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Geography - Year 9

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 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.

 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 Year

Topic

Autumn Term

Restless Earth

Spring Term

Development

Summer Term

Sustaining Ecosystems

Powerful Knowledge

We will delve into the Earth’s interior and learn about its tectonic plates and their movements, and discover how volcanoes, earthquakes and tsunamis are formed. Students will investigate how earthquakes occur and the effects of the 2010 Haiti and Chile earthquakes to consider the different factors which make some events deadlier than others. Students will find out how the magnitude of an earthquake is measured using the Richter Scale. Students will learn what can be done to reduce the effects of earthquakes and how homes can be made safer in earthquake zones.

This topic gives students an understanding of why some countries have become more developed or richer than others, including both physical and human factors which have affected this. They will learn about development indicators and how these can be used to compare a range of countries across the world. Finally, they will examine strategies which have been used by these countries and by the world as a whole (through aid and international agreements) to help them develop.

In this topic students will learn about the world's 7 most common ecosystems and the characteristics of each. They will examine the different human activities which affect these ecosystems and evaluate the significance of the impact of these both now and for the future. They will investigate strategies used to improve sustainability in these ecosystems and evaluate their success.

Specific Skills
  • Structuring and writing extended exam answers.
  • Evaluating the impact of tectonic events on groups of people.
  • Empathising with others.
  • Problem-solving to identify how countries could respond to events or prevent damage in the future.
  • Explaining processes
  • Reading and interpreting maps
  • Sequencing the stages of formation of events.
  • Descriptions of patterns shown on maps
  • Comparing and contrasting
  • Empathising with others
  • Critical thinking to evaluate development strategies

 
  • Describing and comparing key characteristics
  • Explaining impacts of human activities
  • Critical thinking to evaluate sustainable management strategies

 

Specific Locations

Port-au-Prince- Haiti, Concepcion- Chile, Indian Ocean, San Francisco

Ethiopia, Zambia, The UK, China, Norway

 

Costa Rica, The Arctic, Antarctica

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 Mrs Flockton 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.  

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?