{"id":23157,"date":"2026-07-03T01:16:19","date_gmt":"2026-07-03T01:16:19","guid":{"rendered":"https:\/\/futuralearning.co.uk\/schools\/?page_id=23157"},"modified":"2026-10-04T20:53:24","modified_gmt":"2026-10-04T20:53:24","slug":"geography-curriculum-overview","status":"publish","type":"page","link":"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/geography-curriculum-overview\/","title":{"rendered":"Geography Curriculum Overview"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"23157\" class=\"elementor elementor-23157\">\n\t\t\t\t<div class=\"elementor-element elementor-element-18ca7d9 e-flex e-con-boxed e-con e-parent\" data-id=\"18ca7d9\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;slideshow&quot;,&quot;background_slideshow_gallery&quot;:[{&quot;id&quot;:6878,&quot;url&quot;:&quot;https:\\\/\\\/futuralearning.co.uk\\\/schools\\\/wp-content\\\/uploads\\\/2026\\\/01\\\/b-1.png&quot;}],&quot;background_slideshow_loop&quot;:&quot;yes&quot;,&quot;background_slideshow_slide_duration&quot;:5000,&quot;background_slideshow_slide_transition&quot;:&quot;fade&quot;,&quot;background_slideshow_transition_duration&quot;:500}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-b7c00f9 e-con-full e-flex e-con e-child\" data-id=\"b7c00f9\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-a499d05 elementor-widget elementor-widget-heading\" data-id=\"a499d05\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Geography Curriculum Overview\n<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7a3126a elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"7a3126a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-98f1a71 e-flex e-con-boxed e-con e-parent\" data-id=\"98f1a71\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-4a7b5bb e-con-full e-flex e-con e-child\" data-id=\"4a7b5bb\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-5e82e53 elementor-widget elementor-widget-text-editor\" data-id=\"5e82e53\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h2 class=\"HTXT\"><strong>Geography Curriculum Overview<\/strong><\/h2>\n<h3>Geography Curriculum Team Vision<\/h3>\nAt Chilton Trinity, our vision is to inspire future generations by giving our students key substantive and disciplinary concepts to allow them to gain deep understanding of how the world works. We will provide our students with a wide breadth and depth of both place and locational knowledge by ensuring that we are adaptive and reactive to current events.\n\nWe shall enable students to gain an understanding of both human and physical geography across a variety of scales (globally, nationally and locally). Our aim is for all students to achieve and succeed by offering them opportunities to go on fieldwork, explore new places and providing a high-quality teaching experience. This is vital to geographers so that they are aware of their presence and how they can \u2018<em>Think like a Geographer\u2019<\/em>\u00a0and not to see our subject as a set of standalone topics, but one that is interconnected and sewn together in its entirety.\n\nThis will enrich their cultural capital and we want to ensure that students are engaged, challenged and inspired about their place. The taught curriculum will enable our students to be inquisitive and to question \u2018the norm\u2019.\n<h3>Geography Curriculum Intent<\/h3>\nOur intent is to provide a high-quality geography education for all students across phases, inspiring a curiosity and fascination about the world and its people in all students that will remain with them for the rest of their lives. Our curriculum is ambitious for all and strives to address inclusion and disadvantage in its intent and implementation.\n\nThe aim is to ensure that students are equipped with knowledge about a diverse range of places, people, resources and natural and human environments, together with a deeper understanding of the earth\u2019s key physical and human processes. Students will leave Chilton with the ability to make sense of the complex world around them by understanding and confidently investigating some of the major challenges and opportunities the world faces today. The aim is to ensure that students will develop greater competence in using geographical knowledge and concepts which they can use to analyse and explain key geographical information.\n\nWe will endeavour to go above and beyond The National Curriculum to ensure our students have a thorough understanding of the ever-changing world around them.\u00a0 By doing so, this will enrich students locational and spatial knowledge whilst acquiring cultural capital to be a confident and successful citizen.