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Geography - Year 8

Mathematics - Year 7

Click here to return to our Geography curriculum home page

Below you will find more specific information about the curriculum in Geography for Year 8 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.

Subject Key Concepts

                                                                              #1 Places            #2 Atmospheric Processes    

                                                           #3 Geophysical Processes          #4 Population         #5 Development    

                                                #6 Interdependence          #7 Sustainable Futures         #8 Geographical Skills

Please click here for Subject Key Concepts.

Curriculum Overview for the Autumn and Spring


Autumn Term

How are urban areas changing?

Spring Term

What causes weather?

Powerful Knowledge

This topic allows students to explore the reasons why urban areas in some countries are growing much faster than others. They will examine what living conditions are like in different cities around the world and how slums can be improved. Students will consider how to make cities more sustainable by creating plans for the proposed new development of Baldock.

In this topic students will discover how the different elements which make up our weather are caused. We will introduce students to the idea of low- and high-pressure weather systems, as well as how different types of rainfall are created. Students will then consider how extreme weather events occur and begin to consider the idea of changing weather patterns as a result of climate change.


Specific Skills

·    Investigating quality of life for others

·    Comparing cities around the world

·    Problem-solving

·    Mapping megacities

· Explaining processes

· Reading and interpreting maps

· Sequencing the stages of formation of events.

· Empathising with people in other parts of the world.

· Considering future environmental change.

Specific Locations

Dharavi- India, Baldock

Tornado Alley- USA, UK

Useful documents:

Please click here for a PDF of curriculum overview.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Ms 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 three 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 skills in urban planning. They will show an awareness of geographical issues within countries such as China. 

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- Urban Areas

You will create your own New Neighbourhoods for Baldock development map and write a letter to our MP explaining the layout and sustainability of your design. This will take the form of a project which is completed at school and as homework.

Topic 2- Weather and Storm Hazards

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

Topic 3- Changing China

You will combine your classwork with extra research carried out in the library to write a newspaper report focussing on how China has changed economically, socially and environmentally in the last 30-40 years. This will be completed at school and as homework.

When do key assessments take place?

Topic 1- Urban Areas

End of Autumn term.

Topic 2- Weather and Storm Hazards

Mid-way through Spring term.

Topic 3- Changing China

Summer term.

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 urban planning, weather and storm hazards and China.
  • 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?