KS3 Geography

Curriculum Intent

The main driver for the curriculum in KS3 is to instill a curiosity and fascination with the world around us. Specific examples are chosen to offer students experience of places that are likely to be unfamiliar, this helps to shape their ‘sense of place’. In their developing knowledge of geography, students deepen their understanding of landscapes and communities across the world.

 

All topics have a clear focus on vocabulary, this is explored and used to help pupils express themselves in a precise and accurate way. Other skills at the core of exceptional geography, include map reading and interpreting information that is communicated through graphs, charts, diagrams and photographs. These skills allow students to become more independent in the research they undertake and confident in the conclusions they can draw.

 

Lessons encourage discussion, and students learn to make links between the natural landscapes they study and the people who live in these regions. Through the examples we study, students develop a deeper knowledge of places at a range of scales, they look at individual land-forms or communities such as Durdle Door and Dharavi slum respectively. The unique geography of these places is then applied on a broader scale to help students identify patterns that can be seen worldwide. Students develop their ability to analyse problems and to consider a broad range of factors that help them to seek a solution. A fundamental aim of the learning that takes place is that students understand the complex nature of issues around the globe. Whilst we may produce summaries of the new information that has been learned, it is important to continually reflect on the complex range of factors that make places unique.

 

Furthermore, by understanding the processes that affect change, students know that the examples we study are dynamic and that over time changes will take place at varying degrees of pace.

Year 7 Geography > By the end of Year 7 students should:

Knowledge


  • Begin to develop a sense of place relating to settlements. Understanding how urban and rural settlements differ and the challenges that megacities present.
  • Increasingly remember the location of countries we have studied, to be able to find them on a world map and correctly identify continents and bordering countries.
  • Understand the physical process of volcanic eruptions and to link to impact on people and places.
  • Be able to explain the different energy sources used by people, exploring fossil fuels and renewable energy.




Skills


  • Fluently communicate verbally and in writing, using a wide variety of geographical terms accurately.
  • Begin to design investigations, setting research questions and follow this up with analysis of data, drawing conclusions and evaluating reliability of these results.
  • Be able to evaluate theories and models used in geography to identify their strengths and limitations
  • To use a wide range of data with confidence, to both construct and interpret maps and graphs including choropleth maps and pictograms.





Year 8 Geography > By the end of Year 8 students should:

Knowledge


  • Begin to develop a sense of place relating to settlements. Understanding how urban and rural settlements differ and the challenges that megacities present.
  • Increasingly remember the location of countries we have studied, to be able to find them on a world map and correctly identify continents and bordering countries.
  • Understand the physical process of volcanic eruptions and to link to impact on people and places.
  • Be able to explain the different energy sources used by people, exploring fossil fuels and renewable energy.




Skills


  • Fluently communicate verbally and in writing, using a wide variety of geographical terms accurately.
  • Begin to design investigations, setting research questions and follow this up with analysis of data, drawing conclusions and evaluating reliability of these results.
  • Be able to evaluate theories and models used in geography to identify their strengths and limitations
  • To use a wide range of data with confidence, to both construct and interpret maps and graphs including choropleth maps and pictograms.





Year 9 Geography > By the end of Year 9 students should:

Knowledge


  • Understand causes of and solutions to climate change.
  • Be able to locate places at a variety of scales and use maps with unconventional projections.
  • Understand how people and environments interact, considering the risks presenting by extreme environments and natural hazards
  • Explore uneven development around the world, to explain reasons for this and to recommend strategies to solve poverty.




Skills


  • Pupils adopt new terminology with confidence using this in their written work and during discussions.
  • Pupils analyse processes and places in depth, categorising evidence into groups such as S.H.E.E.P (Social, Historic, Economic, Environmental, Political)
  • Be able to refer to place specific detail about the examples of their studies around the world.
  • To interpret unfamiliar data and maps accurately, for example being able to accurately comment on patterns of flow-line maps or infographics.





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