Geography is a subject that teaches students about the world they live in.  It teaches students about events in both the natural and human worlds and how these two worlds are linked.  It has an important role to play in developing an understanding of key global issues and helping students understand that there are a variety of perspectives from which these issues can be viewed.  Geography, therefore, has important links to citizenship – we are all global citizens, with responsibilities to the planet and to each other.

Aims

  • To stimulate an interest in, and understanding of, the natural and human worlds
  • To develop the skills, knowledge, and understanding necessary to engage with the world
  • To develop an understanding of interdependence – how actions in one part of the world effects others

Curriculum

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Year 13

Term 1

Autumn Term 1

Earthquakes and Volcanoes

  • Distribution of tectonic hazards
  • Why do earthquakes and volcanoes happen
  • Japanese Tsunami
  • Responses to hazards

Spring Term 1

Multicultural Birmingham

  • What is migration?
  • What are the major migration movements affecting UK?
  • What problems and benefits does migration bring?

Summer Term 1

Map Skills

  • Grid references
  • Distance and direction

Term 2

Autumn Term 2

My World

  • Atlas skills
  • Location of major climate zones
  • Location of key countries and cities

Spring Term 2

Multicultural Birmingham

  • What problems and benefits does migration bring?

Summer Term 2

Map Skills

  • Height and relief

Term 1

Autumn Term 1

Rivers

  • The long profile
  • Formation of waterfalls
  • Causes of Flooding
  • Flooding in the UK

Assessment:  Tewkesbury Flood assignment

Spring Term 1

Wild Weather

  • Causes/ effects/responses to a number of wild weather events.

Summer Term 1

Kenya

  • What are the main physical and human features of Kenya?

Term 2

Autumn Term 2

Rainforests

  • What is the rainforest like?
  • Why are rainforests important?
  • Why are rainforests being destroyed?

Spring Term 2

Wild Weather

  • Birmingham Tornado
  • Typhoon Haiyan

Summer Term 2

Kenya

  • Tribal life in Kenya
  • Shanty Towns

 

Term 1

Autumn Term 1

Development

  • What is development?
  • How do we measure development?
  • What causes the development gap?

Spring Term 1

Global Fashion

  • Where are your clothes made?
  • What the issues with sweatshops?
  • What is globalisation?

Summer Term 1

China

  • How has China developed?
  • Should you buy an ipod?
  • How sustainable is China’s development?

Term 2

Autumn Term 2

Development

  • Life in LEDCs
  • Aid and Fair Trade

Spring Term 2

China

  • What are the main human and physical features of China?
  • Population distribution and control.
  • How is China linked with the rest of the world?
  • How developed is China?

Summer Term 2

Climate Change

  • Climate change in quarternary period
  • Natural and human causes of climate change
  • Global impacts of climate change.
  • UK impacts of climate change

Term 1

Autumn Term 1

Hazards

  • What are different types of hazard?
  • Distribution of tectonic hazards.
  • Causes/effects/response to tectonic hazards.

Spring Term 1

Distinctive Landscapes

  • Formation of river features.
  • Causes and management of flooding
  • Case study: Rive Tees

Coasts

  • Coastal processes.
  • Coastal landforms

Summer Term 1

River enquiry

Dynamic Development

  • Case study of development in Zambia

Urban Futures

  • The urban explosion
  • Mega cities

 

Term 2

Autumn Term 2

Hazards

  • Distribution of climatic hazards
  • Causes/ effects/ responses to climatic hazards

Distinctive Landscapes

  • Upland and Lowland landscapes

Spring Term 2

Coasts

  • Managing coast lines.
  • Case study Holderness Coast

Dynamic Development

  • Measuring Development
  • Reasons for development differences
  • Fieldwork

Summer Term 2

Urban Futures

  • The growth of Birmingham
  • Migration and Birmingham
  • Sustainable development in Birmingham
  • The growth of Mumbai
  • Living in Mumbai
  • Sustainable development and Mumbai

 

Term 1

Autumn Term 1

The UK in the 21st Century

  • Human and Physical geography of the UK
  • Changing population
  • UK economic changes
  • Fieldwork

Spring Term 1

 

