Geography Curriculum Overview
Geography Curriculum Team Vision
At Chilton Trinity, our vision is to inspire future generations by giving our students key substantive and disciplinary concepts to allow them to gain deep understanding of how the world works. We will provide our students with a wide breadth and depth of both place and locational knowledge by ensuring that we are adaptive and reactive to current events.
We shall enable students to gain an understanding of both human and physical geography across a variety of scales (globally, nationally and locally). Our aim is for all students to achieve and succeed by offering them opportunities to go on fieldwork, explore new places and providing a high-quality teaching experience. This is vital to geographers so that they are aware of their presence and how they can ‘Think like a Geographer’ and not to see our subject as a set of standalone topics, but one that is interconnected and sewn together in its entirety.
This will enrich their cultural capital and we want to ensure that students are engaged, challenged and inspired about their place. The taught curriculum will enable our students to be inquisitive and to question ‘the norm’.
Geography Curriculum Intent
Our intent is to provide a high-quality geography education for all students across phases, inspiring a curiosity and fascination about the world and its people in all students that will remain with them for the rest of their lives. Our curriculum is ambitious for all and strives to address inclusion and disadvantage in its intent and implementation.
The aim is to ensure that students are equipped with knowledge about a diverse range of places, people, resources and natural and human environments, together with a deeper understanding of the earth’s key physical and human processes. Students will leave Chilton with the ability to make sense of the complex world around them by understanding and confidently investigating some of the major challenges and opportunities the world faces today. The aim is to ensure that students will develop greater competence in using geographical knowledge and concepts which they can use to analyse and explain key geographical information.
We will endeavour to go above and beyond The National Curriculum to ensure our students have a thorough understanding of the ever-changing world around them. By doing so, this will enrich students locational and spatial knowledge whilst acquiring cultural capital to be a confident and successful citizen.
Underpinning the intent are key substantive and disciplinary concepts:
- Substantive = location, place, physical and human geography, geographical skills, cultural understanding and sustainability
- Disciplinary = literacy, numeracy, fieldwork, and map skills (OS maps, atlases, globes and map work).
Key Stage 3
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Long Term Plan |
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Topic 6 |
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Year 7
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Why is my place important?
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Is our weather getting worse?
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What does the future of UK energy look like? |
How important is the UK in the wider world?
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What factors influence our coasts?
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Key Learning Students need to know and remember from this unit of work |
Difference between human and physical geography How we use the different geographical scales – local, national and global. Map skills including grid references, scale & distance, map symbols, how to follow a route Local school fieldwork
Local geography – the impact and stakeholders of the Jaguar Land Rover factory in Puriton.
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The difference between weather and climate How to measure weather using equipment Microclimate fieldwork & investigation What causes the different types of rain. How the UK weather is changeable The effects flooding in Somerset Causes of climate change
How to reduce and prevent climate change |
An overview of geological timescales How the rock cycle creates three distinct rocks (igneous, sedimentary and metamorphic) The impact of weathering on soil The spheres of the Earth – being able to describe them Atmosphere Hydrosphere Lithosphere Biosphere
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What non-renewable sources are and how they are made What renewable sources are and how they are made Understanding what nuclear energy is To understand why Hinckley Point C is important locally and globally. Why sustainability is important when using natural resources
The future of resources
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How we organise jobs into: Primary Secondary Tertiary Quaternary To understand how farms are economic systems To recognise the impact of manufacturing To be able to explain why tourism is making the UK tertiary sector rise To understand how Hinckley Point C is impacting the Bridgwater economy How trade created globalisation How containerisation accelerates globalisation The impact of globalisation in Bristol
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How waves are created The types and impact of erosion including landforms How sediment is transported along the How depositional landforms are made To recognise different stakeholders at the coastline To compare hard and soft engineering techniques
Map skills |
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Links to prior and future learning |
Previous learning KS1/2 – Local area studies
Future learning KS3 7.4 - UK Economy 7.6 – Coasts 8.1 - Rivers
Future learning KS4 UK Economy – CEW Coasts Rivers |
Previous learning KS1/2 – Wet and dry places
Future learning KS3 7.4 – Energy 8.2 - Biomes
Future learning KS4 Climate Change Rivers |
Previous learning KS1/2 – Sustainability
Future learning KS3 7.4 – UK Energy 8.2 - Biomes 8.3 – Development
Future learning KS4 Resource management Living World Challenge of natural hazards |
Previous learning KS1/2 – Sustainability 7.3 – Earth’s resources
Future learning KS3 8.1 - Rivers
Future learning KS4 CEW - UK Economy Resource management |
Previous learning KS1/2 – Local area studies
Future learning KS3 8.3 – Development 8.4 – Migration, urbanisation & population 9.4 – Globalisation in Asia
Future learning KS4 UK Urban Issues & Challenges CEW - UK Economy |
Previous learning KS1/2 – Seaside
7.2 – Weather & Climate
Future learning KS3 8.1 – Rivers 8.4 – Migration, urbanisation & population 9.2 – Risky places
Future learning KS4 Coasts |
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Check for Understanding How we will check for understanding in this unit of work |
Map skills test Extended written answer to a local geography enquiry
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Recall test checking key words, fieldwork and air pressure Exam questions on climate change |
Test on Earth spheres Local school biosphere investigation – assessing written explanation and graph/numeracy skills |
Comparing the difference between energy sources Map and extended writing on HPC.
