Geography

‘The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world’ Barack Obama, former US President

Geography is the study of our Earth’s landscapes, its people, places and environments. It is, quite simply, about the world in which we live. Our aim at Westhoughton High School is to develop a sense of place and to develop an awareness of a selection of contrasting physical and human environments. Geography gives an insight into the relationships between people and the environment and how each affects the other, and to comprehend the concept of a sustainable development. Geography enables students to foster a sympathetic understanding of some of the major issues of social concern such as social challenge and urban opportunities.

We aim to develop skills of critical enquiry as well as a firm understanding of concepts through a variety of key questions. The opportunity for fieldwork and practical experience is seen as an important part of the learning experience to bring the concepts that we study to life and the department is committed to providing a curriculum that involves work at home and abroad.

We encourage all pupils to appreciate how actions and decisions made at a local level can have global implications; as a consequence, there are frequent, lively discussions on themes as varied as the management and conservation of extreme environments, to the creation of sustainable communities in modern cities. We believe in the importance of this discussion and understanding in order to equip our next generations to make informed decisions for our community, country and planet.

 

Key Stage 3

Year 7  Autumn Term 1 Autumn Term 2 Spring 1 Spring 2 Summer 1 Summer 2
Topics
Studied
Map Skills Students develop skills in the use of OS maps and gain experience of viewing images and maps from different perspectives to be able to understand landforms in multiple perspectives. What is Britain? Students explore the cultural, geological, historical and political makeup of the British Isles. Students develop a geographical understanding of the British Isles at a variety of scales. Physical landforms – Rivers Students begin to explore the impact of human activity on landscapes as well as natural processes affecting human activity. This enables students to explore the environmental impacts of activity versus the economic gain. Transport Students develop a sense of spatial awareness, exploring links in the world around them and provide students with an issue they can all relate to. Students are provided with the opportunity to look at the historical context of transport and the future including environmental issues. Russia – Europe or Asia? Students explore the physical, human, environmental and political geography of the world’s largest country. Spanning 11 time zones Russia has a vast array of physical environments, climates and cultures. This interleaves with ‘Fantastic Places’ in Year 8 where students explore the wilderness and beauty of the Arctic Circle. Physical landforms – Glacial Students further explore the impact of human activity on landscapes as well as natural processes affecting human activity. This enables students to explore the environmental impacts of activity versus the economic gain.
Skills and
Key
Knowledge
Taught
Physical, Human and Environmental

Concepts

Map skills- countries in the BI/ UK

OS map symbol

Scale and distance

Map design

Layer mapping

Physical and human activity

Aboriginal Britain

Migration and urbanisation

Physical Geography

Global locations

Biomes

Rock formation

Atlas skills

Field sketching

Enquiry/report writing

Erosion, transport and depositional processes

Water cycle

Landforms of erosion: Drainage basins, Waterfalls.

Landforms of deposition: Floodplain

Landforms of both erosion and deposition: Meanders and oxbow lakes

Human activity

Transport types and infrastructure of the UK

Alternatives of Biofuels and electric cars

Congestion and solutions

Issue evaluation

Locational Knowledge

Spatial awareness

Place Knowledge

Physical & Human Geography

Physical and Human interaction

Environmental Geography

Erosion, transport and depositional processes

Human activity

Glacial processes of erosion and landforms of erosion: Corries, Aretes, U shaped valleys

Landforms of deposition: Moraines

Links for
Support/
Help at
Home
Use of student resources located within WHS SharePoint for students

Walks and hikes to studied areas (or any areas with similar geographical landscapes/issues as studied)

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Wider reading: library visits or non-fiction reading on landscapes or countries studied

