Ingleby Manor Scheme of Work : Geography - Year 7
Geography Key Skills & Map Skills
Autumn 1
Objectives
Week 1
Introduction
What is geography?
Types of geography –
Physical
Human
Environmental
Support
Core
Extension
Grade 1/ (3c-3a)
Describe how physical and human
processes can change the features of
places.
Understand that people can both
improve and damage the environment.
Grade 2 to 3/ (4c-5b)
Describe physical and human
characteristics of places.
Understand some ways that human
activities cause environments to change.
Use appropriate vocabulary.
Grade 4 to 5/ (5a-7c)
Explain and justify the physical and
human characteristics of places.
Understand some ways that human
activities cause environments to change.
Be able to identify countries on a map of
the world using an atlas to support.
Use appropriate vocabulary.
Identify key features of Human, Physical
& Environmental geography and explain
the differences between them
Identify key features of Human, Physical
& Environmental geography
Categorise each of these through card
sort task.
Identify key features of Human, Physical
& Environmental geography
Categorise each of these through card
sort task – justify reasons, explaining
choices made in card sort.
AO1
AO2
AO3
Basic skills:
Maps, countries,
continents, equator etc.
Using world maps and
atlases to research
Creating piece of work for
reference throughout
learning – add to
throughout the year
Identify the 7 continents and the oceans
of the world – label these on individual
map
Identify the 7 continents and the oceans
of the world, as well as the countries of
Europe – label these on individual map
AO2
Identify the 7 continents and the oceans
of the world, as well as the countries of
Europe – label these on individual map
AO3
Highlight the UK on individual map as
well as any other countries they have
travelled to – draw connections
AO4
Intervention
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 2
Using Atlases
Consider meaning of terms:
LICs HICs & NICs
GDP
Understanding terminology
Grade 1/ (3c-3a)
Understand the key geographical terms
(HIC, LIC, NIC).
To identify countries with different
economic status' on a map of the world
Understand terminology of HIC, LIC,
NIC
From selection of countries given
identify (using GDP data) and colour:
green- HIC
orange - NIC
red - LIC (traffic lights)
AO1
Grade 2 to 3/ (4c-5b)
To understand and apply geographical
terms.
To use an atlas effectively to support
and consolidate understanding.
Understand terminology of HIC, LIC,
NIC
Analyse data for countries in Africa and
Europe - identify (using GDP data) and
colour:
green- HIC
orange - NIC
red - LIC (traffic lights)
Compare Africa to Europe on this basis
Grade 4 to 5/ (5a-7c)
To understand and apply geographical
terms.
To use an atlas effectively to support
and consolidate understanding.
To compare the economic status of
continents and countries using
TEA(trend, example, anomaly)
Understand terminology of HIC, LIC,
NIC
Analyse data for countries in Africa and
Europe - identify (using GDP data) and
colour:
green- HIC
orange - NIC
red - LIC (traffic lights)
Compare Africa to Europe on this basis
– why are these continents so different?
Consider own prior knowledge.
AO2
AO3/4
WEEK 2 MINI
ASSESSMENT
Selection of smaller tasks
‘Name the continents’
‘Explain HIC, LIC, NIC’
‘Given GDP data for particular countries
identify if it is HIC, LIC or NIC – explain’.
Selection of smaller tasks
‘Name the continents’
‘Explain HIC, LIC, NIC’
‘Given GDP data for particular countries
identify if it is HIC, LIC or NIC – explain’.
Selection of smaller tasks
‘Name the continents’
‘Explain HIC, LIC, NIC’
‘Given GDP data for particular countries
identify if it is HIC, LIC or NIC – explain’.
‘Why are some countries richer than
others – give key words to support?’
(GCSE Question)
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 3
Improvement Task
on Mini Assessment
Research skills Group work – choose a
country – using IT gather
information in order to
produce leaflet or poster to
inform
Grade 1/ (3c-3a)
Understand the location of a country and
its characteristics.
To be able to use GIS to research a
specific country using questions as
support.
Grade 2 to 3/ (4c-5b)
To identify and use appropriate
resources and effectively use GIS to
research a specific country.
Grade 4 to 5/ (5a-7c)
To effectively conduct independent
research into a country using GIS
confidently.
Corrections on questions identifying
HIC, LIC, NIC – ensure understanding.
Corrections on questions identifying
HIC, LIC, NIC – ensure understanding.
Corrections on questions identifying
HIC, LIC, NIC – ensure understanding.
Attempt higher level question – with a
writing frame for support
‘Why are some countries richer than
others – give key words to support?’
(GCSE Question)
Attempt higher level question – ‘Why
are some countries richer than others
– give key words to support?’
(GCSE Question)
Improve on / redraft final question – give
info to support this (consider using
higher level writing frame)
Organise pupils into groups – allocate
countries for research and provide
questions and recommended websites
to guide the research
Support staff to circulate
AO2
Organise pupils into groups – allocate
countries for research, provide
questions to guide the research
AO3
Consider allowing pupils to organise
themselves into groups
Choose own countries to research and
allow research to follow direction pupils
choose to take – consider exploring
culture, traditions, politics, climate,
economics, leadership etc.
AO4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 4
NEW TOPIC
Grade 1/ (3c-3a)
To be able to identify the basic 4
compass points.
To use four figure grid reference
techniques with confidence
Grade 2 to 3/ (4c-5b)
To identify 8 compass points.
To confidently use 4 figure grid
reference techniques and apply
knowledge to 6 figure grid referencing.
Grade 4 to 5/ (5a-7c)
To identify up to 16 compass points.
To confidently use and apply 4 and 6
figure grid referencing skills.
Make up rhymes to help remember
compass basics.
Know and use basic 8 points
Tasks to consolidate - work with OS
map and find certain locations (using
map symbols)
Make up rhymes to help remember
compass basics.
Know and use basic 8 points
Tasks to consolidate - work with OS
map and find certain locations (using
map symbols
Consolidate with additional questions
and use further 8 points to give more
precise directions
Map Skills
Points of the compass
Map symbols
longitude and latitude
Make up rhymes to help remember
compass basics.
Know and use basic 8 points
Tasks to consolidate – use room around
them to practice and guide one another
around using compass directions.
