Geography

The geography curriculum at Gosforth Junior High Academy aims to inspire students with a curiosity and fascination about the world and its people, which will remain with them for the rest of their lives.

Intent

We believe that geographical skills and knowledge are essential components to a broad and balanced curriculum. Geography is challenging, motivating, topical and engaging; in our diverse society, students need more than ever before to understand people and their cultures. Our geography scheme of work is structured to allow students to understand the processes of both physical and human geography and help them make sense of their world. The curriculum is designed for all students to succeed, building upon skills and knowledge learnt at key stage 1 and lower key stage 2, with a hands-on approach to regular investigative work, whilst also building upon their own experiences and introducing them to new experiences.

Implementation

In this subject we aim to teach geography as a contemporary and dynamic subject, where topics are taught not only as discreet lessons but in a cross curricular manner. As a department, we strive to use a variety of teaching and learning methods to bring geography alive. Students are encouraged to complete long-term art projects; use maps and compasses; use a wide range of ICT and work in groups, sharing ideas and presenting.

The curriculum focuses on the key areas within geography: locational knowledge, place knowledge, environment, physical and human geography and geographical skills and fieldwork. Students, in geography, enjoy both exploring geographical content but also building on key geographical skills, such as map reading and interpreting data, where they are expected to describe, explain and evaluate through enquiry. Geographical topics, across key stage 2 include: mapping skills, rainforests, The UK with a focus on Newcastle, coasts and mountains. At key stage 3 students will study the following topics: rivers linking to the local area, globalisation, glaciation, Africa, urbanisation and weather. Wherever possible, we involve the students in ‘real’ geographical activities, e.g. research the local environment and current issues, encouraging empathy, how we can contribute to society and stewardship.

Impact

The students are exposed to a wide variety of extra-curricular opportunities such as educational visits and whole school topic days. MAT students are offered additional enrichment sessions, where skills are developed further.

The curriculum is designed to help develop students' geographical thinking throughout both key stages whilst still encouraging a love for learning – enabling them to transfer these skills to KS4.

Geography Curriculum Map

Year Group	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Year 5	Map Skills. Introduction to map-reading skills. Understanding the school location and building maps.	Rainforests. Rainforest layout, locations and deforestation.	The UK. Local study investigating Newcastle.
Assessment: Map skills assessment task. Recapping of key vocabulary through recall and retention starters.	Assessment: Describe how rainforests are protected? (P.E.E) Rainforest Retrieval questions recapping previous knowledge learnt. Retrieval questions recapping previous knowledge learnt.	Assessment: Assessment – UK retrieval quiz including GCSE-style questions (PEE).
Year 6		Mountains. Investigate mountains across the globe, features of mountains and weather related to these places.	Mountains (Continued). Investigate mountains across the globe, features of mountains and weather related to these places.	Coasts (continued). Investigation of UK coasts and coastal features.
	Assessment: Mountain's assessment, including a range of recall answers and explanation questions, looking at how certain weathering conditions effect a mountain area.	Assessment: Coast’s assessment, including a range of recall answers and explanation questions, looking at the impact of tourism on an area.
Year 7	Rivers. Focus physical processes and characteristics of rivers and human management of rivers.	Africa. Focus on misconceptions. climate and biomes. The scramble for Africa. Mind Mapping, Map analysis.	Africa (continued). Focus on Kenya, tourism and development. Mind Mapping, Map analysis.	Globalisation. How globalisation has impacted transport, trade and communication and how it enabled TNCs to invest in LICs.	Globalisation (continued). How globalisation has impacted transport, trade and communication and how it enabled TNCs to invest in LICs.	Glaciation. Focus on glaciers of the world, climate change and human and physical impact on glaciers.
Assessment: Rivers (Morpeth issues, flooding, prevention of flooding). Mini assessment- Waterfalls and the formation. (GCSE-style questions using short and longer answers).	Assessment: Globalisation (Positives and negatives of a TNC on a LIC) (GCSE-style questions using short and longer answers).	Assessment: Glaciations (GCSE-style questions using short and longer answers.
Year 8	The Middle East. Climate maps, physical and human characteristics of the Middle East. Focus on the Middle East, looking at socio-economic links with UK and the influences. Population. Population and growth of cities - link to work on the Industrial Revolution in History. Use of GIS in fighting crime.	Population (Continued). Population and growth of cities - link to work on Industrial Revolution in History. Use of GIS in fighting crime. Weather and Climate. Weather vs climate, measuring conditions, climate zones, causes, and extreme events. Global warming and sustainability.	Local urban fieldwork project. Is Gosforth a clone town? What are the local urban issues of the Gosforth area? Is Earth running out of natural resources? What are rocks, and how are they a natural resource? Why are soils the root of life? How can we use natural resources sustainably?
Assessment: What is the future of the Middle East? Decision-making exercise. (GCSE-style questions using short and longer answers.	Assessment: Population. (GCSE-style questions using short and longer answers).	Assessment: Weather and climate. (GCSE-style questions using short and longer answers). Fieldwork (critically reflect on the effectiveness of their fieldwork).

