Geography Curriculum 2019-2020
Head of Humanities Department: Mrs. M. Timberlake
Email Address: firstname.lastname@example.org
At Gilbert Inglefield Academy, the teaching of Geography is intended to inspire a curiosity and fascination about the world and its people that will remain with our pupils for the rest of their lives. We aim to equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
The schemes of work are designed to develop pupils' growing knowledge about the world, to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Moreover, we aim to develop geographical skills (such as the reading of maps and locational information) that will support our pupils throughout their lives.
Through the study of Geography, pupils are able to develop a range of skills and abilities and as they move up through the school, their skills are refined and developed through more advanced tasks and high-level thinking skills. The Geography teaching staff also work hard to support progress in English, Mathematics and Citizenship in all lessons.
Geography is taught as part of the Creative Curriculum in Year 5; details can be seen on the Creative Curriculum page.
In this unit, pupils learn about the history and Geography of China whilst reading Zhang Qian in English. Pupils will use a range of resources to study and analyse the geographical and social structures in ancient and modern China, as well as researching a famous explorer from the past.
Contrasting Locations: Cornwall and Leighton Buzzard
In this unit, pupils compare the town of Leighton Buzzard to that of a county in the UK (Cornwall). Pupils learn how to explain the location and development of settlements and learn how to compare land uses in different areas of the country. This will support pupils' work in English as they read “The Giant’s Necklace”.
In this unit, pupils revisit the main physical features of global geography by conducting geographical surveys of the continents of the world before focusing on the continent of North America. Pupils learn to identify and explain human and physical geographical features and also learn how to describe locations. Pupils consider settlement, land use and tourism in Mexico.
Chocolate: from Bean to Bar (Fairtrade)
In this unit, pupils develop their understanding of the concept of Fair Trade using chocolate as a specific focus. Pupils follow the ‘story’ of chocolate from bean to bar and consider the benefits of the Fair Trade programme for Less Economically Developed Countries (LEDC).
In this unit, pupils study the physical and human considerations of tectonics in today’s world. Focusing on earthquakes and tsunamis, pupils investigate the geographical and geological reasons for these events (plate tectonics) and the human responses to them (using Japan and Montserrat as case studies).
My Patch: Map and Atlas Skills
In this unit, pupils develop their map and atlas skills. They learn how to follow the sixteen point compass rose, identify four- and six-figure grid references, identify and explain Ordnance Survey (OS) map symbols and to follow directions on a map. They conclude the unit by completing “My Patch” where they investigate a specific location in the UK (chosen independently) using a section of an OS map: in doing so they actively consolidate their understanding of map skills, description of a location, and explanation of land use. The ‘My Patch’ unit is underpinned by GIS (Geographical Information Systems) and has a strong ICT bias.
In this unit, pupils consider and investigate the human and physical geography of the continent of Africa. They will learn about the main physical features (including the diversity of environments) of the continent and then consider and analyse: stereotypical views of Africa; life in urban and rural areas; poverty; education; disease, famine, drought; fair trade; sustainability; and tourism. In doing so, pupils will develop their explanatory skills, use a wide range of sources, and will develop their decision making skills.
This short unit focuses on the geographical features of the world’s most adventurous biomes. This module appeals to pupils' sense of wonder and adventure, virtually dropping them into dramatic places above and below ground and allowing them to explore the physical processes that formed them and continue to shape them. The module includes some ICT based work, lots of creativity as well as map skills and mostly focuses on the adventure landscapes of the UK.
Weather in the UK
In this unit, pupils learn about the physical process of weather. They learn about different types of weather, clouds, pressure and weather systems. They also learn how to measure weather and how to document geographical trends through graphing. By the end of the unit, they will be able to: describe and explain different weather systems; to produce and analyse various climate graphs; describe and explain the factors that influence climate; and explain how and why we measure the weather.
In this unit, pupils consider the main issues surrounding the concept of Food Miles. Using a range of geographical sources, pupils reach their own conclusions regarding the significance and importance of Food Miles on a national and global scale. In the unit, pupils conduct a range of activities to develop their map and atlas skills, decision making skills, group work, and speaking and listening skills.
In this unit, pupils examine population growth, distribution, density, movement and policies. They will need to be able to describe patterns and characteristics of human populations. They will need to be able to explain the factors influencing these patterns and characteristics. Pupils must then be able to make reasoned and evidence based arguments about the challenges and issues these differences in population create. Finally they should be able to analyse patterns [spatial and time related] in population and draw conclusions using evidence to support their arguments. Some should be able to make reasoned predictions about future changes in trends on a range of scales.
This unit focuses on the global issue of Development and considers the key question as to why some countries are more developed than others. Pupils will understand the characteristics or More Economically Developed and Less Economically Developed countries and will consider key concepts and social, economic and environmental factors (such as employment, education etc.) and analyse how they impact development. Pupils will conclude the unit by comparing MEDC and LEDC and by considering how the gap can be closed.
In this unit, pupils conduct an in-depth study of ‘Cold Environments’ with a focus on Antarctica. Pupils use human and physical geographical skills to develop their understanding of climate zones, glaciers and glaciation, bio-diversity, and eco-systems. This unit has strong literacy and numeracy links and is also designed to develop the pupil’s independent research skills.
Zombie Apocalypse Geography
In this unit, pupils are able to embed and develop their mapping and atlas skills through a imaginary "Zombie Apocalypse" theme. They use a range of maps and mapping/atlas skills to identify major cities, to comment on and compare locations and to create maps of their own. There are strong literacy and numeracy links throughout this unit as pupils are encouraged to think logically and creatively.