AO2
AO1
Using four figure and
six figure grid
references
Understand an d successfully use 4
figure grid references – working
alongside Geog.1 – pg. 32
AO2
AO2
Understand an d successfully use 4
figure grid references – working
alongside Geog.1 – pg. 32
Then extend to 6 grid ref
Geog.1 – pg. 33
AO2/3
Understand an d successfully use 4
figure grid references – working
alongside Geog.1 – pg. 32
Then extend to 6 grid ref
Geog.1 – pg. 33
Extend by using OS Maps to identify
locations
AO2/3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 5
Scale & Symbols
Grade 1/ (3c-3a)
To understand the concept of 'scale' and
to be able to measure distance 'as the
crow flies' confidently.
To be able to identify a range of map
symbols.
Grade 2 to 3/ (4c-5b)
To apply understanding of scale and
map symbols to different contexts.
Understand how we measure scale –
practice techniques with string/scrap
paper.
Understand ‘as crow flies’ and ‘By Road’
Use methods to measure on a map –
using both techniques ‘as crow flies’ and
‘by road’
Be familiar with map symbols - Symbol
bingo game
Understand how we measure scale –
practice techniques with string/scrap
paper.
Understand ‘as crow flies’ and ‘By Road’
Use methods to measure on a map –
using both techniques ‘as crow flies’ and
‘by road’
Be familiar with map symbols -
AO2
Combine the two areas to answers
questions such as – ‘how far from PO to
the woods, by road?’ – using methods
for measuring scale.
AO3
Map Skills
Assessment Opportunity (deep
marked task & improvements
on map skills) OS map extract
AO?
Work through questions on a variety of
map skills covered through this topics –
demonstrate sound understanding and
ability to use the skills covered
Work through questions on a variety of
map skills covered through this topics –
demonstrate sound understanding and
ability to use the skills covered
AO3
AO3
Grade 4 to 5/ (5a-7c)
To apply understanding of scale and
map symbols to different contexts
including the confident use of and OS
map.
Understand how we measure scale –
practice techniques with string/scrap
paper.
Understand ‘as crow flies’ and ‘By Road’
Use methods to measure on a map –
using both techniques ‘as crow flies’ and
‘by road’
Be familiar with map symbols Combine the two areas to answers
questions such as – ‘how far from PO to
the woods, by road?’ – using methods
for measuring scale.
Extend to using these skills on real OS
maps in class
AO3
Work through questions on a variety of
map skills covered through this topics –
demonstrate sound understanding and
ability to use the skills covered
AO3/4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 6
Improvement Task
opportunity from last
week’s work
(Self-Assessment)
Mark in class
Understanding contour
lines – ‘potato’ lesson –
practical lesson
(additional member of staff
required) gradient and spot
height
Grade 1/ (3c-3a)
To create a visual elevation and contour
in order to show an understanding of the
concept 'contour lines'
Grade 2 to 3/ (4c-5b)
To create a visual elevation and contour
in order to show an understanding of the
concept 'contour lines'.
To be able to apply this knowledge to
different contexts.
(improvement task to be work on a given
area of weakness in map skills or to
develop greater map skills to higher
level)
(improvement task to be work on a given
area of weakness in map skills or to
develop existing map skills to higher
level)
To understand the basic principles of
what contour lines represent
Working in pairs draw an elevation
based on what the potato shows
To understand the principles of what
contour lines represent
Working in pairs or small groups draw
an elevation based on what the potato
shows
Match contour lines to side elevation
images of varying hills
AO2/3
AO3
Grade 4 to 5/ (5a-7c)
To create a visual elevation and contour
in order to show an understanding of the
concept 'contour lines'.
To be able to apply this knowledge to
different contexts, including an OS map.
(improvement task to be work on a given
area of weakness in map skills or to
develop existing map skills to higher
level)
To understand the principles of what
contour lines represent
Working in pairs or small groups draw
an elevation based on what the potato
shows
Match contour lines to side elevation
images of varying hills
Extend with additional task - Geog.1 pg.
41
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Autumn 2
Map Skills continued & Settlements
Objectives
Week 1
Map Skills cont.
Contour lines – develop
from previous learning
Support
Grade 1/ (3c-3a)
To be able to apply knowledge of
contour lines to different contexts.
To identify the features required on a
treasure island map and to create a map
with support.
Match contours with flat elevation
images
Identify hill, steep slope, gentle slope, v
shaped valley
AO3
Treasure Island Map –
consider what does a
successful map need to
feature and include?
Core
Grade 2 to 3/ (4c-5b)
To be able to apply knowledge of
contour lines to different contexts,
including an OS map.
To identify the features required on a
treasure island map and to create a
map.
Match contours with flat elevation
images
Identify hill, steep slope, gentle slope, v
shaped valley
Identify contour lines on an OS map –
interpret what these lines can reveal to
us.
AO3
Provide a grid to give support.
Draw up list of requirements to be
included:
Symbols
Compass
Key (include treasure)
Grid Ref numbers
Title
Scale
Draw own grid
Create list of requirements to be
included e.g.
Symbols
Compass
Key (include treasure)
Grid Ref numbers
Title
Scale
AO2
AO3/4
Extension
Grade 4 to 5/ (5a-7c)
Apply knowledge of contour lines to
different contexts, including an OS map.
To identify the features required on a
treasure island map and to create a
map, including higher level map skills
such as contour lines.
Match contours with flat elevation
images
Identify hill, steep slope, gentle slope, v
shaped valley
Identify contour lines on an OS map –
interpret what these lines can reveal to
us.
Extend by using given measurements to
draw corresponding contours
AO3
Draw own grid
Create list of requirements to be
included e.g.
Symbols
Compass
Key (include treasure)
Grid Ref numbers
Title
Scale
Additional challenge – show higher
ground by using contour lines
AO3/4
Intervention
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 2
TBC
Assessment Opportunity (deep
marked task & improvements)
Write a set of directions from location
‘A’ to treasure using all skills covered
Marked Piece – Treasure
Map Task
AO3
AO3/4
Improvement Task on
marked piece
Write a detailed set of directions from
location ‘A’ to treasure using all skills
covered
Write a detailed set of directions
from location ‘A’ to treasure using all
skills covered – including contours
AO3/4
AO3/4
Ingleby Manor Scheme of Work : Geography - Year 7
NEW TOPIC
Week 3
What is a Settlement?
