Curriculum Overview: what students will study.
Geography: Year 7
In year 7 students will study the following topics
Term 1a: Geographical Skills
To learn to describe the different types of geography.
To learn to understand how direction is shown on maps., how to use
four figure grid references and scale on a map.
To learn to identify the main ordnance survey map symbols.
To learn to describe and explain the changes in land use in maps.
Term 1b: Out of Africa
The human and physical features of Africa and its climate.
The population of different African countries and why they differ.
The effect of modern technology on developing countries in Africa.
An in-depth investigation of the Gambia
Term 2a: Extreme Environments
The climate, plants and animals of the polar and hot desert regions.
How animals and humans adapt to these areas.
Threats to these areas from human activity.
Term 2b: Rivers and Flooding
The water cycle and its importance for life on Earth.
Rivers and their main features from source to mouth.
Term 3a: Rivers and Flooding
The causes of flooding and why some rivers are more likely to flood
than others.
The effects of flooding on the landscape and humans comparison
between more and less economically developed countries
Term 3b: Ecosystems
A development of the work carried out in Term 2a:
Understanding how the different parts of the environment interact and
depend on each other,
The Earth’s main ecosystems and where they are found.
The tropical rainforest ecosystem.
Home learning tasks will include
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Extended reading.
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Self-correction/re-drafting.
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Presentation creating.
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Research.
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Extended writing

Creative projects.
To help us track student progress throughout the
year and provide personalised support and
intervention, students will be assessed in the
following ways
Geographical skills

Written analysis of a range of maps of the
Shelfield area.

Students will create own map of where they live.
Out of Africa

A personal investigation of the climate and
animals of an African country.

An analysis of economic and growth statistics for
African countries.

A formally assessed piece of extended writing
comparing the Gambia with other countries.
Extreme Environments

An assessed piece of extended writing
explaining how humans and animals have
adapted to living in these areas.
Rivers and Flooding

Analysis of river features using photographic
evidence.

An analysis of how rivers shape the landscape
around them.
Rivers and Flooding

Assessment task analysing the short and long
term effects of flooding.
Ecosystems

Investigation piece on the plants and animals of
the rainforest.

Individual project on a selected animal.

How the rainforest should be managed.
By covering these units and completing assessments and home
learning tasks, students will be able to:
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Locational Knowledge: Extend their locational knowledge
and deepen their spatial awareness of the world’s countries
using maps of their local area and the world to focus on Africa,
Russia, Asia (including China and India), and the Middle East,
focusing on their environmental regions, including polar and
hot deserts, key physical and human characteristics, countries
and major cities,
Place Knowledge: Understand geographical similarities,
differences and links between places through the study of
human and physical geography of a region within Africa.
Human and Physical Geography: Understand how human
and physical processes interact to influence, and change
landscapes, environments and the climate; and how human
activity relies on effective functioning of natural systems.
Geographical skills: Build on their knowledge of globes, maps
and atlases and apply and develop this knowledge routinely in
the classroom. Interpret Ordnance Survey maps in the
classroom and the field, including using grid references and
scale, topographical and other thematic mapping, and aerial
and satellite photographs
How parents can help support their child’s learning

Encouraging students to watch geography related programmes and documentaries.

Testing students on key spellings.

Proof reading students’ work and asking them interrogative questions about what/why
they have written something.