\n\nUnderpinning the intent are key substantive and disciplinary concepts:\n<ul>\n \t<li data-gh-bg=\"1\">Substantive = location, place, physical and human geography, geographical skills, cultural understanding and sustainability<\/li>\n \t<li data-gh-bg=\"1\">Disciplinary = literacy, numeracy, fieldwork, and map skills (OS maps, atlases, globes and map work).<\/li>\n<\/ul>\n<img decoding=\"async\" class=\"imageright\" src=\"https:\/\/futuralearning.co.uk\/schools\/wp-content\/uploads\/2026\/10\/Untitled.png\" width=\"479\" height=\"88\" \/>\n<h3>Key Stage 3<\/h3>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td colspan=\"7\"><strong>Long Term Plan<\/strong><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Topic 1<\/strong><\/td>\n<td><strong>Topic 2<\/strong><\/td>\n<td><strong>Topic 3<\/strong><\/td>\n<td><strong>Topic \u00a04<\/strong><\/td>\n<td><strong>Topic 5<\/strong><\/td>\n<td><strong>Topic 6<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Year 7<\/td>\n<td>Why is my place important?<\/td>\n<td>Is our weather getting worse?<\/td>\n<td>What is happening to Earth\u2019s resources?<\/td>\n<td>What does the future of UK energy look like?<\/td>\n<td>How important is the UK in the wider world?<\/td>\n<td>What factors influence our coasts?<\/td>\n<\/tr>\n<tr>\n<td>Key Learning\n\nStudents need to know and remember from this unit of work<\/td>\n<td>Difference between human and physical geography\n\nHow we use the\u00a0 different geographical scales \u2013 local, national and global.\n\nMap skills including grid references, scale &amp; distance, map symbols, how to follow a route\n\nLocal school fieldwork\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nLocal geography \u2013 the impact and stakeholders of the Jaguar Land Rover factory in Puriton.<\/td>\n<td>The difference between weather and climate\n\nHow to measure weather using equipment\n\nMicroclimate fieldwork &amp; investigation\n\nWhat causes the different types of rain.\n\nHow the UK weather is changeable\n\nThe effects flooding in Somerset\n\nCauses of climate change\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nHow to reduce and prevent climate change<\/td>\n<td>An overview of geological timescales\n\nHow the rock cycle creates three distinct rocks (igneous, sedimentary and metamorphic)\n\nThe impact of weathering on soil\n\nThe spheres of the Earth \u2013 being able to describe them\n\nAtmosphere\n\nHydrosphere\n\nLithosphere\n\nBiosphere\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<td>What non-renewable sources are and how they are made\n\nWhat renewable sources are and how they are made\n\nUnderstanding what nuclear energy is\n\nTo understand why Hinckley Point C is important locally and globally.\n\nWhy sustainability is important when using natural resources\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThe future of resources<\/td>\n<td>How we organise jobs into:\n\nPrimary\n\nSecondary\n\nTertiary\n\nQuaternary\n\nTo understand how farms are economic systems\n\nTo recognise the impact of manufacturing\n\nTo be able to explain why tourism is making the UK tertiary sector rise\n\nTo understand how Hinckley Point C is impacting the Bridgwater economy\n\nHow trade created globalisation\n\nHow containerisation accelerates globalisation\n\nThe impact of globalisation in Bristol<\/td>\n<td>How waves are created\n\nThe types and impact of erosion including landforms\n\nHow sediment is transported along the\n\nHow depositional landforms are made\n\nTo recognise different stakeholders at the coastline\n\nTo compare hard and soft engineering techniques\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nMap skills<\/td>\n<\/tr>\n<tr>\n<td>Links to prior and future learning<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Local area studies\n\nFuture learning KS3\n\n7.4 &#8211; UK Economy\n\n7.6 \u2013 Coasts\n\n8.1 &#8211; Rivers\n\nFuture learning KS4\n\nUK Economy \u2013 CEW\n\nCoasts\n\nRivers<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Wet and dry places\n\nFuture learning KS3\n\n7.4 \u2013 Energy\n\n8.2 &#8211; Biomes\n\nFuture learning KS4\n\nClimate Change\n\nRivers<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Sustainability\n\nFuture learning KS3\n\n7.4 \u2013 UK Energy\n\n8.2 &#8211; Biomes\n\n8.3 \u2013 Development\n\nFuture learning KS4\n\nResource management\n\nLiving World\n\nChallenge of natural hazards<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Sustainability\n\n7.3 \u2013 Earth\u2019s resources\n\nFuture learning KS3\n\n8.1 &#8211; Rivers\n\nFuture learning KS4\n\nCEW &#8211; UK