Why do we learn geography?
At Ark Burlington Danes Academy we aim to promote the development of responsible and informed global citizens about how the world functions and its challenges and opportunities, while also embedding knowledge of locations, places, environments and processes and extending competence in a range of skills including fieldwork, Geographic Information System (GIS), and mathematical skills.
Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. As such, it prepares pupils for adult life and employment. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study geography, they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment. Geography develops skills that are transferrable for students. Through the teaching of geography, it enables pupils to be empathetic, inquisitive, explorative, synoptic and most importantly, to think like a geographer. This is delivered through the teaching of a range of topics from Reception to year 13.
Our approach
At KS3, pupils study one topic every half term, with two lessons per week. Then at KS4, pupils study the topics for paper 1 in year 10 and the topics for both paper 2 and 3 in year 11, which is achieved through three lessons a week. Also, in year 11, they complete a three-day residential, where they conduct both a physical and urban investigation that they are assessed on in paper 3. At KS5, pupils have seven lessons a week, which is split between physical and human geography, where two units are covered in year 12 and two units in year 13. Also, in year 13, pupils complete a 5-day residential, in which a 4000-word independent investigation is produced that equates to 25% of their overall grade. Throughout both year 12 and 13, pupils are taught how to think synoptically by focusing on three synoptic themes; players, futures and uncertainties and attitudes and actions. This provides the foundational skills for paper 3, which is a synoptic paper based on five compulsory units.
In all lessons, pupils can expect a knowledge retrieval Do Now and at least 15 minutes of deliberate independent practice to help embed skills and knowledge into the long-term memory. The curriculum is sequenced so that pupils begin with learning the necessary foundational skills to progress through the KS3 curriculum. This then ensures that pupils who study geography at KS4 have acquired a strong foundational knowledge of key topics such as brilliant biomes, trade and resources and coastal landscapes that they study in more depth at both KS4 (the living world and changing economic world) and KS5 (globalisation and the carbon cycle). Even though the curriculum is taught in this order, topics are often revisited and are interlinked, which encourages the development of synopticity from KS3. At both KS4 and KS5, the specification is used to inform pupils of what they are learning lesson to lesson, alongside knowledge organisers being used, again so that both the pupils and parent can see exactly what pupils are learning and the skills they will acquire to be able to complete their GCSE or A Level exam.
Year 7 - Geography
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How to become a great geographer Different type of maps and compass directions Physical geography of UK Human geography of UK How migration has shaped the UK Role of fieldwork and fieldwork in your personal geography Our Planet Continents Structure of the Earth Why is there life of Earth? Why is water important on Earth? Countries and governance Global population and population pyramids Distribution of wealth |
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What are the key physical and human processes on our planet? Geography and me Our Planet |
| Spring |
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Why is there an uneven distribution of resources on a global and national scale? Global trade patterns Types of employment Distribution of biomes Tropical rainforests, hot deserts Impacts of deforestation Water cycle Climate graphs |
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Resources and Trade Brilliant Biomes |
| Summer |
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Physical processes shaping the UK landscape Patterns of relief Continental drift Rock cycle Marine environments Coastal processes Landforms of erosion and deposition OS maps |
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Fantastic landscapes in the UK UK coasts |
All Year 7 subjects Next Year 7 Subject - Religious Education
Year 8 - Geography
| Autumn |
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Features of a river River long and cross profile Why are rivers important for the environment and people? Managing rivers using hard engineering in Ethiopia - The Grand Ethiopian Renaissance Dam Why is food important? Food distribution Physical & human factors that cause food insecurity Managing food security What is the world’s food future? |
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Does humanity live sustainably with the environment? River Rivals Food and Famine |
| Spring |
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Why is energy important? Where are the energy sources? Why is the world using more energy? Distribution of energy Russia – an energy Superpower How are energy mixes changing? Are renewable energy sources the solution? What is climate change The natural greenhouse effect The enhanced greenhouse effect What evidence is there for climate change? Impacts of climate change Managing climate change |
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Endless Energy Climate Change |
| Summer |
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What are Polar environments? The importance of polar environments Climate of polar environments Plant and animal adaption What is it like in the Russian Arctic? Where is the Middle East? What is the physical and human geography of the Middle East? Why is the climate so dry? Does the Middle East have all the resources it needs? Why is the Middle East a cultural treasure chest? Conflict in the Middle East |
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Polar Environments The Middle East – A Regional Study |
All Year 8 subjects Next Year 8 Subject - Religious Education
Year 9 - Geography
| Autumn |