Use of online platforms such as GCSEPod and Seneca for podcasts

Watching of documentaries linked to geographical issues studied

Teacher discussions following assessments and/or reports

Participation in enrichment opportunities and/or extra-curricular activities

Year 8  Autumn Term 1 Autumn Term 2 Spring 1 Spring 2 Summer 1 Summer 2
Topics
Studied
Places of Wonder, Fantastic Places This intends to promote a love of learning and stimulate intellectual curiosity by looking at the most mysterious places in the world. Places of Wonder, Impossible Places Should a place exist? This intends to inspire the pupils to question and challenge decisions made in the past that will impact upon tomorrow. Disappearing World Students explore how human action is governed by the environment and how we interact with our own planet. Students explore adaptations to varying biomes and the cultures that exist within these regions, the challenges they face and the opportunities they present. Disappearing World Students build to their knowledge in Spring 1, students build their ability to compare and contrast biomes as the unit progresses. Paradise Lost Students explore the impact of tourism on economies of contrasting economic development, building to knowledge acquired during the Year 8 topics. Is our weather extreme? The intent is to gain an understanding of our changing weather patterns and how they can be mitigated.
Skills and
Key Knowledge Taught 
Fantastic

Arctic

Cold environments

Neolithic

Function

Rejuvenation

Redevelopment

Wonder

Food Web        Abiotic

Food Chains    Aspect

Ecosystem       Altitude

Biomes            Latitude

Global              Biotic

Small scale      Sustainable

Deforestation   Stewardship

Conservation   Distribution

Adaptation

Butler Model

Ecotourism

HIC/ LIC

Tourist/Tourist

NEE

GDP

Community tourism

Sustainable Social/Economic/ Environmental

Multiplier effect

Spiral of decline

Weather Climate

Beaufort Scale

Front Depression

Anticyclone

Aspect

Links for
Support/
Help at
Home
Use of student resources located within WHS SharePoint for students

Walks and hikes to studied areas (or any areas with similar geographical landscapes/issues as studied)

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Wider reading: library visits or non-fiction reading on landscapes or countries studied

Use of online platforms such as GCSEPod and Seneca for podcasts

Watching of documentaries linked to geographical issues studied

Teacher discussions following assessments and/or reports

Participation in enrichment opportunities and/or extra-curricular activities

Year 9  Autumn Term 1 Autumn Term 2 Spring 1 Spring 2 Summer 1 Summer 2
Topics
Studied
Our Developing World Within urbanisation, students explore mathematical, map and graph skills to develop the understanding of the measures and the means of calculation/ variety of ways data can be represented. Students study the issues affecting a city in a Newly Emerging Economy (NEE) by contrasting the issues a NEE country is experiencing in 2021 compared to our journey in the 1800s. Our Developing World continued with Restless Earth Students complete the learning from Our Developing World and then begin to explore the technical unit which focuses on the links between processes and products of earth forces. Restless earth Students explore the links between the 3 disciplines in geography i.e., when does a natural event become a natural hazard? Urban world – HIC Manchester Students study the issues affecting a city in a High-Income Country (HIC) contrasting the past to the present and potential issues in the future. Our city to focus on is Manchester. UK today Students explore elements of all three Geographical disciplines relating to the UK. This ranges from coasts and landscapes in the UK within physical Geography to the impacts of tourism in human Geography. This unit acts as a synoptic study for KS3 Geography. Understanding China The intent is for pupils to better understand the world’s fastest growing economy, a range of human, physical & environmental geography. The culture and global perception of China, its history and future.
Skills and
Key
Knowledge
Taught
Modelling

Sketching

Map skills

Role Play

Calculations

Conversions

Development

HDI

GDP

Migration in a variety of scale

Push and pull factors

Amenities

Sanitation

Cholera

Hygiene

Conservative plate margin

Constructive plate margin

Destructive plate margin

Earthquake

Immediate responses

Long-term responses

Plate margin

Planning

Prediction

Primary effects

Protection

Secondary effects

Tectonic hazard

Tectonic plate Volcano

Economic impact

Environmental impact

Urbanisation

Megacity

Infrastructure

Migration in a variety of scales

Push and pull factors

Amenities

Sanitation

Cholera

Hygiene

Extreme weather

Brexit

Northern Powerhouse

HS2

North/South Divide

Globalisation

Economic growth

Superpower

1-2-4 problem

Little Emperors

Links for Support/ Help at Home Use of student resources located within WHS SharePoint for students