Economy\n\nResource management<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Local area studies\n\nFuture learning KS3\n\n8.3 \u2013 Development\n\n8.4 \u2013 Migration, urbanisation &amp; population\n\n9.4 \u2013 Globalisation in Asia\n\nFuture learning KS4\n\nUK Urban Issues &amp; Challenges\n\nCEW &#8211; UK Economy<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Seaside\n\n7.2 \u2013 Weather &amp; Climate\n\nFuture learning KS3\n\n8.1 \u2013 Rivers\n\n8.4 \u2013 Migration, urbanisation &amp; population\n\n9.2 \u2013 Risky places\n\nFuture learning KS4\n\nCoasts<\/td>\n<\/tr>\n<tr>\n<td>Check for Understanding\n\nHow we will check for understanding in this unit of work<\/td>\n<td>Map skills test\n\nExtended written answer to a local geography enquiry<\/td>\n<td>Recall test checking key words, fieldwork and air pressure\n\nExam questions on climate change<\/td>\n<td>Test on Earth spheres\n\nLocal school biosphere investigation \u2013 assessing written explanation and graph\/numeracy skills<\/td>\n<td>Comparing the difference between energy sources\n\nMap and extended writing on HPC.<\/td>\n<td>June assessment (\/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions.<\/td>\n<td>Landform and processes test \/10\n\nDecision making exercise around coastal engineering<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<td>Topic 1<\/td>\n<td>Topic 2<\/td>\n<td>Topic 3<\/td>\n<td>Topic \u00a04<\/td>\n<td>Topic 5<\/td>\n<td>Topic 6<\/td>\n<\/tr>\n<tr>\n<td>Year 8<\/td>\n<td>How have rivers shaped the UK landscape?<\/td>\n<td>Why do people live differently to us?<\/td>\n<td>What creates global ecosystems?<\/td>\n<td>How do we know Africa is not a country?<\/td>\n<td>How is migration affecting population?<\/td>\n<td>Why are glaciers important?<\/td>\n<\/tr>\n<tr>\n<td>Key Learning\n\nStudents need to know and remember from this unit of work<\/td>\n<td>Describe the UK landscape (relief, topography) \u2013 areas of upland vs lowland\n\nIdentify features of the drainage basin.\n\nHow to describe and explain the formation of landforms found at each river profile (upper, middle and lower).\n\nTo compare hard and soft engineering techniques.<\/td>\n<td>How to measure development\n\nThe factors that affect development\n\nThe barriers that country\u2019s face to develop\n\nHow aid can help to reduce the development gap.\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<td>Location of major global biomes\n\nHow to create and interpret a climate graph\n\nTo be able to explain different plant and animal adaptations\n\nTo understand uses of the rainforest and tundra.\n\nThe global threats to the rainforest and tundra.\n\nHow climate change will impact these biomes.<\/td>\n<td>That Africa is a continent made up of 54 diverse countries.\n\nTo recognise distinct biomes in Africa.\n\nTo understand how colonisation and post-colonisation has impacted Africa.\n\nHow juxtaposition is present in the continent \u2013 housing, economies, development.\n\nFocus in on Kenya \u2013 culture, biomes, society, life<\/td>\n<td>Distinguish different types of migration\n\nConcept of urbanisation &#8211; causes, consequences, local example of urbanisation\n\nand its impacts on people and places.\n\nUrbanisation on a global scale (megacities).\n\nPopulation density and distribution (globally and in the UK).\n\nCultural understanding of the impacts of migration economically, socially and politically.<\/td>\n<td>The forces that shape the landscapes long ago (Ice ages, glaciation and processes)\n\nTo explain key glacial landforms.\n\nTo be able to interpret glacial landforms on maps and photographs.\n\nCurrent human uses of glacial landscapes.\n\nTo be aware of the impact of climate change on glaciers in Russia.<\/td>\n<\/tr>\n<tr>\n<td>Links to prior and future learning<\/td>\n<td>Previous learning\n\nKS1 \u2013 Mountains &amp; rivers\n\nKS2 \u2013 UK key topographical features\n\n7.6 \u2013 Coastal landscapes\n\nFuture learning KS3\n\n8.6 &#8211; Glaciation\n\nFuture learning KS4\n\nUK landscape &#8211; Rivers<\/td>\n<td>Previous learning\n\n7.1 \u2013 My place\n\n7.3 \u2013 Earth resources\n\nFuture learning KS3\n\n8.4 \u2013 Africa\n\n8.5 \u2013 Migration &amp; population\n\n9.3 \u2013 Globalisation\n\nFuture learning KS4\n\nChanging Economic World &#8211; Development<\/td>\n<td>Previous learning\n\nKS2 \u2013 Climate zones\n\nKS2 \u2013 Biomes &amp; vegetation belts\n\nFuture learning KS3\n\n9.2 \u2013 Risky places\n\n9.5 \u2013 Middle East &amp; Hot Deserts\n\nFuture learning KS4\n\nLiving World<\/td>\n<td>Previous learning\n\nKS1 \u2013 