Year Group

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Year 5

Map Skills.

Introduction to map-reading skills. Understanding the school location and building maps.

Rainforests.

Rainforest layout, locations and deforestation.

The UK.

Local study investigating Newcastle.

Assessment:

Map skills assessment task.

Recapping of key vocabulary through recall and retention starters.

Assessment:

Describe how rainforests are protected? (P.E.E) Rainforest Retrieval questions recapping previous knowledge learnt.

Retrieval questions recapping previous knowledge learnt.

Assessment:

Assessment – UK retrieval quiz including GCSE-style questions (PEE).

Year 6

Mountains.

Investigate mountains across the globe, features of mountains and weather related to these places.

Mountains (Continued).

Investigate mountains across the globe, features of mountains and weather related to these places.

Coasts (continued).

Investigation of UK coasts and coastal features.

Assessment:

Mountain's assessment, including a range of recall answers and explanation questions, looking at how certain weathering conditions effect a mountain area.

Assessment:

Coast’s assessment, including a range of recall answers and explanation questions, looking at the impact of tourism on an area.

Year 7

Rivers.

Focus physical processes and characteristics of rivers and human management of rivers.

Africa.

Focus on misconceptions.

climate and biomes.

The scramble for Africa.

Mind Mapping, Map analysis.

Africa (continued).

Focus on Kenya, tourism and development.

Mind Mapping, Map analysis.

Globalisation.

How globalisation has impacted transport, trade and communication and how it enabled TNCs to invest in LICs.

Globalisation (continued).

How globalisation has impacted transport, trade and communication and how it enabled TNCs to invest in LICs.

Glaciation.

Focus on glaciers of the world, climate change and human and physical impact on glaciers.

Assessment:

Rivers (Morpeth issues, flooding, prevention of flooding).

Mini assessment- Waterfalls and the formation. (GCSE-style questions using short and longer answers).

Assessment:

Globalisation (Positives and negatives of a TNC on a LIC) (GCSE-style questions using short and longer answers).

Assessment:

Glaciations (GCSE-style questions using short and longer answers.

Year 8

The Middle East.

Climate maps, physical and human characteristics of the Middle East.

Focus on the Middle East, looking at socio-economic links with UK and the influences.

Population.

Population and growth of cities - link to work on the Industrial Revolution in History.

Use of GIS in fighting crime.

Population (Continued).

Population and growth of cities - link to work on Industrial Revolution in History.

Use of GIS in fighting crime.

Weather and Climate.

Weather vs climate, measuring conditions, climate zones, causes, and extreme events.

Global warming and sustainability.

Local urban fieldwork project.

Is Gosforth a clone town?

What are the local urban issues of the Gosforth area?

Is Earth running out of natural resources?

What are rocks, and how are they a natural resource? Why are soils the root of life?

How can we use natural resources sustainably?

Assessment:

What is the future of the Middle East? Decision-making exercise.

(GCSE-style questions using short and longer answers.

Assessment:

Population. (GCSE-style questions using short and longer answers).

Assessment:

Weather and climate. (GCSE-style questions using short and longer answers).

Fieldwork (critically reflect on the effectiveness of their fieldwork).

Useful Links

Curriculum

Curriculum Overview

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