Walks and hikes to studied areas (or any areas with similar geographical landscapes/issues as studied)

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Wider reading: library visits or non-fiction reading on landscapes or countries studied

Use of online platforms such as GCSEPod and Seneca for podcasts

Watching of documentaries linked to geographical issues studied

Teacher discussions following assessments and/or reports

Participation in enrichment opportunities and/or extra-curricular activities

Key Stage 4

Year 10  Autumn Term 1 Autumn Term 2 Spring 1 Spring 2 Summer 1 Summer 2
Topics
Studied in
AQA GCSE
Geography
Physical Landscapes in the UK- River Landscapes Students study the features of the river valley, erosional, transportation and depositional processes and landforms focusing on the River Tees; Students learn of the challenges of flooding and strategies used to mitigate it. The Challenge of Resource Management Students explore the UK issues with food, water and energy – the journey up to now and what the future holds. Global distribution of the fundamental resources and the issues worldwide of supply and demand; focus shifts towards the energy challenge and what the 21st Century will demand. The Living World Students learn of ecosystems and food webs, locally and globally. Students complete an enquiry into the Tropical Rainforest Ecosystem, and the challenges it faces balancing the opportunities it creates with the preservation of the ecosystem. Students will focus on the Amazon rainforest in South America contrasted with cold environments and ecosystems. The Living World Students continue with the content from Spring 1. Physical Landscapes in the UK – Glacial Landscapes in the UK Students learn to identify the features of glaciated upland landscapes, processes which formed them, focusing in on the Lake District region. The impact of tourism and the issues it creates are also examined. Fieldwork The students undertake two field visits usually at Blencathra field centre for a river investigation as part of the requirement to study the physical component. They then evaluate the impact of tourism and the issues it creates are examined in the second piece of fieldwork, which involves all students collecting data off site in the village of Grasmere.
Skills and Key Knowledge Taught  Landscape

Abrasion

Arête

Bulldozing

Conservation

Corrie

Drumlin

Erratics

Freeze-thaw weathering

Glacial trough

Hanging valley

Land use conflicts

Moraine

Outwash

Plucking

Pyramidal peak

Ribbon lake

Rotational slip

Till

Truncated spur

Agribusiness

Carbon footprint

Energy mix

Food miles

Fossil fuel

Local food sourcing

Organic produce

Resource Management

Aeroponics

Biotechnology

Famine

Food insecurity

Food security

Hydroponics

Irrigation

Permaculture

Sustainable development

Sustainable food supply

Undernutrition

Urban farming

‘Grey’ water

Groundwater management

Over-abstraction

Sustainable development

Sustainable water supply

Abiotic

Biotic

Decomposer

Ecosystem

Food chain

Food web

Nutrient cycling

Global ecosystem

Producer

Photosynthesis.

Biodiversity

Commercial farming

Debt reduction

Deforestation

Ecotourism

Logging

Mineral extraction

Selective logging

Soil erosion

Subsistence farming

Sustainability

Fragile environment

Infrastructure

Permafrost Polar

Tundra

Abiotic

Biotic Decomposer

Ecosystem

Food chain

Food web

Nutrient cycling

Global ecosystem

Producer

Photosynthesis.

