• 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.

• Identification of coastal landforms from photographs, diagrams and OS maps.
• Step by step process of the formation of headlands, bays, caves, arches, stacks, stumps, beaches, sand dunes, spits and bars.
• The difference between constructive and destructive waves and how these produce different coastal environments.
• GCSE Exam question technique.

• Identification of river landforms from photographs, diagrams and OS maps.
• Step by step in-detail explanations of the formations of V-shaped valleys, interlocking spurs, waterfalls, gorges, meanders, oxbow lakes, floodplains, levees, estuaries and deltas.
• GCSE Exam question technique.

• The 3 P’s of hazard management (prediction, protection and preparation).
• The effects of earthquakes through specific named examples.
• The formation of tropical storms and the conditions required for this.
• GCSE Exam question technique.

• The causes of urbanisation in high income countries (HICs), newly emerging economies (NEEs) and low-income countries (LICs).
• The social, economic and environmental opportunities and challenges in NEE and HIC urban areas.
• How urban areas are becoming more sustainable.
• GCSE Exam question technique.

• The causes of uneven development and how these can be overcome.
• The global distribution of development.
• How geographers can measure development including gross national income, human development index and quality of life.
• The Demographic Transition model and its advantages and disadvantages.
• GCSE Exam question technique.

• The structure of geographical investigation including the stages of developing a hypothesis, data collection, data presentation, analysis and conclusions.
• Different fieldwork data collection methods relevant in Geography including land use mapping, measuring longshore drift and cliff height.
• How to use fieldwork equipment including clinometers, metre rulers, and transects.
• Data presentation methods and the advantages and disadvantages of these.
• GCSE Exam question technique.

• The importance of a NEE globally and within a continent and how this has affected their development.
• The impact of transnational corporations (TNCs) on the development of countries.
• The successes and failures of a developing NEE country.
• The influence of tourism on country development.
• GCSE Exam question technique.

• The concept of deindustrialisation and its impacts.
• The impact of globalisation specifically on the economy of the UK.
• How technology has developed the UK’s economy.
• How research is becoming of increasing importance to the UK’s economy.
• GCSE Exam question technique.

• The distribution of water, energy and food resources in the UK.
• The dependence of the UK on imported food and the impact food miles is having on the planet.
• How the UK’s energy mix is changing in response to the decrease in fossil fuels and the impacts of climate change.
• GCSE Exam question technique.

• Global patterns of globalisation since 1945 and the emergence of mega and world cities. e.g. Shanghai and Beijing.
• Causes, characteristics and effects
urban policy and regeneration.
• New urban forms – mixed centre development, fortress landscapes and Post-modern Western world.
• Spatial patterns of economic inequality, social segregation, and cultural diversity- issues linked with this and how to manage them. Index of multiple deprivation (quantitative data and GIS)
• Urban climate – urban heat island effect and venturi.
• Urban waste - Sources of waste – Municipal Solid Waste- types of waste. Waste trade and China buying UK waste
• Urban drainage and pollution– Sustainable Urban Drainage.
• Liveability, ecological footprint and living planet report.
• Various case studies but main two focussing in the above are Mumbai and London.
• Cities as a system.
• A level exam technique, practice papers and skills development.
• Various quantitative and qualitative methods of analysis.
• A level exam technique, practice papers and skills development

• What is place
• Divisions of place
• Factors contributing to place
• Exogenous and endogenous factors of place
• Theoretical approaches to place
• Insider and outside
• Representations of place- various quantitative (e.g. census information) and qualitative (e.g. music and art) data.
• Characteristics of external forces at different scales e.g government policies, MNC’s and global institutions
• External agencies influencing places.
• Near and far case studies- Detroit and Derby
• A level exam technique, practice papers and skills development.

• Trading blocs and access to global trade.
• Global commons- high seas, space, cyber space and Antarctica
• Study of the global common of the Antarctic- characteristics, threats and management.
• Global institutions e.g. UN, IMF and the World Bank.
• Global inequalities and how global institutions try and regulate them.
• A level exam technique, practice papers and skills development.

• The structure of a research project.
• The ability to organise independent fieldwork including generating a research question and choosing a suitable location and following a line of enquiry.
• The use of statistical analysis including methods such as chi squared, t-tests and spearman’s rank.
• The writing style of a NEA research project.
• Take part on a human fieldwork trip. City focus to collect primary data.

• The concept of perceptions to natural hazards and how these affect hazard management.
• The concept of vulnerability and the factors that are considered when analysing a country’s vulnerability to hazards.
• The formation and impacts of tsunamis.
• The formation and impacts of wildfires.
• The impact of climate change on wildfires.
• The concept of a multi-hazard environment and how being a multi-hazard environment can limit a country’s development.
• A Level exam technique.

• The concept of the systems approach in Geography including open and closed systems.
• Eustatic and Isostatic sea level rise and its impact on submergent and emergent coastal landforms.
• The causes of sea level rise including thermal expansion.
• The influence of sub-aerial processes on the coast.
• A Level exam technique.

• The structure of a research project.
• The ability to organise independent fieldwork including generating a research question and choosing a suitable location.
• The use of statistical analysis including methods such as chi squared, t-tests and spearman’s rank.
• The writing style of a research project.

• The key processes of both the water and carbon cycles in greater depth.
• The impact of the carbon cycle on life on Earth.
• The transfer of water and carbon between the different global spheres.
• The physical and human impact of a local river catchment (we study the River Derwent).
• A Level exam technique.