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Grid references, location, numerical, statistical, graphical and literature based analysis. Population, migration, flooding, air pollution and sustainable living. Human rights, global superpowers, political corruption, education, tribal equality |
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How does geography shape London? How does global inequality impact development? |
| Spring |
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Natural hazards Tectonic hazards – earthquakes and volcanic eruptions Hazard management |
| Why are some places in the world hazardous and how do natural hazards pose a threat to places? |
| Summer |
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Weather hazards Tropical storms - Formation, impacts and management UK extreme weather Climate change – evidence, causes, effects and management |
| What are weather hazards and are they on the rise as a result of climate change? |
All Year 9 subjects Next Year 9 Subject - Religious Education
Year 10 - Geography
| Autumn |
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Evidence of climate change, natural causes, human causes, impacts of climate change, climate change management – mitigation and adaptation Distribution of ecosystems Small scale UK ecosystem Tropical rainforest Hot deserts |
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What are the natural and human causes of climate change? How can the effects of climate change be managed? What is the function of the world’s ecosystems and why do we need to protect them? |
| Spring |
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Geology of the UK Distinctive UK landscapes Coastal processes Coastal landforms resulting from erosion and deposition Coastal management |
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How is the UK geologically structure? How do physical process and human activity shape the distinctive coastline of the UK? |
| Summer |
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River processes and the long profile River landforms resulting from erosion and deposition Human and physical causes of flood risk River management Global pattern of urbanisation Case study of a major city in an LIC or NEE – Lagos, Nigeria A case study of a major city in the UK – London |
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How do physical process and human activity shape the distinctive landscape of the UK? How has urban growth created opportunities and challenges for cities in LICs and NEEs? |
All Year 10 subjects Next Year 10 Subject - Religious Education
Year 11 - Geography
| Autumn |
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Factors increasing flood risk Storm hydrographs Flood management – hard and soft engineering Managing floods in Banbury Global patterns of urbanisation Case Study – Rio. Where is Rio? Causes of urban growth. Social, economic and environmental opportunities and challenges of rapid growth. Managing growth of squatter settlements Case Study – London. Where is London and how is it connected to the world? Impacts of migration. Social, economic and environmental opportunities and challenges. Urban regeneration project. Global variations in economic development and quality of life. Strategies to reduce the global development gap Case Study – Nigeria. Location, Nigeria in the wider world, changing industrial structure, roles of TCNs, aid, environmental impacts of economic development, effects of economic development on QofL for the population |
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What are the physical and human cuases of flooding and how can they be managed? How has urban growth created opportunities and challenges for cities in LICs and NEEs? How has urban change in the UK led to a variety of social, economic and environmental opportunities and challenges? |
| Spring |
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Case Study – UK – cause of economic change, post-industrial economy, Environmental impacts of industry, changes in rural landscape, transport infrastructure, the north-south divide. Distribution and consumption of food, water and energy. Provision of food, water and energy in the UK Global energy supply and demand Impacts of energy insecurity Strategies to increase energy supply Sustainable energy use fieldwork – urban and coastal |
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How has the UK’s economy changed? How can we sustainably manage our energy resources while meeting the needs to the increasing global population? |
| Summer |
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Fieldwork – urban and coastal Pre-release – paper 3 preparation Revision |
All Year 11 subjects Next Year 11 Subject - Religious Education
Year 13 - Geography
| Autumn |
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What are the processes operating within the hydrological cycle from global to local scale? What factors influence the hydrological system over short- and long-term timescales? How does water insecurity occur and why is it becoming such a global issue for the 21st century? What are superpowers and how have they changed over time? What are the impacts of superpowers on the global economy, political systems and the physical environment? What spheres of influence are contested by superpowers and what are the implications of this? NEA - Fieldwork |
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The Water Cycle and Water Insecurity Superpowers |
| Spring |
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How does the carbon cycle operate to maintain planetary health? What are the consequences for people and the environment of our increasing demand for energy? How are the carbon and water cycles linked to the global climate system? What is human development and why do levels vary from place to place? Why do human rights vary from place to place? How are human rights used as arguments for political and military intervention? NEA - Fieldwork |
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The Carbon Cycle and Energy Security Global Development and Connections |
| Summer |
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Paper 3 synoptic paper exam preparation based on core topics - Tectonics, Water Cycle, Carbon Cycle, Globalisation and Superpowers Revision |
All Year 13 subjects Next Year 13 Subject - Religious Education