strong>. This unit focuses on tectonic hazards, Weather Hazards\u00a0 and Climate change.<\/p>Section C (Human Geography) \u2013 The Challenge of Resource Management<\/strong> will allow the students to have an overview of how food, water and energy are fundamental to human development. They will then study food in more depth, focusing on how demand for food is increasing and how this can lead to conflict. Strategies for increasing food supply will be investigated.<\/p><\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t