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June assessment (/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions. |
Landform and processes test /10 Decision making exercise around coastal engineering
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Year 8
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How have rivers shaped the UK landscape? |
Why do people live differently to us? |
What creates global ecosystems? |
How do we know Africa is not a country? |
How is migration affecting population? |
Why are glaciers important? |
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Key Learning Students need to know and remember from this unit of work |
Describe the UK landscape (relief, topography) – areas of upland vs lowland Identify features of the drainage basin. How to describe and explain the formation of landforms found at each river profile (upper, middle and lower). To compare hard and soft engineering techniques.
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How to measure development The factors that affect development The barriers that country’s face to develop How aid can help to reduce the development gap.
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Location of major global biomes How to create and interpret a climate graph To be able to explain different plant and animal adaptations To understand uses of the rainforest and tundra. The global threats to the rainforest and tundra. How climate change will impact these biomes. |
That Africa is a continent made up of 54 diverse countries. To recognise distinct biomes in Africa. To understand how colonisation and post-colonisation has impacted Africa. How juxtaposition is present in the continent – housing, economies, development. Focus in on Kenya – culture, biomes, society, life
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Distinguish different types of migration Concept of urbanisation - causes, consequences, local example of urbanisation and its impacts on people and places. Urbanisation on a global scale (megacities). Population density and distribution (globally and in the UK). Cultural understanding of the impacts of migration economically, socially and politically.
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The forces that shape the landscapes long ago (Ice ages, glaciation and processes) To explain key glacial landforms. To be able to interpret glacial landforms on maps and photographs. Current human uses of glacial landscapes. To be aware of the impact of climate change on glaciers in Russia.
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Links to prior and future learning |
Previous learning KS1 – Mountains & rivers KS2 – UK key topographical features 7.6 – Coastal landscapes
Future learning KS3 8.6 - Glaciation
Future learning KS4 UK landscape - Rivers |
Previous learning 7.1 – My place 7.3 – Earth resources
Future learning KS3 8.4 – Africa 8.5 – Migration & population 9.3 – Globalisation
Future learning KS4 Changing Economic World - Development |
Previous learning KS2 – Climate zones KS2 – Biomes & vegetation belts
Future learning KS3 9.2 – Risky places 9.5 – Middle East & Hot Deserts
Future learning KS4 Living World
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Previous learning KS1 – port, harbours, city, town, village KS2 – Biomes & vegetation 8.2 – Development 8.3 - Biomes
Future learning KS3 9.2 – Risky places
Future learning KS4 Changing Economic World - NEE Country (Nigeria) Development Gap |
Previous learning KS2 – Economic activity KS2 – Types of settlement & land use 8.3 – Development Future learning KS3 9.4 – Globalisation in Asia
Future learning KS4 UK Urban Issues & Challenges Changing Economic World - UK Economy |
Previous learning KS1/2 – Land use 7.2 – Weather & Climate 8.3 – Global ecosystems
Future learning KS3 9.2 – Risky places
Future learning KS4 Climate change |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: Key word test Extended writing answer
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Assessment Checkpoint: Causes of development – graphs, short recall. Extended answer around how to resolve development gap |
Assessment Checkpoint: Climate graph with statistical analysis Adaptation question |
Assessment Checkpoint:
Mid-topic test checking location and skill knowledge Extended writing on Kenya |
Assessment Checkpoint:
June assessment (/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions. |
Assessment Checkpoint:
Identifying key features of a glacial landscape Poster on current and future use of glaciers |
Year 9 2024-2025 only
This curriculum for Year 9 suits this year group due to previous and future curriculum adaptations (see table below for future SoL)
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Year 9 .
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Why is tourism changing? |
Why are glaciers important? |
How are humans navigating risky places? |
How is globalisation affecting Asia?