Consider Key Terms
Grade 1/ (3c-3a)
To understand the key terms of the
settlement topic.
To be able to identify factors influencing
settlement choice
Grade 2 to 3/ (4c-5b)
To be able to define key terms.
To be able to identify and describe the
factors influencing settlement choice
Grade 4 to 5/ (5a-7c)
To define and explain key terms.
To explain which factors may influence
settlement choice and justify the
suitability of different locations.
Define key terms:
settlement,
site factor,
rural,
urban
etc.
Define key terms and create poster
showing where you live and what
surrounds your house – label to show
features of your settlement.
Define key terms and create poster
showing where you live and what
surrounds your house – label to show
features of your settlement.
Explain what makes your home a
settlement and why where you live is a
settlement.
AO2
AO1
AO3
Settlement site
factors
Create Mind map exploring what factors
we need to consider in order to decide
where to settle?
Create Mind map exploring what factors
we need to consider in order to decide
where to settle?
Match site factors to definitions
AO2
AO2
Create Mind map exploring what factors
we need to consider in order to decide
where to settle?
Match site factors to definitions
Choose which site you would like to
settle at from the different choices given
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 4
Grade 1/ (3c-3a)
To understand and define the terms
settlement and service.
To identify settlement patterns from
images.
Grade 2 to 3/ (4c-5b)
To create a settlement hierarchy.
To be able to identify and describe
different settlement patterns.
Settlement hierarchy –
grouping & classifying
settlements according to
size & shape
Understand meaning of the term –
hierarchy
Consider the hierarchy of the school to
help develop understanding.
What is a ‘service’? Definition
Understand meaning of the term –
hierarchy (GCSE BItesize)
Settlement hierarchy triangles for areas
surrounding Ingleby Barwick
What is a ‘service’? – low-order & highorder.
AO2
AO3
Grade 4 to 5/ (5a-7c)
To create and explain a settlement
hierarchy.
To describe the different settlement
patterns and identify them on an OS
map.
Understand meaning of the term –
hierarchy (GCSE BItesize)
Settlement hierarchy triangles for areas
surrounding Ingleby Barwick & explain
why settlement/services have been put
at each stage of the triangle.
What is a ‘service’? – Low-order & Highorder.
Extension - create own hierarchy for
places you have visited around the UK
AO3/4
Settlement patterns –
types of settlement
Create pie charts to show
types of settlement
Identify some types of settlement pattern
Match up given images with patterns e.g. linear, nucleated, scattered,
dispersed
Identify some types of settlement pattern
Match up given images with patterns e.g. linear, nucleated, scattered,
dispersed
Describe the distribution of settlements
Identify some types of settlement pattern
Match up given images with patterns e.g. linear, nucleated, scattered,
dispersed
Describe the distribution of settlements
AO1
AO2
Use grid reference skills to identify
settlements for the three patterns on an
OS map.
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 5
Burgess and Hoyte models
– most famous models of
land use to show how
‘typical’ city is laid out
Grade 1/ (3c-3a)
To understand the Burgess and Hoyte
models, and identify their differences.
To understand factors surrounding land
use in the CBD
To know what the models show.
Create an annotated diagram showing
what will be found in each section.
Understand key terms eg CBD.
Grade 2 to 3/ (4c-5b)
To apply knowledge of the different land
use models to examples.
To create a CBD model.
To know what the models show.
Create an annotated diagram showing
what will be found in each section.
Understand key terms eg CBD.
Use image of two towns to decide if the
fit the models and describe how they fit/
do not fit
AO2
AO3
Grade 4 to 5/ (5a-7c)
To explain how different examples fit the
land use models (or do not).
To create a model CBD and written
piece to support - highlighting key
features and their benefits.
To know what the models show.
Create an annotated diagram showing
what will be found in each section.
Understand key terms eg CBD.
Use image of two towns to decide if the
fit the models and describe how they fit/
do not fit
Explain why areas fit the models.
Can you apply your town to this model?
Images on board to support if needed
AO3
The CBD – Central
Business District
Features that identify the
CBD
To understand that land in the CBD is
more expensive.
Annotate image of CBD to show the
features it has which make it fit for
purpose.
AO2
To understand that land in the CBD is
more expensive.
Annotate image of CBD to show the
features it has which make it fit for
purpose.
Create your own CBD using the features
identified on image
To understand that land in the CBD is
more expensive.
Annotate image of CBD to show the
features it has which make it fit for
purpose.
Create your own CBD using the features
identified on image
Write accompanying piece to support
choices of CBD plan
AO3
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 6
Rural-urban fringe
Grade 1/ (3c-3a)
To understand the difference between
brownfield and greenfield sites and their
features
To identify greenfield and brownfield site
factors
AO2
Grade 2 to 3/ (4c-5b)
To identify suitable area for a
development project based on the
features of brownfield and greenfield
sites
To identify greenfield and brownfield site
factors
Choose which area to build on using
factors (consider why some people may
object to certain sites) and create a plan
Grade 4 to 5/ (5a-7c)
To identify and justify an area for a
development project using the features
of the site
To identify greenfield and brownfield site
factors
Choose which area to build on using
factors (consider why some people may
object to certain sites) and create a plan
Complete planning permission form
AO3
AO3
END OF TERM
ASSESSMENTS
Map skills
Continents
LIC/HIC/NIC
Possibly Ernest and Arthur
question for settlement.
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Geography : Rivers
Spring 1
Objectives
Support
Core
Extension
Intervention
Ingleby Manor Scheme of Work : Geography - Year 7
Week 1
The water cycle
What is the water cycle?
How does it work?
Grade 1/ (3c-3a)
Describe the water cycle and name
some of the processes involved in it.
Be able to identify different factors of the
water cycle.
Identify the key features of the water
cycle on a diagram and have a basic
understanding of how it works.
Grade 2 to 3/ (4c-5b)
Explain the water cycle and how it
works.
Understand the different parts of the
water cycle and how they contribute to
it.
To be able to explain how the water
cycle works and the impact that different
components have on it.
