Year 7 — Geography

Term 1: An Introduction to Geography/Making and Mapping Connections

An Introduction to Geography

Map Skills - Making and mapping connections

At the start of this unit pupils will be introduced to human, physical and environmental geography.

This unit also introduces pupils to essential map skills and encourages them to discover their own local, national and global connections. Pupils are challenged to present information on maps whilst developing an understanding of height, scale and direction.

End of unit written test (50 mins) Students will be assessed on their knowledge and understanding of human and physical geography, grid references, height, scale and direction.

Physical Geography

The study of the natural features of the earth's surface, especially in its current aspects, including land formations, climate, currents, and distribution of flora and fauna

Human Geography

The branch of geography dealing with how human activity affects or is influenced by the earth's surface.

Grid Reference

A map reference indicating a location in terms of a series of vertical and horizontal grid lines identified by numbers or letters

Symbol

A mark or character on a map, used as a representation of an object

Contour lines

A line on a map joining points of equal height above or below sea level

Pattern

A repeated form or sequence

Height above sea level

The height of land measured from sea level (m)

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students learn to interpret symbols, contours and grid references for the first time.

Create a supportive community:

Students work together to discover places on a map, as well as look at the relationship between different places.

Term 2: Settling Down

Settling Down -

This unit is about settlements. The villages, towns and cities we live in. Using Aylesbury as a Case Study, pupils explore settlement growth patterns, the ways in which the settlement has changed over time and possibilities for future development.

End of unit written test (50 mins) Students will be assessed on settlement growth patterns, the ways in which settlements in the UK have changed over time and future development.

Settlement

A place where people live

Site

The land a settlement is built on

Function

the main purpose of a settlement e.g. port town or market town

Market town

A town with a large market where people come to buy and sell goods

Megacity

A city with a population of over ten million people

City

A large settlement with a large population of up to ten million people

Hamlet

A very small settlement made up of a few houses

Village

a small settlement usually with a population a hundreds of people

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students understand how and why towns and cities were established across the UK. They understand why their own city of London was built where it is, and why it has continued to grow and be successful today. Students take a reflective look at the places where they live as well as consider how their communities may grow in the future.

Create a supportive community:

Students work together to suggest ways in which their ancestors would have worked together to survive and thrive in difficult environments. Group activities see students work as a team to choose a settlement site which is compatible with their survival and success.

Term 3: Exploring Britain

Exploring Britain -

Pupils learn about the countries and nations that make up the British Isles. They study Britain’s physical landscape as well as key elements of the region’s human geography. These include examples of urban and rural areas as well as the types of economic activity found in Britain nowadays.

20 Mark end of unit online assessment covering: The assessment focuses on the promotion of Britain through the tourism industry. Students will be assessed on their knowledge of both human and physical attractions in Britain and will need to consider the diversity of attractions in Britain that could be of interest to tourists.

Great Britain

England, Scotland and Wales

United Kingdom

England, Scotland, Wales and Northern Ireland

British Isles

England, Scotland, Wales, Northern Ireland and the Republic of Ireland

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students understand the place they live in. They understand Britain's history, as well as the interrelationship between its economic, social, political and environmental aspects. They understand how their lifestyle and way of life today is viewed by people in different countries around the world.

Create a supportive community:

Students gain a better understanding of their local and national communities. They can reflect on their place in British society as well as their place in global society.

Term 4: Our Restless Planet

Our Restless Planet -

Pupils are being introduced to some of nature’s most destructive hazards; earthquakes and volcanic eruptions. They learn about their causes, their immediate and long-term effects and they develop an understanding of how humans respond to them.

End of unit written test (50 mins)

Students will be assessed on the causes and effects of destructive hazards such as earthquakes and volcanic eruptions. Students will be required to show an understanding of their immediate and long-term effects and how humans respond to them.

Crust

The outer layer (surface) of the Earth

Mantle

The thickest layer of the earth, made up of molten rock

Core

The deepest layer of the earth. It is split into the outer and inner core.

Destructive plate margin

the boundary where an oceanic plate moves towards a continental plate, and then sinks beneath it

Constructive plate margin

the boundary between two plates which are moving away from each other, forming a gap in the middle - which magma rises up from

Plate margin/boundary

the edges of two plates / where two plates meet

Conservative plate margin

where two plates slide side-by-side past each other

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students gain a greater appreciation of the power of nature, and the effect it can have on peoples' lives. They gain a greater respect for forces of nature and understand how to prepare for, and respond to, natural hazards and disasters. Students also empathize with people who have been affected by the devastating extremes of natural occurrences. Lastly, students appreciate the effect of economy, politics and society on the extent to which lives can be damaged or consequently saved from nature's deadliest disasters.

Create a supportive community:

Students learn to appreciate society on a global scale. They learn how countries support one another in periods of disaster. They understand how they can help and offer support to people within the global community.

Term 5: Rivers and Floods

Rivers and Floods -

Pupils will examine the river processes and the formation of river landforms created by both erosion and deposition. Pupils will examine the physical and human causes of flooding. They investigate local and national consequences of this phenomenon and use geographical skills to study the measures put in place to reduce the effects of flooding.

End of unit written test (50 mins)

Students will be assessed on their understanding of the physical and human causes of flooding, the effects of flooding and measures put in place to reduce the effects of flooding.

Drainage Basin

An area drained by a river and its tributaries

Watershed

The edge of the drainage basin

Source

Where a river starts

Mouth

Where the river flows into the sea

Meander

a large bend in a river channel

Tributary

a small stream which flows into a main river channel

Confluence

the point on a river where a tributary joins/connects to the main river channel

Flood

an overflow of water from a river channel

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students gain a greater understanding of nature around them. They take a new look at natural features found around them.

Create a supportive community:

Students understand how their local community must prepare for, and react to, flood risks in their area.

Term 6: The World of Sport

The World of Sport -

This is an end of year project. Pupils will look at ways in which sport can link people and places around the world. This project will involve a range of concepts such as globalization and the sustainability of global events such as the Olympic Games.

End of year exam: In class written assessment (50 mins)

Students will be assessed on the ways in which sport can link people and places around the world. And on concepts such as globalization and the sustainability of the London 2012 Olympic Games.

Sustainable Development

Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

Football

a team game involving kicking a ball, in particular (in the UK) soccer

Football team

a group of players selected to play together in the various team sports known as football

Football stadium

a stadium where football games are held

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students appreciate the ways in which sport can not only develop the individual, but also bring the community together.

Create a supportive community:

Students appreciate the ways in which sport can not only develop the individual, but also bring the community together.