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Are Rio's poor being neglected? |
Why is the Middle East an important world region? |
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Key Learning Students need to know and remember from this unit of work |
Overview of UK towns and city locations How and why tourism is changing What tourism in the UK looks like The impact of tourism – positive and negatives The principles around ecotourism What mass tourism is, and how countries have responded Focus on Weston-Super-Mare with external fieldwork Day trip – including data collection methods Data presentation and analysis Conclusion Evaluation
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The forces that shape the landscapes long ago (Ice ages, glaciation and processes) To explain key glacial landforms. To be able to interpret glacial landforms on maps and photographs. Current human uses of glacial landscapes. To be aware of the impact of climate change on glaciers in Russia.
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What sustainable development goals are Causes and effects of deforestation Why coral reefs are vulnerable to change The consequences of plastic for marine life The issue of piracy The human cost around diamonds Forbidden places – who has access?
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Retrieving globalisation from year 7 How globalisation impacts the developing world (LIC/NEE) What outsourcing is and the impact on India & China How Japan is linked to the wider world via TNCs. To understand how Russia’s natural resources allow it to be part of globalisation. The impact of de-globalisation in Russia.
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Push/pull factors and impacts of migration in Brazil. How informal settlements are created due to urban growth. To recognise the opportunities and challenges created by urban growth. To explain how planning is trying to reduce the development gap.
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Link back to key physical characteristics of a hot desert and climate graphs. Understanding where the Middle East is and its physical and human geography Investigating conflict and controversy and the importance of this world region. The importance of oil Contrasting countries in the region. How countries have to adapt and mitigate due to the impacts of climate change.
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Links to prior and future learning |
Previous learning KS1/2 – Land use 7.6 – Coastal landscapes 8.6 - Population
Future learning KS3 9.3 – Risky places 9.4 - Globalisation
Future learning KS4 UK landscape – Coasts UK Urban Issues & Challenges |
Previous learning KS1/2 – Land use 7.2 – Weather & Climate 8.3 – Global ecosystems
Future learning KS3 9.2 – Risky places
Future learning KS4 Climate change |
Previous learning 8.1 – Biomes 8.2 - Africa 8.3 – Development
Future learning KS3 9.3 – Risky places 9.6 – Middle East & Hot Deserts
Future learning KS4 UK Urban Issues & Challenges Changing Economic World - NEE Country (Nigeria) Development Gap |
Previous learning 8.3 – Development 8.6 - Population 9.3 – Risky places
Future learning KS3 9.5 - Rio
Future learning KS4 Changing Economic World Development Gap UK Urban Issues & Challenges |
Previous learning 8.3 – Development 9.4 - Globalisation
Future learning KS4 Urban Issues & Challenges
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Previous learning 7.2 – Weather & Climate 8.1 – Global ecosystems 8.3 – Development 9.3 – Risky places
Future learning KS4 The Living World |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: /10 recall test after tourism Fieldwork assessment – graphs and analysis.
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Assessment Checkpoint: Identifying key features of a glacial landscape Poster on current and future use of glaciers |
Assessment Checkpoint: End of topic test, including comparing and evaluating risk across risky places Research forbidden places presentation
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Assessment Checkpoint: May assessment (/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions.
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Assessment Checkpoint:
Key word test with application Extended writing piece on challenges vs opportunities |
Assessment Checkpoint:
Climate graph with statistical analysis /25 test |
Year 9 from Sept 2025 onwards
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Topic 1 |
Topic 2 |
Topic 3 |
Topic 4 |
Topic 5 |
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Year 9 .
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Can we ever life safely in a hazardous world? |
How are humans navigating risky places? |
How is globalisation affecting Asia?
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Are Rio's poor being neglected? |
Why is the Middle East an important world region? |
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Key Learning Students need to know and remember from this unit of work |
Tectonic hazards Understanding the theory of plate tectonics The different types of volcanoes How volcanoes and earthquakes are links to plate tectonics and associated tectonic hazards e.g., tsunami Focus on current example of a volcanic eruption How geologists and scientists monitor these hazards to mitigate impact for people.
Atmospheric hazards How the atmosphere creates weather hazards like tropical storms and wildfires How geologists and scientists monitor these hazards to mitigate impact for people. |
What sustainable development goals are Causes and effects of deforestation Why coral reefs are vulnerable to change The consequences of plastic for marine life The issue of piracy The human cost around diamonds Forbidden places – who has access?
