• Different scales of Geography, mapping skills and key political and physical features of continent. European scale.
• The emergence and growth of settlements physical characteristics that originally encourage the development of human settlements.
• Pupils understand about ‘their geography’. Places and how they link to themselves, both at a local scale of Ripley but also interconnections across Europe too. How other countries influence and interconnect with each other.

• Further developing the use and interpreting maps, referring to scale, contour lines and relief.
• Measuring distances, directions and following routes.
• The use of graphs, photographs and data (e.g. development data) across all units in KS3 to help explain and interpret real facts and figures about the world we live in.

• Russia considered as a super power country- human political aspects and physical geography.
• Wajir and Nairobi and the process of urbanisation and the development of shanty towns. Management of shanty towns.
• Use of photography, data and maps. Uneven development and the use of geographical statistics to compare the development and quality of life in different areas of the world.
• Place knowledge of Russia and Africa.

• To understand the physical processes that cause the hazard of earthquakes. Earth’s structure, continental drift and different types of plate tectonic boundaries and associated hazards.
• To consider the Asian tsunami 2004. Deepening understanding of world events. Links in with tectonic hazards and revisiting locations where such events happen.
Consideration of ways that countries at different levels of development do to reduce the impacts of hazards
• Use of maps to show locational patterns of hazards.

• Identifying different environmental issue e.g. air pollution, plastic pollution
• Consideration of environmental issues from a local to global scale.
• Consideration of stakeholders involved in managing and conserving the environment sustainably e.g. WWF
• Topical concerns and issues about endangered species.

• To discover pupils’ awareness of world’s countries and their environmental characteristics.
• Polar and hot deserts an introduction.
• Mapping and locational skills of named areas such as the Sahara Desert, North Pole, Easter Island and Hampi.
• Interpretation of maps and a variety of photographs for specific locations.

• Map skills of South America outlining key physical and human Geography.
• Rainforest plant adaptation and climatic data and graphs.
• How Amerindians live sustainably in the rainforest and shifting cultivation.
• The nutrient cycle and how the rainforest/animals/ soil etc are all interdependent upon each other.
• Why the rainforest is being developed how human activity relies upon natural systems. Sustainable management of this ecosystem.

• Mapping activities with main trading goods to identify globalisation and the interconnection of countries in the world.
• The role of TNC’s. The pros and cons of world companies. Specific reference to Mattel and Coca Cola.
• Economic activity in the secondary sector in lower income countries and the impacts of sweatshops in particular Bangladesh.
• How reliant countries are upon each other and the production of world goods like the I phone. Consideration of inequalities.

• Measuring weather and the how processes interact with human activity.
• Different triggers for rainfall and understanding physical processes involved.
• Depressions and anti-cyclones.
• Measuring micro-climate around the school grounds.
• The formation of tornadoes and how they are measured (Fujita scale)
• Location of Tornadoes- choropleth mapping in the USA.
• Response and management of tornadoes.

• Development of fieldwork to look at the impacts of tourism in the Peak District. Surveying human behaviour on the physical environment.
• Management strategies and resolving potential conflict over land use.
• The use of maps to locate named National Parks and cities.
• Development of decision-making skills.

• More in-depth with level 3 geographical terms on the water cycle.
• The rivers long-profile. Map skills and grid references interpreting river information.
• Hydrology and physical river processes of erosion, transportation and deposition.
• The formation of river landforms e.g. waterfalls.

• Interpretation of various map/sources to outline the physical and human geography of the UK.
• Population data. The distribution and density of population and the reasons behind this.
• Settlements within the UK.
• Coastal geography of the UK.

• To challenge stereotypes and understand the physical and human Geography of China.
• Use of maps to show human and physical Geography of China.
• China as a workshop of the world, links to globalisation and development.
• To understand human policies that have shaped this ‘super power country’ e.g. China’s One Child Policy.
• Understand similarities and differences of a region within Asia – China.

• Physical processes of erosion, transportation and deposition that shape glacial landscapes.
• Human actions that impact glaciers and the impacts of climate change.
• Animal, plant and human adaptations in cold environment.
• Surviving in cold environments.
• Management, conflict and conservation of cold environments.

• GIS data interpretation of statistics and mapping of crime data in Greater Manchester.
• Different scales of crime from local to global scale. Looking at Afghanistan in the Middle East and the heroin trail.
• Location of crime, fear of crime and crime reducing methods in both urban and rural areas.

• Evidence of climate change. Climate change over time and the quaternary period. Evidence including glacial and interglacial periods.
• Human and physical causes of climate change.
• Effects on humans and the environment because of climate change.
• Mitigation and adaptation to manage climate change. Strategies developed in low and high income countries.

• Ecosystems from local (e.g pond) to global biomes of hot deserts. Factors affecting the distribution of biomes.
• Components of ecosystems – food webs, food chains and pyramids of biomass. Abiotic and biotic components. Use of data and interpretation about landscapes studied.
• Characteristics and location of deserts.
• How plants and animals adapt to desert environments.
• Cause of desertification. Opportunities, challenges and management in desert environments.
• Case study example of the Thar Desert in Asia

• Specific content on the causes of deforestation in Malaysia.
• Specific content on the strategies used to sustainably manage the rainforest.
• Animal adaptations of the rainforest are taught at KS4.
• GCSE Exam question technique.