AO1
Grade 4 to 5/ (5a-7c)
Explain the water cycle using examples.
To be able to view the water cycle from
different perspectives.
To be able to explain the water cycle
and give examples of the role that the
different features of it have.
AO3
AO2
The water cycle game
To show a full
understanding of the
components of the water
cycle.
To understand the different components
in the water cycle.
AO2
To know the impact the different
components can have on the water
cycle.
To be able to justify the impacts that
different components have on the water
cycle.
AO4
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 2
WEEK 2 MINI
ASSESSMENT
What happens to rain
in the water cycle?
Improvement task
Grade 1/ (3c-3a)
Show an understanding of the water
cycle and what happens to rain in the
water cycle.
Identify the features of the water cycle
(options at bottom of page). Describe in
your own words what the water cycle is
and how it works.
Robbie the raindrop- using the
worksheet show how Robbie the
raindrop moves around the water cycle.
AO1
Grade 2 to 3/ (4c-5b)
To explain what happens in the water
cycle.
To explain what happens to rain in the
water cycle.
Identify the features of the water cycle.
Explain in your own words what the
water cycle is and how it works.
Robbie the raindrop- using the
worksheet show how Robbie the
raindrop moves around the water cycle.
Use annotations to explain what is
happening.
AO2
Grade 4 to 5/ (5a-7c)
To create a copy of the water cycle and
understand the processes involved.
To explain how rain travels through the
water cycle.
Identify the features of the water cycle
by drawing own version (keywords at the
bottom of the page). Explain in your own
words what the water cycle is and how it
works.
Create a storyboard showing Robbie the
raindrops journey through the water
cycle.
AO3/4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 3
Grade 1/ (3c-3a)
To understand the layout of the river
basin and the key areas.
To know which of the UK’s rivers are
local to you.
Grade 2 to 3/ (4c-5b)
To understand the layout of the river
basin and describe the different features
it has.
To identify local rivers and use an atlas
to identify surrounding rivers and areas.
The river basin
To create a pop up river basin with the
appropriate labels on the diagram.
AO1
To create a pop up river basin with the
appropriate labels on the diagram. To
give a written description of the river
basin and its features.
AO2
Grade 4 to 5/ (5a-7c)
To describe the features of the river
basin.
To identify rivers and their associated
towns/cities in the North East
To create a pop up river basin with the
appropriate annotations on the diagram.
To give a written description of the river
basin and its features.
AO3
Rivers in the UK
To identify local rivers on a map of the
UK using an Atlas as support.
AO2
To identify local rivers on a map and
identify surrounding rivers and areas
using an atlas for support.
AO3
To identify the rivers and their
associated towns/cities on a map of the
north east. To identify where Ingleby
Barwick would appear on the map.
(using atlas or gis/google maps)
AO4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 4
Grade 1/ (3c-3a)
To identify different modes of river
erosion, deposition and transportation.
To understand how erosion can cause
rivers to bend.
Grade 2 to 3/ (4c-5b)
To understand the different modes of
erosion, deposition and transportation.
To understand and describe how a
meander is formed
Grade 4 to 5/ (5a-7c)
To be able to explain the different
modes of erosion, deposition and
transportation.
To explain how a meander is formed.
Erosion, Deposition
and Transportation
Go to the correct sign (erosion,
deposition or transportation) when given
key words.
Create a cartoon/picture to remember 3
key words (e.g. salt for saltation)
Go to the correct sign (erosion,
deposition or transportation) when given
key words.
To match the keyword with its correct
definition.
Create a cartoon/picture to remember 3
key words they are struggling with (e.g.
salt for saltation)
Go to the correct sign (erosion,
deposition or transportation) when given
key words.
To match the keyword with its correct
definition and explain them in their own
words.
Create a cartoon/picture to remember 2
key words they are struggling with (e.g.
salt for saltation)
Answer an exam style question about
the rate of erosion/deposition at
meanders.
AO1
AO2
AO2
Meanders
To identify where erosion and deposition
occur on a river bend. To be able to
create a labelled diagram. Sketch from
image
AO1
To create a detailed diagram of a
meander and give a written description
of how it is formed.
AO2
To create a detailed diagram of a
meander and give a written explanation
of how it is formed.
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 5
Ox-bow lakes
Grade 1/ (3c-3a)
To be able to describe ox-bow lakes and
how they are formed.
To understand how a waterfall is formed
by creating a 3D model.
Draw and image with labels to describe
what an ox-bow lake is from picture
(what it looks like).
Create a storyboard showing the
formation of an ox-bow lake from a
meander.
AO2
Grade 2 to 3/ (4c-5b)
To describe an ox-bow lake and explain
its formation.
To describe the formation of a waterfall.
Give a written description of an ox-bow
lake.
Create a storyboard showing the
formation of an ox-bow lake from a
meander.
AO3
Grade 4 to 5/ (5a-7c)
To explain the formation of an ox-bow
lake and answer and exam style
question.
To explain the formation of a waterfall
using keywords accurately.
Give a written description of an ox-bow
lake.
Create a storyboard showing the
formation of an ox-bow lake from a
meander.
Answer an exam style question about
the formation of an ox-bow lake.
AO4
Waterfalls
Assessment Opportunity (deep
marked task & improvements
on rivers)’Explain the formation
of a waterfall’ use images as
answer/support
AO?
Match up the stages of a waterfall
formation and stick in books.
Create a 3D model of a waterfall using
modelling clay.
AO2
Match up the stages of a waterfall
formation and stick in books.
Describe in your own words how a
waterfall is formed.
AO3
Match up the stages of a waterfall
formation and stick in books.
Explain and in your own words how a
waterfall is formed.
AO3/4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 6
Improvement Task
opportunity from last
week’s work
Grade 1/ (3c-3a)
To understand an example of a waterfall
and how it was formed.
(improvement task to be work on a given
area of weakness in rivers or to develop
greater rivers to higher level)
Grade 2 to 3/ (4c-5b)
To describe an example of a waterfall
and how it was formed.
(improvement task to be work on a given
area of weakness in rivers or to develop
greater rivers to higher level)
Grade 4 to 5/ (5a-7c)
To explain an example of a waterfall and
how it was formed.
