Year 9 — Geography

Term 1: Rocks and Soil

Rocks and Soil

Students will study the three main rock types: sedimentary, igneous and metamorphic rock. Students will look at the relationship between these rocks within the rock cycle. Students will also look at the effects of weathering and erosion on rocks/soil and associated mass movement processes.

Students will practice skills of photo interpretation/analysis and physical process sequencing. Students will also develop case study knowledge of real place examples of soil erosion and desertification.

End of unit assessment

Students will complete a short assessment which tests their knowledge of rock types, photo interpretation skills, understanding of physical processes and analysis of relevant case studies.

Sedimentary rock

A type of rock formed from layers of sediment compacted at the bottom of the ocean floor.

Igneous rock

A type of rock which forms from cooled and solidified magma/lava.

Metamorphic rock

A type of rock which originally may have been sedimentary or igneous, but has been changed under heat and/or pressure.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students will explore the fundamental processes that occur in the ground beneath their feet. They will develop a greater understanding of different places around the world and the extreme events which are occurring there.

Create a supportive community:

Students develop a greater appreciation of the result of their actions upon the environment. Students develop an awareness of what they should and shouldn't do in order to prevent soil erosion and desertification in the future.

Term 2: Natural Resources

Natural Resources

Students will compare renewable and non-renewable resources present in the natural world. They will develop an understanding of the risks associated with over-dependence on non-renewable resources in the future. They will also look at the future of renewable resources and how they can help maintain our current demands for energy as well as help reduce global warming and climate change.

End of unit assessment

Students will complete an assessment which tests their knowledge and understanding of different types of resources. Students will be asked to evaluate the positive and negative aspects of using different types of resources for energy.

Renewable resource

A resource which can be repeatedly used without ever running out.

Non-renewable resource

A resource that will run out when used up, and not regenerate within our life time.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students will develop a greater understanding of the impacts of their lifestyle and everyday actions upon the environment and therefore upon the wider world. They will understand how global warming, caused by their actions, leads to problems for others.

Create a supportive community:

Students will learn how changes to their lifestyle choices can positively affect the environment and other communities around the world.

Term 3: Earning a Living (Employment)

Students will learn to categorise jobs into primary, secondary, tertiary and quaternary industries. Students will look at the evolution of these industries over time - both in more developed countries and less developed countries. Students will also try to predict future changes to countries employment structures.

End of unit assessment

Students will be tested on their knowledge of different employment industries. They will also have to analyse the employment structure of countries at different levels of development. Students will be assessed using graphs and charts in order to develop their mathematical skills.

MEDC

More Economically Developed Countries

LEDC

Less economically developed countries

HIC

High income country (another term for MEDC)

LIC

Low income country (another term for LEDC)

NEE

Newly emerging country (a country which is in the process of industrialising and developing now)

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students will appreciate the development of the UK's economy and society over time. They will reflect upon, and learn from, historical developments within the UK.

Create a supportive community:

Students will develop an understanding of lifestyles in less developed countries, and how their actions directly impact the lives of factory workers in poor communities. Students will understand how Fairtrade and work equality will help other communities.

Term 4: Development

The Development Gap!

Students will compare levels of development in countries around the world. They will explore historical reasons why some countries have failed to develop today. They will also examine the role of Fairtrade in helping to support less developed countries today.

End of unit written test (50 mins)

Students will be assessed on causes and solutions to uneven development around the world. They will be required to refer to case studies in order to analyse different levels of global development. They will also be expected to incorporate key development indicators and terms into their answers.

GDP

Gross Domestic Product - the total amount of money a country earns in a year

Birth rate

The number of births per 1000 people

Death rate

The number of deaths per 1000 people

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students will reflect upon their role in a global society and how their everyday actions are impacting the life chances of workers all around the world.

Create a supportive community:

Students will understand what they can do to positively impact upon other people's lives e.g. by buying Fairtrade products.

Term 5: Natural Hazards -Rivers & Flooding

Rivers and Flooding -

Pupils will identify and learn about river landforms created by both erosion and deposition such as v shaped valleys, meanders and oxbow lakes. Pupils will examine the physical and human causes of flooding and will compare why the effects of flooding are often more severe in LEDCs.

End of unit written test (50 mins)

Students will be assessed on river landforms created by both erosion and deposition such as v shaped valleys, meanders and oxbow lakes. The physical/human causes and effects of flooding and flood management in the UK.

Tributary

A small stream which flows into a main river channel

Confluence

Where a tributary connects/joins to a main river channel

Source

Where a river begin (in a mountain)

Mouth

Where a river ends (by flowing into the sea)

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students will develop a greater sense of awe and wonder when they explore the physical landscapes of the UK - focusing on fluvial landforms and processes.

Create a supportive community:

Students will understand how their actions can directly impact upon the physical environment and how this then impacts upon the lives of others. Students will learn how to live more sustainably in the future so as to reduce the risk of river flooding.

Term 6: Natural Hazards & Geographical Skills

Geographical Skills -

For this module pupils will continue to develop and improve their use of geographical skills using OS maps and aerial photographs, 4 and 6 figure grid references, measuring direction and contour lines.

End of year Exam: 1 hour written assessment (in school hall)

Students will be assessed on geographical skills using OS maps and aerial photographs, 4 and 6 figure grid references, direction, scale and contour lines.

Tectonic hazard

A natural hazard caused by movements of tectonic plates

Flood hazard

A natural hazard caused by water flooding

Atmospheric hazard

A natural hazard caused by weather changes in the atmosphere (air)

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students will develop a great range of skills in this unit which will help them practically as well as academically.

Create a supportive community:

Students will learn how to carry out practical skills which are useful when working as a team and problem solving.