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Retrieving globalisation from year 7 How globalisation impacts the developing world (LIC/NEE) What outsourcing is and the impact on India & China How Japan is linked to the wider world via TNCs. To understand how Russia’s natural resources allow it to be part of globalisation. The impact of de-globalisation in Russia.
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Push/pull factors and impacts of migration in Brazil. How informal settlements are created due to urban growth. To recognise the opportunities and challenges created by urban growth. To explain how planning is trying to reduce the development gap. |
Link back to key physical characteristics of a hot desert and climate graphs. Understanding where the Middle East is and its physical and human geography Investigating conflict and controversy and the importance of this world region. The importance of oil Contrasting countries in the region. How countries have to adapt and mitigate due to the impacts of climate change.
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Links to prior and future learning |
Previous learning 7.1 – My place 7.3 – Earth’s resources 8.2 – Development
Future learning KS3 9.2 – Risky places
Future learning KS4 The Challenge of Natural Hazards |
Previous learning 7.5 – Globalisation 8.2 – Development 8.3 – Biomes 8.4 - Africa
Future learning KS3 9.2 – Risky places 9.5 – Middle East & Hot Deserts
Future learning KS4 UK Urban Issues & Challenges Changing Economic World - NEE Country (Nigeria) Development Gap |
Previous learning 7.5 – Globalisation 8.2 – Development 8.5 - Population 9.2 – Risky places
Future learning KS3 9.4 - Rio
Future learning KS4 Changing Economic World Development Gap UK Urban Issues & Challenges |
Previous learning 8.2 – Development 9.3 - Globalisation
Future learning KS4 Urban Issues & Challenges
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Previous learning 7.2 – Weather & Climate 8.2 – Development 8.3 – Global ecosystems 9.2 – Risky places
Future learning KS4 The Living World |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint: Comparing the effects of a tectonic hazard Responding to an atmospheric hazard |
Assessment Checkpoint: End of topic test, including comparing and evaluating risk across risky places Research forbidden places presentation |
Assessment Checkpoint: May assessment (/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions. |
Assessment Checkpoint:
Recall test on causes of growth in NEEs Extended writing on opportunities |
Assessment Checkpoint:
Climate graph with statistical analysis /25 test |
Key Stage 4
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Topic 1 |
Topic 2 |
Topic 3 |
Topic 4 |
Topic 5 |
Topic 6 |
Topic 7 |
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Year 10
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The Living World (Paper 1 - Section B) |
Changing Economic World - Development (Paper 2 - Section B) |
Natural Hazards (Paper 1 - Section A) |
Coasts (Paper 1 - Section C) |
Coastal Fieldwork (Paper 3 – Physical Fieldwork) |
Urban Challenges & Issues - Bristol (Paper 2 - Section A) |
Bristol Fieldwork (Paper 3 - Section B - Human Fieldwork) |
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Key Learning Students need to know and remember from this unit of work |
That there are different scales (local to global) of ecosystems that all involve the interaction and interdependence of biotic and abiotic components. That the tropical rainforest biome and hot desert has a range of distinctive characteristics (physical interdependence and adaptations) The economic and environmental impacts of deforestation, focusing on the Amazon rainforest. That rainforests need to be managed sustainably due to the value. Use of the hot desert How and why desertification is a problem in the hot desert |
How to classify parts of the world according to their level of economic development and quality of life. Causes and consequences of uneven development An overview of strategies to reduce the global development gap . |
Tectonic hazards Plate tectonic theory Physical processes at the margins and creation of tectonic hazards. Comparison of Japan and Nepal earthquakes (primary vs secondary effects & immediate vs long-term responses) Reasons why people live in areas of hazard risk.
Weather hazards How atmospheric circulation creates weather & climate How tropical storms develop as a result of particular physical conditions – distribution, causes, structure & features, climate change. The effects and responses of tropical storms, including a focus on Typhoon Haiyan. How the UK is affected by a number of weather hazards. Extreme weather events in the UK have impacts on human activity.
How management can reduce the effects of tectonic and weather hazards |
That the coast is shaped by physical processes (weathering, mass movement, erosion, transportation and deposition) Characteristics and formation of landforms resulting from erosion and those from deposition. How geology influences landforms. The costs and benefits of hard and soft engineering to protect the coast from physical processes. Including an awareness of these in Lyme Regis and the reasons for them. |
The enquiry question The geographical theory underpinning the enquiry – coastal management Potential risks and how to mitigate them Appropriate sources of primary and secondary data. How to use different sampling strategies to collect. Justification of these methods. How to present the data collected in visual, graphical and cartographic methods. Description, explanation of the presentation Description, analysis and explanation of the results of fieldwork data. Be able to create links, identify anomalies and statistical techniques. Their conclusion in relation to the data and enquiry focus. Evaluate the enquiry – limitations, suggestions of how to improve and the impact of this on reliability. |
Overview of distribution of population and cities in the UK.