Resource Reliance

  • Food sceurity in Tanzania
  • Approaches to food security

Sustaining Ecosystems

  • Global ecosystems
  • Tropical Rainforesst

Summer Term 1

Revision

Term 2

Autumn Term 2

The UK in the 21st Century

  • Birmingham Fieldwork
  • The UK and the wider world
  • Multicultural UK

Resource Reliance

  • Global resource shortages
  • Food Security

Spring Term 2

Sustaining Ecosystems

  • Rainforest destruction and management
  • Polar ecosystems

Sustainable management of polar ecosystems

Term 1

Autumn Term 1

Dynamic Places

  • Causes of Globalisation
  • Impacts of Globalisation

Water Insecurity

  • The global and local hydrological cycle
  • The hydrological cycle over time

Spring Term 1

Diverse Places

  • How different people view diverse places
  • Demographic and cultural tensions in Diverse Places

Landscapes, processes and change

  • Coastal landscapes and tehir processes
  • Coastal Landforms and landscapes

Summer Term 1

Coursework

Independent Fieldwork Investigation

Term 2

Autumn Term 2

Dynamic Places

  • Consequences of globalisation

Diverse Places

  • How do population structures vary between placses

Water Insecurity

  • Causes of water insecurity

Consequences of water insecurity

Spring Term 2

Diverse Places

  • Management of conflict and change in diverse places

Landscapes, Processes and Change

  • Coastal Risks

Coastal Management

Summer Term 2

Coursework

Independent Fieldwork Investigation

Term 1

Autumn Term 1

Superpowers

  • Changing superpower geographies
  • The global impacts of superpowers

Water Insecurity

  • The global and local hydrological cycle
  • The hydrological cycle over time

Spring Term 1

Migration, Identity, Sovereignty

  • The evolution of nation states
  • The impacts of global organisations

The Carbon Cycle and Energy Security

  • The carbon cycle and terrestrial health
  • Consequences of the increasing demand for energy

Summer Term 1

Revision

Term 2

Autumn Term 2

Superpowers

  • Contested speheres of influence

Migration, Identity, Sovereignty

  • Globalisation and international migration

Water Insecurity

  • Causes of water insecurity
  • Consequences of water insecurity

Spring Term 2

Migration, Identity, Sovereignty

  • Threats to national sovereignty in a globalised world.

The Carbon Cycle and Energy Security

Climate change

 

Staff

  • Dr A Crampton (Head of Department)
  • Miss S Brown

Additional Information

How to Improve

  • Read the teacher comments and where relevant act on them.
  • Follow the advice given in your assessment folder.
  • Refer to the level or grade descriptors for your age group. At key stage 3 all assessments have level descriptors- look at these before completing an assessment so that you understand what is required.  In addition look at targets from previous assessments.  After completing an assessment look closely at teacher comments alongside level descriptors in order to understand how to improve.  At Key Stage 4 and 5 look closely at exam board mark schemes and ensure your answers are following the structure assessments laid out in the mark schemes.
  • At KS4 and 5, use the text book to read ahead to be ready for new topics.
  • Make revision materials at the end of each topic.
  • Review your work frequently.
  • At KS4 and 5, use the text book to consolidate classroom learning.
  • Watch the news, read a newspaper, and make links to topics you are studying.  Start a scrapbook of relevant newspaper articles.
  • Read widely using resources in the library and on the internet.
  • Explain your lessons to your parents.
  • Ask your teacher for a more detailed explanation.
  • This is not a full list, the techniques you use in other subjects will also work with Geography.

How can parents help?

  • Natural History Museum, London has excellent displays of geological history and tectonic activity.
  • Geography is a popular television topic; Horizon and Panorama often cover contemporary issues and programmes such as Frozen Planet are useful to start conversations. Many of the BBC Science programmes also cover geographical issues, especially topics such as volcanoes and earthquakes and weather and climate
  • Read a newspaper or watch the news with your daughter to engage her with local and global issues.
  • Encourage your daughter to take advantage of the opportunities available at school.
  • Turn off the satnav and navigate by map.
  • Spend an afternoon geocaching.  Click here for more information: http://www.geocaching.com/

Where next

  • Geography combines well with both arts and science subjects and so fits well with most potential university and career choices.  Many medical and law schools like students to have Geography A Level.
  • Geography-specific careers may be in the fields of sustainability, urban regeneration, energy supply, water management, hazard management, climate change, development, and global economics to name a few.  Have a look at the careers board outside room 32 for further ideas.

Opportunities out of lessons

  • Periodicals such as: Geography Review, New Internationalist, National Geographic, Geographical Magazine.
  • There are a good selection of reference books for key stages 3,4 and 5 in the library
  • Year Gifted and Talented trip to Nettlecombe Court in Somerset
  • Villiers Park for year 12 students looking to study Geography at university
  • Activity Day – Year 7 Conkers
  • Year 8, 11 and 12 fieldtrips
  • Geography club