(improvement task to be work on a given
area of weakness in rivers or to develop
greater rivers to higher level)
(Self-Assessment)
Mark in class
Waterfall example
To know one example of a waterfall (e.g.
high force), to understand how it was
formed and which river it is on.
To create a factfile about the waterfall.
To know one example of a waterfall (e.g.
high force), to describe how it was
formed and which river it is on.
To create a factfile about the waterfall
describing it and explain how it was
formed.
AO2
To know two example of a waterfall (e.g.
high force/ Angel falls), to explain how it
was formed and which river it is on.
To create a factfile comparing the two
waterfalls.
AO3
AO2/3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Spring 2
Objectives
Week 1
Why do people live near
rivers?
Why do rivers flood?
Flooding
Support
Grade 1/ (3c-3a)
To consider why people live near rivers,
looking at the benefits and challenges.
To understand the key causes of river
flooding.
Identify the benefits / challenges of living
near a river using examples.
Consider the benefits/challenges of
living near the Tees.
AO2
Understand the main causes of river
flooding. To be able to define these
causes and consider which would have
the biggest impact of the river Tees.
Hydrograph-how to interpret it
AO2
Core
Grade 2 to 3/ (4c-5b)
To explain why people live near rivers,
looking at the benefits and challenges.
To describe the key causes of river
flooding.
Explain the benefits / challenges of living
near a river using examples.
Consider the benefits/challenges of
living near the Tees.
AO3
describe the main causes of river
flooding. To be able to define these
causes and consider which would have
the biggest impact of the river Tees. To
describe the impacts flooding may have
in Teesside
AO2/3
Extension
Grade 4 to 5/ (5a-7c)
To justify why people live near rivers,
looking at the benefits and challenges.
To explain the key causes of river
flooding.
Explain the benefits / challenges of living
near a river using examples.
To justify the benefits/challenges of
living near the Tees.
AO3
Explain the main causes of river
flooding. To be able to define these
causes and consider which would have
the biggest impact of the river Tees. To
describe the impacts flooding may have
in Teesside
AO3
Intervention
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 2
TBC
Assessment Opportunity (deep
marked task & improvements)
A description of the causes of river
flooding and the impacts the will have
Marked Piece – Why do
rivers flood? Exam style
question
AO3
A detailed description with elements
of explanation as to how and why
rivers flood
AO3/4
A full explaination fo the causes of
river flooding
AO3/4
AO3/4
GIS lesson
To use Gis to research the likelihood of
different areas flooding.
AO2
To use Gis to research the likelihood of
different areas flooding. To consider the
impacts flooding may have.
AO3
To use Gis to research the likelihood of
different areas flooding. To consider the
impacts flooding may have. To consider
the likelihood of Teesside flooding
AO4
Ingleby Manor Scheme of Work : Geography - Year 7
Week 3
Grade 1/ (3c-3a)
To understand that different flood events
can have different consequences.
Grade 2 to 3/ (4c-5b)
To identify the different causes and
consequences of flood events.
Grade 4 to 5/ (5a-7c)
To identify the different causes and
consequences of flood events.
To consider whether some events were
worse than others.
Carousel task- using the support
worksheet and information cards identify
the years and impacts of the different
flooding events in the UK
AO2
Carousel task- using the worksheet and
information cards identify the years and
impacts of the different flooding events
in the UK
Carousel task- using the worksheet and
information cards identify the years and
impacts of the different flooding events
in the UK. Decide which flood was the
worst and which was the least damaging
and explain why.
Improvement Task on
marked piece (finish
GIS if needed)
Flooding in the UK
AO2
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 4
Grade 1/ (3c-3a)
To understand where Bangladesh is and
why it is prone to flooding.
To be able to describe the
consequences of flooding in Bangladesh
Where is Bangladesh
and why does it flood? Locate Bangladesh on a map of Asia
(inside India). Consider key facts such
as the total population. Sketch a copy of
the delta which Bangladesh lies on.
Understand why deltas flood. Delta map
vs photo- look at the difference
Grade 2 to 3/ (4c-5b)
To identify where Bangladesh is and
describe why it is prone to flooding.
To be able to explain the consequences
of flooding in Bangladesh
Locate Bangladesh on a map of Asia
(inside India). Consider key facts such
as the total population. Sketch a copy of
the delta which Bangladesh lies on.
describe why deltas flood.
AO2
Grade 4 to 5/ (5a-7c)
To identify where Bangladesh is and
explain why it is prone to flooding.
To be able to explain the consequences
of flooding in Bangladesh and consider
their impact.
Locate Bangladesh on a map of Asia
(inside India). Consider key facts such
as the total population. Sketch a copy of
the delta which Bangladesh lies on.
explain why deltas flood.
AO3
AO1
What are the
consequences of
flooding in
Bangladesh?
Identify the consequences of flooding in
Bangladesh, consider their importance
(diamond 9). Explain why you chose the
most important and least important.
AO3
Identify the consequences of flooding in
Bangladesh, consider their importance
(diamond 9). Explain why you chose the
most important and least important.
Write a letter to the UN describing the
situation in Bangladesh and why help is
needed.
AO3/4
Identify the consequences of flooding in
Bangladesh, consider their importance
(diamond 9). Explain why you chose the
most important and least important.
Write a letter to the UN explaining the
situation in Bangladesh and why help is
needed.
AO4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 5
Grade 1/ (3c-3a)
To understand how flooding can be
prevented in an LIC and HIC
Grade 2 to 3/ (4c-5b)
To describe the different methods used
to solve flooding issues in LICs and
HICs
Grade 4 to 5/ (5a-7c)
To compare the different strategies used
in LICs and HICs to solve flooding and
make a judgment as to which is the best.
Solving flooding in
Bangladesh
Video- identify the ways that Bangladesh
is trying to prevent flooding. Has it
worked? Why/why not?
AO2
Video- identify the ways that
Bangladesh is trying to prevent flooding.
Has it worked? Why/why not? Describe
the best method and justify why it should
be used
Video- identify the ways that Bangladesh
is trying to prevent flooding. Has it
worked? Why/why not? explain the best
method and justify why it should be used
AO3
AO3
Solving flooding in the UK
Carousel identify the different methods
used to prevent flooding in HICs and
consider their advantages and
disadvantages.