Focus on Bristol: Location and importance Impacts of migration Opportunities created by urban change Challenges created by urban change Social inequality in neighbourhoods Temple Quarter as a site of regeneration |
The enquiry question The geographical theory underpinning the enquiry – regeneration Potential risks and how to mitigate them Appropriate sources of primary and secondary data. How to use different sampling strategies to collect. Justification of these methods. How to present the data collected in visual, graphical and cartographic methods. Description, explanation of the presentation Description, analysis and explanation of the results of fieldwork data. Be able to create links, identify anomalies and statistical techniques. Their conclusion in relation to the data and enquiry focus. Evaluate the enquiry – limitations, suggestions of how to improve and the impact of this on reliability. |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
/10 ecosystem test before moving onto rainforests
/33 assessment |
Assessment Checkpoint:
/12 retrieval including graphs and application
/33 assessment |
Assessment Checkpoint:
9 marker on tectonic hazards
/33 assessment |
Assessment Checkpoint:
Landform or management question /6
Internal Exam 1 (PPE) – Living World, Hazards & Coasts /63 |
Assessment Checkpoint:
Paper 2 Q1 exam including all of Urban Issues & Challenges /33
Fieldwork assessment /30 |
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Topic 1 |
Topic 2 |
Topic 3 |
Topic 4 |
Topic 5 |
Topic 6 |
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Year 11
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Climate Change (Paper 1 – Section A)
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Rivers (Paper 1 – Section C) |
Resources including focus on water (Paper 2 - Section C) |
Changing Economic World - Nigeria (Paper 2 - Section B) |
Changing Economic World - UK Economy (Paper 2 - Section B) |
DME (Paper 3 - Section A) |
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Key Learning Students need to know and remember from this unit of work |
That climate change is the result of natural and human factors and the effects To manage climate change, it needs mitigation and adaptation. |
The long and changing profile of a river and it’s valley. The processes that control the shape of the river (erosion, transportation and deposition) Characteristics and formation of landforms resulting from erosion, erosion & deposition and deposition. How physical and human factors affect flood risk. How to interpret flood hydrographs The costs and benefits of hard and soft engineering to protect the rivers from flooding. Including an awareness of these on the Somerset Levels and the reasons and impacts of it. |
How food, water and energy and fundamental to human development. An overview of global inequalities in the supply and consumption of resources. The changing demand and provision of resources (food, water and energy) in the UK creating opportunities and challenges.
Focus on water: Global areas of surplus and deficit – reasons for consumption and factors affecting water availability. Impacts of water insecurity. Different strategies that can be used to increase water supply. To recall the advantages and disadvantages Lesotho-South Africa water transfer scheme How to sustainably manage water How the Wakal River Basin project is increasing sustainable supplies of water.
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Location and importance Wider context of Nigeria (social, cultural, political and environmental) The changing industrial structure – how manufacturing can stimulate economic growth The role of Shell (TNCs) in Nigeria and the advantages and disadvantages it brings. The changing political and trading relationships of Nigeria with the wider world. How (international) aid helps Nigeria The environmental impacts of economic development linked to Shell The effects of economic development on quality of life for the population. |
The economic future of the UK Causes of economic change What the UK’s post-industrial economy looks like Impacts of industry on the environment focusing on Torr Quarry. Social and economic changes in the rural landscape – comparing Somerset to Outer Hebrides. Improvements and developments in transport. The evidence of the north-south divide. Strategies to resolve and reduce this. The place of the UK in wider world |
Learn, understand and analyse the DME booklet which will be released by AQA on April. |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
/9 causes of climate change
Mixture of short and longer recall and application /10 |
Assessment Checkpoint:
Internal Exam 2 (PPE) – Rivers & Coasts; Urban Issues in Bristol; fieldwork /75 |
Assessment Checkpoint:
/15 generic Q3 focus resources /15 focus on Q5 for water. |
Assessment Checkpoint:
Internal Exam 3 (PPE) – Hazards, Living World, Coasts and Rivers. /88
Internal Exam 4 (PPE) – Urban Issues and Challenges and Economic World /63 |
Assessment Checkpoint:
/9 on North-south divide
Complete Paper 1 Q2 exam |
Assessment Checkpoint:
Walking-talking mock on pre-release
External exam paper 1
External exam paper 2
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