Biodiversity

Commercial farming

Debt reduction

Deforestation

Ecotourism Logging

Mineral extraction

Selective logging

Soil erosion

Subsistence farming

Sustainability

Fragile environment

Infrastructure

Permafrost Polar

Tundra

Urbanisation

Megacity

Migration in a variety of scales

Push and pull factors

Amenities

Sanitation

Cholera

Hygiene

Infrastructure

Brownfield site

Economic opportunities

Greenfield site

Mega-cities

Migration

Natural increase

Pollution

Rural-urban fringe Sanitation

Social deprivation

Social opportunities

Squatter settlement

AO3: Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements (35%, including 10% applied to fieldwork context). AO4: Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings (25%, including 5% used to respond to fieldwork data and context.
Links for
Support/Help at Home 
Use of student resources located within WHS SharePoint for students

Further research of topics and key ideas studied

Walks and hikes to studied areas (or any areas with similar geographical landscapes/issues as studied)

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Wider reading: revision book purchases for students to have their own copies–or revision guides-to actively annotate (PPG funding can be used)

Wider reading: library visits or non-fiction reading on landscapes or countries studied

Use of online platforms such as GCSEPod and Seneca for podcasts

Watching of documentaries linked to geographical issues studied

Teacher discussions following assessments and/or reports

Participation in enrichment opportunities and/or extra-curricular activities

Year 11  Autumn Term 1 Autumn Term 2 Spring 1 Spring 2 Summer 1 Summer 2
Topics
Studied in
AQA GCSE
Geography
The Challenge of Natural Hazards Students study tectonic hazards with a closer study of volcanoes, how they impact humans living alongside them, preparations for an eruption and responses to an event. Students draw comparisons between a Low-Income Country and a High-Income Country. Students explore weather hazards and global circulation of the air we breathe. How tropical storms form, and climate change. Natural Hazards continued with Urban Issues and Challenges Opportunities and challenges created by rapid urban growth, the impact on a Newly Emerging Economy and the solutions to the effects. Focus based around Nigeria and Brazil. Students study the changing UK cities and their shift towards more sustainable urban living  concentrating on issues for the future – waste recycling and management, traffic and congestion, water conservation, green spaces and energy conservation. Focus based more locally on the city of Manchester. Urban Issues and Challenges with PPE & Revision Students continue with the Urban Issues learning, focusing on Lagos, Nigeria. Students begin revision for their PPEs and retrieval of the course to date. Issue Evaluation/ Revision-focus The exam board release material with a brief period for students to study. Issue Evaluation and Class-specific revision Revision foci will differ between groups and students to ensure their assessment data is used to direct teaching and independent learning. Exams undertaken
Skills and
Key
Knowledge
Taught
Hazard risk

Natural hazard

Conservative plate margin

Constructive plate margin

Destructive plate margin

Earthquake

Immediate responses

Long-term responses

Monitoring

Plate margin

Planning

Prediction

Primary effects

Protection

Secondary effects

Tectonic hazard

Tectonic plate

Global atmospheric circulation

Social impact

Tropical storm (hurricane, cyclone, typhoon)

Climate change

Mitigation

Orbital changes

Quaternary period

Birth rate

Commonwealth

Death rate

De-industrialisation

Demographic

Transition Model

Development

Development gap

European Union

Fairtrade

Globalisation

Gross national income

(GNI)

Human Development

Index (HDI)

Infant mortality

Intermediate technology

International aid

Life expectancy

Literacy rate

Microfinance loans

North-south divide (UK)

Post-industrial economy

Science and business parks

Continued from Autumn 2. An accumulation of all content, skills and key terminology. An accumulation of all content, skills and key terminology.
Links for
Support/
Help at
Home
Use of student resources located within WHS SharePoint for students

Further research of topics and key ideas studied

Walks and hikes to studied areas (or any areas with similar geographical landscapes/issues as studied)

Use of additional homework booklets, therapy work packs and/or additional resources from the class teacher via Synergy

Wider reading: revision book purchases for students to have their own copies–or revision guides-to actively annotate (PPG funding can be used)

Wider reading: library visits or non-fiction reading on landscapes or countries studied

Use of online platforms such as GCSEPod and Seneca for podcasts

Watching of documentaries linked to geographical issues studied

Teacher discussions following assessments and/or reports

Support in application of BUGS/PEDAL written strategies.

Participation in enrichment opportunities and/or extra-curricular activities