Quick Links

Useful Links

Geography - Year 9

Mathematics - Year 7

Click here to return to our Geography curriculum overview

Below you will find more specific information about the curriculum in Geography for Year 9 students, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Miss Staines if you have any questions.

Please click on the questions below to find out more.

How are groups organised?

We organise our classes by mixed ability. The students have four one-hour lessons per fortnight.

What characteristics does a successful student have in this subject?

The most successful students in this subject will enjoy learning about different people, places and cultures. Students will be keen to develop their knowledge of contemporary issues such as global warming and climate change. They will show an awareness of geographical issues within countries for example Bali. 

What are the key concepts students will study at this level?

  • Climate change
  • Development
  • Globalisation
  • Sustainability
  • Tectonic processes
  • Hazard management

What will students learn at this level?

Autumn Term - Global Warming and Climate Change

  1. Consider the human and physical causes of climate change
  2. Impact of global warming and climate change on people and the environment.
  3. Evaluate ways that we can slow down the impacts of climate change and consider why we are not doing more to stop this.
  4. Geographical enquiry into the sustainability of Baldock

Spring Term - Restless Earth

  1. Identify tectonic plates and types of plate boundaries.
  2. Explain how and why tectonic plates move and the hazards which are created at different types of plate boundaries.
  3. Consider how these hazards can have different effects in different types of countries (e.g. difference between Low Income Countries- LICs- and High Income Countries- HICs).

Summer Term 1 - Development- Bali DME

  1. Defining development and exploring how it can be measured
  2. Describe and explain how the development gap can be reduced.
  3. Explain how tourism can be used to reduce the development gap in Bali.
  4. Exploring whether the proposed Benoa Bay development in Bali should go ahead (Decision Making Exercise).

Summer Term 2 - GCSE Coastal Landscapes in the UK

  1. Wave formation and wave types
  2. Processes of erosion, transportation and deposition.
  3. Erosional and depositional landforms.
  4. How coastlines need to be managed using hard and soft engineering.

What skills will students develop at this level?

  • Map skills
  • Research skills
  • Literacy and numeracy skills
  • Atlas skills
  • Design skills
  • Teamwork
  • Problem solving
  • Communication skills
  • Analytical and evaluative skills
  • Geographical enquiry
  • Visual literacy
  • Geographical Information Systems (GIS) 

How will students learn at this level?

  • Teacher-led explanations
  • Group work
  • Independent research through books, internet and journals
  • Drawing and labelling diagrams
  • Model making
  • Watching video clips
  • Sequencing the formation of features
  • Note taking
  • Analysis of information to answer questions about people or places
  • Creating and analysing maps and data

How will students’ learning be assessed at this level?

Topic 1- Global warming and climate change

You will be assessed by an end-of-topic test made up of multiple-choice, short and long-answer questions.

Topic 2- Restless Earth

You will be assessed by a research project evaluating the impacts of two different earthquakes. This will take place mid-way through the topic.

Topic 3- Development

You will be assessed by a decision-making exercise open book end-of-topic test.

Topic 4- GCSE Coastal Landscapes in the UK

You will be assessed by a GCSE style end-of-topic test made up of multiple-choice, short and long-answer questions.

When do key assessments take place?

Topic 1- Global warming and climate change

End of Autumn term.

Topic 2- Restless Earth

Mid-way through Spring term.

Topic 3- Development

Mid-way through Summer term.

Topic 4- GCSE Coastal Landscapes in the UK

End of summer term/beginning of Year 10.

How can parents/carers support students’ learning?

  • Encourage you to keep up with news events around the world related to the topics you are studying with a particular focus on earthquakes, volcanoes, tsunamis, climate change, development issues and coastal management.
  • Encourage you to take pride in your work and make sure that notes in your book or folder are useful and in order.
  • Encourage you to research events or processes in further detail using the internet, documentaries or other sources.
  • Give feedback and suggestions when completing homework tasks, revision and assessed projects.
  • Encourage you to watch TV programmes with a geographical focus, e.g. look out for Geoggle Box.
  • Visit a variety of places (local or further afield) and take an interest in their physical and human characteristics. 

What equipment do students need for this subject?

Essential school equipment

Colouring pencils

How does this subject link to other subjects?

  • Maths- use of graphical and statistical skills
  • Art- drawing skills
  • History- ability to interpret photos or other figures
  • English- extended writing and use of good spelling, punctuation and grammar

What websites or resources may be helpful to support students’ learning?

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

 

What sort of careers can this subject lead to?

As it is such a wide-ranging subject, Geography can open up a wide range of careers for you! See the website below for more information:

https://www.rgs.org/geography/choose-geography/careers/

What does student work look like in this subject at this level?

 

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

 

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

 

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?