AO2
Carousel identify the different methods
used to prevent flooding in HICs and
consider their advantages and
disadvantages. Consider which the
worst is and which is the best and why.
AO3
Carousel identify the different methods
used to prevent flooding in HICs and
consider their advantages and
disadvantages. Consider which the
worst is and which is the best and why.
Exam style question as extension
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 6
Grade 1/ (3c-3a)
Draw a basic cross section of a river
River features on a
map and Cross
section of a river.
END OF TERM
ASSESSMENTS
Rivers and flooding
Grade 2 to 3/ (4c-5b)
Grade 4 to 5/ (5a-7c)
Draw a detailed cross section of a river
Draw an annotated cross section of a
river
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Geography : Africa
Summer 1
Objectives
Support
Core
Extension
Intervention
Ingleby Manor Scheme of Work : Geography - Year 7
Week 1
Where in the world is
Africa?
Grade 1/ (3c-3a)
To be able to identify the continent of
Africa on a map of the world and subSaharan Africa.
To understand the physical geography
of Africa
Identify Africa on a map of the world and
highlight sub-Saharan Africa. Atlas as
support
Grade 2 to 3/ (4c-5b)
To be able to identify the continent of
Africa on a map of the world and subSaharan Africa. To identify the major
oceans/seas surrounding Africa.
To be able to describe the physical
geography of Africa
Identify Africa on a map of the world and
highlight sub-Saharan Africa and major
seas/oceans
AO1
AO2
Grade 4 to 5/ (5a-7c)
To be able to identify the continent of
Africa on a map of the world and subSaharan Africa as well as the different
African countries.To identify the major
oceans/seas surrounding Africa.
To be able to describe the physical
geography of Africa and create a climate
graph
Identify Africa on a map of the world and
highlight sub-Saharan Africa and major
seas/oceans. To identify all of the
countries within Africa
AO2
The physical geography of
Africa
Map skills-relief of land
To understand what the land is like in
Africa e.g. flat/high, fertile. To be able to
describe the climate of sub-Saharan
Africa using a climate graph
AO2
To describe the type of land found in
Africa and the climate that people
experience there
To describe the type of land found in
Africa and the climate that people
experience there by creating a climate
graph.
AO3
AO4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 2
WEEK 2 MINI
ASSESSMENT
Farming in Africa
Grade 1/ (3c-3a)
To understand the importance of farming
for people living in Africa.
Identify sub-Saharan Africa on a map of
Africa. Describe the physical geography
and climate of Africa.
Read a diary entry from a farmer and
identify the positives and negatives.
Create a graph showing why people
choose to be come farmers.
AO1
Grade 2 to 3/ (4c-5b)
To describe what life is like for farmers
in Africa and explain why they rely upon
farming.
Identify sub-Saharan Africa on a map of
Africa. Describe the physical geography
and climate of Africa. Complete a
climate graph.
Read 2 diary entries from farmers and
decide what life is like for them by
writing a story describing what life is like
for farmers in Africa and why farming is
important.
Create a graph showing why people
choose to become farmers. Identify
mean/median and mode
AO2
Grade 4 to 5/ (5a-7c)
To explain why farming is essential to
some African families and its impact on
the wider economy of Africa.
Identify sub-Saharan Africa on a map of
Africa. Describe the physical geography
and climate of Africa. Create a climate
graph using data.
Read 2 diary entries from farmers and
some facts and figures about farming
then decide what life is like for them by
writing a story describing what life is like
for farmers in Africa and why farming is
important and how it impacts upon the
African economy.
Create a graph showing why people
choose to become farmers. Identify
mean/median and mode
AO3/4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 3
Improvement task and
farming continued
Grade 1/ (3c-3a)
To understand the importance of cattle
rearing in Africa. To create a song
describing life as a goat herder.
To understand the poverty cycle and
consider ways in which people can be
helped out of it.
Grade 2 to 3/ (4c-5b)
To describe the importance of cattle
rearing in Africa. To create a song
describing life as a goat herder.
To describe the poverty cycle and create
ways in which people can be helped out
of it.
Grade 4 to 5/ (5a-7c)
To explain the importance of cattle
rearing in Africa. To create a song
describing life as a goat herder.
To explain the poverty cycle and justify
ways in which people can be helped out
of it.
To identify reasons from a piece of text
explaining why cattle rearing is
important. To create a song describing
life as a farmer in Africa.
AO1
To describe reasons why cattle rearing
is important by identify reasons from a
piece of text. To create a song
describing life as a farmer in Africa.
To explain reasons why cattle rearing is
important by identify reasons from a
piece of text. To create a song
describing life as a farmer in Africa.
AO3
AO2
The poverty cycle
To understand what the poverty cycle is
and how a lack of education/money can
cause a person to enter it. To consider
how people can be helped.
AO2
To describe what the poverty cycle is
and how a lack of education/money can
cause a person to enter it. To create
ways to help people get out of it.
AO3
To explain what the poverty cycle is and
how a lack of education/money can
cause a person to enter it. To create and
justify ways to help people get out of it.
AO4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 4
Grade 1/ (3c-3a)
To describe the reasons why people
become coffee farmers. To describe
how Fairtrade supports coffee farmers in
Africa.
Grade 2 to 3/ (4c-5b)
To explain the reasons why people
become coffee farmers. To explain how
Fairtrade supports coffee farmers in
Africa.
Grade 4 to 5/ (5a-7c)
To explain and justify the reasons why
people become coffee farmers. To
explain and justify how Fairtrade
supports coffee farmers in Africa.
Coffee farming in
Ethiopia
Consider how many people are involved
in the process of making the coffee that
we buy start with coffee farmer. Read
Ables story (geog.1) and consider the
advantages and disadvantages of coffee
farming.
Read Ables story (geog.1) and consider
the advantages and disadvantages of
coffee farming. Explain why Able
decided to become a coffee farmer (give
information on coffee farming in Africa)
AO2
Read Ables story (geog.1) and consider
the advantages and disadvantages of
coffee farming. Explain and justify why
Able decided to become a coffee farmer,
draw upon your knowledge of Africa to
answer the question.
