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Objectives in geography

In year 7:

Students cover a number of modules that introduce and develop geographical knowledge and skills needed throughout key stages 3 and 4. The course begins with the introduction to plans and maps, developing map reading skills, focusing on the geography in the UK as well as the wider world. Understanding and skills are expanded upon through the use of a number of different case studies. Human and physical geography topics are introduced including economic geography, population, rivers and flooding.

Modules covered:

  • Making connections - atlas skills - world of sport an unfair world - Africa - flood disaster

In year 8:

Students will build on and develop their geographical knowledge and skills from Y7. Students’ understanding in geography will increase when investigating key themes relating to the subject and the world around them, physical geography including coasts, weather and climate, environmental processes and systems and the interaction and conflict between humans and their environment. Human geography extends to allow the investigation and comparison of countries at different levels of development.

Modules covered:

  • Coasts - weather and climate - eco-systems - China

In year 9:

Students develop further analytical and evaluation skills investigating the reasons for and responses to development problems and the effects and response to hazards including earthquakes and volcanoes. They gain valuable GCSE experience through the study of plate tectonics and key environmental issues. Y9 students will also complete interactive coursework and fieldwork at Ashby School, supporting the Y9s summative assessment at the end of the year.

Modules covered:

  • Earth hazards - international development - Russia

All students at Ibstock are expected to become SECURE in their understanding

In geography this means:

In year 7

  • Use a range of appropriate geographical vocabulary and key words
  • Locate places that are studied, describing physical and human features of different places
  • Recognise simple geographical patterns and make comments
  • Describe how features of places are affected by physical processes and humans to cause change
  • Identify how people improve or damage environments
  • Use geographical language and different ways to present and communicate ideas, information and findings
  • Use a range of geographical skills and evidence when carrying out investigations

In year 8

  • Describe places in detail and in relation to other places, making links on how the environment affects the way we live our lives
  • Describe and begin to explain how physical processes and human actions change and impact on the wider world
  • Explain the concept of sustainable development, giving examples of its practise
  • Identify links and connections between environments, including how and why things happen
  • Identify and explain how physical processes and human activities cause environments to change and affect people’s lives
  • Communicate ideas, information and findings effectively using a range of appropriate techniques and vocabulary
  • Ask relevant questions and select relevant sources of evidence in your investigation and extended writing

In year 9

  • Use an increasing and appropriate geographical vocabulary to offer more detailed descriptions and explanations of a widening range of geographical processes
  • Recognise, describe and explain significant economic, social and environmental impacts and effects regarding geographical issues
  • Link ideas to explain how physical processes and human actions interact to change different places locally and the wider world
  • Produce more extended writing by using the point, evidence, explain and explore language approach to course work
  • Reach conclusion drawing on a range of evidence and communicate ideas, information and findings using a variety of techniques