AO2
AO1
Fairtrade
To identify the key policies of the
Fairtrade movement by reading through
the information about what they do. To
write a letter to Able telling him about the
Fairtrade movement and how it can help
him.
AO1
To identify the key policies of the
Fairtrade movement by reading through
the information about what they do. To
write a letter to Able explaining to him
about the Fairtrade movement and how
it can help him.
To identify the key policies of the
Fairtrade movement by reading through
the information about what they do. To
write a letter to Able explaining to him
about the Fairtrade movement and how
it can help him, considering the positives
and negatives of joining Fairtrade.
AO2
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 5
Grade 1/ (3c-3a)
To understand and describe the ways
that Africa is developing and how it can
be developed.
Grade 2 to 3/ (4c-5b)
To explain the ways that Africa is
developing and how it can be
developed.
Grade 4 to 5/ (5a-7c)
To explain the ways that Africa is
developing and how it can be developed
and consider the effectiveness of this.
Addis Ababa
Create a picture depicting Addis Ababa
using a written description. Identify the
positives and negatives of the city using
a card sort.
AO2
Create a picture depicting Addis Ababa
using a written description. Identify the
positives and negatives of the city using
a card sort. Decide which
positives/negatives are worst/best and
explain why.
AO3
Create a picture depicting Addis Ababa
using a written description. Identify the
positives and negatives of the city using
a card sort. Decide which
positives/negatives are worst/best and
explain why. Consider how well the new
government schemes will be in the city.
AO4
Djibouti
To identify the factors which make
Djibouti a good location. Draw a sketch
map of the country and
highlight/annotate the factors which
make it a good location.
Draw a sketch map of the country and
highlight/annotate the factors which
make it a good location. Identify the
challenges that Djibouti faces and
explain the impact this could have on its
development.
AO3
Draw a sketch map of the country and
highlight/annotate the factors which
make it a good location. Identify the
challenges that Djibouti faces and
explain the impact this could have on its
development. Design an advert to
encourage companies to come to the
country highlighting the advantages it
has.
AO2
AO3/4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 6
How is the Horn of
Africa doing?
Grade 1/ (3c-3a)
To describe GDP in the horn of Africa
and the UK. To identify how it is
progressing.
To understand how the Millennium
Development Goals help countries like
those in the horn of Africa to develop.
Describe the GDP of the UK
and the horn of Africa, read a
newspaper article about the horn
of Africa and identify the ways it
has developed.
Grade 2 to 3/ (4c-5b)
To compare GDP in the horn of Africa to
the UK. To identify how it is progressing.
To describe how the Millennium
Development Goals help countries like
those in the horn of Africa to develop.
Compare GDP to the UK, read a
newspaper article about the horn
of Africa and identify the ways it
has developed.
AO3
Grade 4 to 5/ (5a-7c)
To compare and explain the difference
between GDP in the horn of Africa to the
UK. To identify how it is progressing.
To explain how the Millennium
Development Goals help countries like
those in the horn of Africa to develop.
Compare GDP to the UK,
explaining the differences. Read
a newspaper article about the
horn of Africa and identify the
ways it has developed.
AO2
AO3/4
The Millenium Development
Goals
Group task- each group will be given
one MDG they need to identify what it
was aiming to do, whether it has been
achieved and how it will help countries
to develop. Each group will feed back
allowing other groups to write the
information down. (peer support and
differentiated worksheets)
AO3
Group task- each group will be given
one MDG they need to identify what it
was aiming to do, whether it has been
achieved and how it will help countries
to develop. Each group will feed back
allowing other groups to write the
information down.
AO3
Group task- each group will be given
one MDG they need to identify what it
was aiming to do, whether it has been
achieved and how it will help countries
to develop. Each group will feed back
allowing other groups to write the
information down.
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Summer 2
Objectives
Week 1
Revision week
Desertification
Support
Grade 1/ (3c-3a)
Core
Grade 2 to 3/ (4c-5b)
Extension
Grade 4 to 5/ (5a-7c)
Intervention
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 2
End of year assessments
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 3
What is desertification
and why does it
happen?
Grade 1/ (3c-3a)
To understand what desertification is
and the issues it can cause.
Grade 2 to 3/ (4c-5b)
To describe desertification and the
issues it causes
Grade 4 to 5/ (5a-7c)
To explain desertification and the issues
it causes
Image of desertification map vs
photo
Create a definition for desertification
and a leaflet informing people about
why it happens using different
sources of information.
Image of desertification map vs
photo
Image of desertification map vs
photo
Create a definition for desertification
and a leaflet informing people about
why it happens using different
sources of information. This will
describe the process of
desertification.
Create a definition for desertification
and a leaflet informing people about
why it happens using different
sources of information. Explaining
why desertification happens.
AO2
AO3/4
AO3
What issues are
caused by
desertification
Identify the issues caused by
desertification from the image.
Create own image and annotations.
Identify and describe the issues
caused by desertification from the
image. Consider what life would be
like in an area of desertification by
writing a diary entry.
Identify and explain the issues
caused by desertification from the
image. Consider what life would be
like in an area of desertification by
writing a diary entry.
AO2
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 4
How can we prevent/lessen
the impacts of
desertification
Grade 1/ (3c-3a)
To identify ways in which desertification
can be prevented. To be able to
describe the issues surrounding
desertification in Africa.
Read through the different strategies for
coping with desertification and diamond
9 them. Say which is the best/worst and
why.
AO2
Desertification in Africa
Grade 2 to 3/ (4c-5b)
To explain ways in which desertification
can be prevented. To be able to explain
the issues surrounding desertification in
Africa.
Read through the different strategies for
coping with desertification and diamond
9 them. Say which is the best/worst and
why. Create an advert convincing
people to use the ‘best’ method
AO3
Identify the causes of desertification in
the Sahel- annotated map. Describe
these causes
Create a storyboard explaining how
desertification occurs in the Sahel
AO3
AO3/4
Grade 4 to 5/ (5a-7c)
To compare ways in which
desertification can be prevented. To be
able to explain the issues surrounding
desertification in Africa.
Read through the different strategies for
coping with desertification and diamond
9 them. Say which is the best/worst and
why. Write a letter to the government
saying which method they should use
and why
AO3
Create a storyboard explaining how
desertification occurs in the Sahel.
Create a written explanation to
accompany he story board
AO4
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 5
Grade 1/ (3c-3a)
To describe the ways that desertification
in the Sahel is being prevented.
To describe the causes of desertification
in the Mojave desert.
Solving desertification Create a leaflet describing to people
in Africa
what they can do to prevent
desertification using the information
cards
AO2
Grade 2 to 3/ (4c-5b)
To explain the ways that desertification
in the Sahel is being prevented.
To explain the causes of desertification
in the Mojave desert.
Grade 4 to 5/ (5a-7c)
To explain and justify the ways that
desertification in the Sahel is being
prevented.
To explain the causes of desertification
in the Mojave desert and compare these
causes to that of desertification in the
Sahel.
Create a leaflet explaining to people
what they can do to prevent
desertification using the information
cards
Create a leaflet explaining and justifying
to people what they can do to prevent
desertification using the information
cards
AO3
AO3
Desertification in the
Mojave desert
Video-causes of desertification. Identify
the causes and then describe them in a
newspaper article.
AO2
Video-causes of desertification. Identify
the causes and then explain them in a
newspaper article.
AO3
Video-causes of desertification. Identify
the causes and then explain and justify
them in a newspaper article.
AO3
TBC
Ingleby Manor Scheme of Work : Geography - Year 7
Week 6
How are people
coping with
desertification in the
Mojave desert
Grade 1/ (3c-3a)
To describe the ways that desertification
in the Mojave desert is being prevented.
To know the Antarctic treaty and its
importance.
Grade 2 to 3/ (4c-5b)
To explain the ways that desertification
in the Mojave desert is being prevented.
To explain the Antarctic treaty and its
importance.
Identify the ways people cope with
desertification and consider which are
the best/worst.
describe the ways people cope with
desertification and consider which are
the best/worst.
AO2
AO3
Grade 4 to 5/ (5a-7c)
To explain and justify the ways that
desertification in the Mojave desert is
being prevented.
To explain and justify the Antarctic treaty
and its importance.
explain the ways people cope with
desertification and consider which are
the best/worst.
AO4
Cold deserts
Understand who uses Antarctica
Diamond 9 the aims of the Antarctica
treaty
Understand who uses Antarctica
Diamond 9 the aims of the Antarctica
treaty and say which they are the
most/least important
AO2
Understand who uses Antarctica
Diamond 9 the aims of the Antarctica
treaty and say which they are the
most/least important. Create a poster
asking people to come to ANtarctica
AO2
AO2
TBC
SMSC In Geography
*examples of SMSC opportunities are highlighted throughout Scheme of Work in green
SPIRITUAL – The study of Geography is promoting a sense of wonder and fascination with the physical and human world. An understanding of scale is an
important aspect of Geography and how small changes in climate can have far reaching consequences. Understanding that all life is linked together and
create the processes that make Earth the only known inhabited planet. Pupils reflect on the long and short term impacts noting the rights and wrongs linking
into the value of justice.
MORAL – Moral issues are a vital part of many of the topics covered in Geography. We look at how the development of cites have put pressure on wildlife
and the rural-urban fringe. We cover the issues of an ever increasing population and the different approaches taken by countries to tackle the problem.
Examples include the one child policy in China, the education of women in India and the aging population in the UK.
SOCIAL – Social issues are common themes within Geography. At KS3 we study the causes of migration and pupils look at the views of asylum seekers and
refugees to develop compassion. We consider the issue of global warming with an emphasis on how we can make a difference by making small changes to
lifestyles. Pupils also develop leadership and teamwork both in the classroom and on field work visits
CULTURAL – Understanding different cultures is an important part of Geography. We look at how different cultures and beliefs can impact on issues such as
birth control. Students look at the development of settlement within the United Kingdom and the importance of leisure and tourism and how shifts in culture
have impacted on tourism. Pupils look at different places such as China, Ethiopia and the Middle East and are introduced to their customs and traditions
allowing pupils to develop their humility and an understanding of the world as a global community.
Specific examples of Spiritual, Moral Social and Cultural Develop in Geography include:
 Studying the needs of a settlement and deciding on the best location
 Analysing the effectiveness of the one child policy in China, giving their views and suggesting alternative
methods to combat the issue of increasing populations.
 Using case studies of natural disasters to understand the social and cultural impacts
 The moral issue of fair trade and food miles putting profit before others and the environment.
SMSC In Geography
*examples of SMSC opportunities are highlighted throughout Scheme of Work in green
SPIRITUAL – The study of Geography is promoting a sense of wonder and fascination with the physical and human world. An understanding of scale is an
important aspect of Geography and how small changes in climate can have far reaching consequences. Understanding that all life is linked together and
create the processes that make Earth the only known inhabited planet. Pupils reflect on the long and short term impacts noting the rights and wrongs linking
into the value of justice.
MORAL – Moral issues are a vital part of many of the topics covered in Geography. We look at how the development of cites have put pressure on wildlife
and the rural-urban fringe. We cover the issues of an ever increasing population and the different approaches taken by countries to tackle the problem.
Examples include the one child policy in China, the education of women in India and the aging population in the UK.
SOCIAL – Social issues are common themes within Geography. At KS3 we study the causes of migration and pupils look at the views of asylum seekers and
refugees to develop compassion. We consider the issue of global warming with an emphasis on how we can make a difference by making small changes to
lifestyles. Pupils also develop leadership and teamwork both in the classroom and on field work visits
CULTURAL – Understanding different cultures is an important part of Geography. We look at how different cultures and beliefs can impact on issues such as
birth control. Students look at the development of settlement within the United Kingdom and the importance of leisure and tourism and how shifts in culture
have impacted on tourism. Pupils look at different places such as China, Ethiopia and the Middle East and are introduced to their customs and traditions
allowing pupils to develop their humility and an understanding of the world as a global community.
Specific examples of Spiritual, Moral Social and Cultural Develop in Geography include:
 Studying the needs of a settlement and deciding on the best location
 Analysing the effectiveness of the one child policy in China, giving their views and suggesting alternative
methods to combat the issue of increasing populations.
 Using case studies of natural disasters to understand the social and cultural impacts
 The moral issue of fair trade and food miles putting profit before others and the environment.