port, harbours, city, town, village\n\nKS2 \u2013 Biomes &amp; vegetation\n\n8.2 \u2013 Development\n\n8.3 &#8211; Biomes\n\nFuture learning KS3\n\n9.2 \u2013 Risky places\n\nFuture learning KS4\n\nChanging Economic World &#8211; NEE Country (Nigeria)\n\nDevelopment Gap<\/td>\n<td>Previous learning\n\nKS2 \u2013 Economic activity\n\nKS2 \u2013 Types of settlement &amp; land use\n\n8.3 \u2013 Development\n\nFuture learning KS3\n\n9.4 \u2013 Globalisation in Asia\n\nFuture learning KS4\n\nUK Urban Issues &amp; Challenges\n\nChanging Economic World &#8211; UK Economy<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Land use\n\n7.2 \u2013 Weather &amp; Climate\n\n8.3 \u2013 Global ecosystems\n\nFuture learning KS3\n\n9.2 \u2013 Risky places\n\nFuture learning KS4\n\nClimate change<\/td>\n<\/tr>\n<tr>\n<td>Check for Understanding\n\nHow we will check for understanding in this unit of work<\/td>\n<td>Assessment\n\nCheckpoint:\n\nKey word test\n\nExtended writing answer<\/td>\n<td>Assessment Checkpoint:\n\nCauses of development \u2013 graphs, short recall.\n\nExtended answer around how to resolve development gap<\/td>\n<td>Assessment\n\nCheckpoint:\n\nClimate graph with statistical analysis\n\nAdaptation question<\/td>\n<td>Assessment Checkpoint:\n\nMid-topic test checking location and skill knowledge\n\nExtended writing on Kenya<\/td>\n<td>Assessment\n\nCheckpoint:\n\nJune assessment (\/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions.<\/td>\n<td>Assessment\n\nCheckpoint:\n\nIdentifying key features of a glacial landscape\n\nPoster on current and future use of glaciers<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><strong>Year 9 2024-2025 only<\/strong><\/h3>\nThis curriculum for Year 9 suits this year group due to previous and future curriculum adaptations (see table below for future SoL)\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<td>Topic 1<\/td>\n<td>Topic 2<\/td>\n<td>Topic 3<\/td>\n<td>Topic 4<\/td>\n<td>Topic 5<\/td>\n<td>Topic 6<\/td>\n<\/tr>\n<tr>\n<td>Year 9\n\n.<\/td>\n<td>Why is tourism changing?<\/td>\n<td>Why are glaciers important?<\/td>\n<td>How are humans navigating risky places?<\/td>\n<td>How is globalisation affecting Asia?<\/td>\n<td>Are Rio&#8217;s poor being neglected?<\/td>\n<td>Why is the Middle\n\nEast an important world region?<\/td>\n<\/tr>\n<tr>\n<td>Key Learning\n\nStudents need to know and remember from this unit of work<\/td>\n<td>Overview of UK towns and city locations\n\nHow and why tourism is changing\n\nWhat tourism in the UK looks like\n\nThe impact of tourism \u2013 positive and negatives\n\nThe principles around ecotourism\n\nWhat mass tourism is, and how countries have responded\n\nFocus on Weston-Super-Mare with external fieldwork\n\nDay trip \u2013 including data collection methods\n\nData presentation and analysis\n\nConclusion\n\nEvaluation<\/td>\n<td>The forces that shape the landscapes long ago (Ice ages, glaciation and processes)\n\nTo explain key glacial landforms.\n\nTo be able to interpret glacial landforms on maps and photographs.\n\nCurrent human uses of glacial landscapes.\n\nTo be aware of the impact of climate change on glaciers in Russia.<\/td>\n<td>What sustainable development goals are\n\nCauses and effects of deforestation\n\nWhy coral reefs are vulnerable to change\n\nThe consequences of plastic for marine life\n\nThe issue of piracy\n\nThe human cost around diamonds\n\nForbidden places \u2013 who has access?<\/td>\n<td>Retrieving globalisation from year 7\n\nHow globalisation impacts the developing world (LIC\/NEE)\n\nWhat outsourcing is and the impact on India &amp; China\n\nHow Japan is linked to the wider world via TNCs.\n\nTo understand how Russia\u2019s natural resources allow it to be part of globalisation.\n\nThe impact of de-globalisation in Russia.<\/td>\n<td>Push\/pull factors and impacts of migration in Brazil.\n\nHow informal settlements are created due to urban growth.\n\nTo recognise the opportunities and challenges created by urban growth.\n\nTo explain how planning is trying to reduce the development gap.<\/td>\n<td>Link back to key physical characteristics of a hot desert and climate graphs.\n\nUnderstanding where the Middle East is and its physical\n\nand human geography\n\nInvestigating conflict and\n\ncontroversy and the importance of this world region.\n\nThe importance of oil\n\nContrasting countries in the region.\n\nHow countries have to adapt and mitigate due to the impacts of climate change.<\/td>\n<\/tr>\n<tr>\n<td>Links to prior and future learning<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Land use\n\n7.6 \u2013 Coastal landscapes\n\n8.6 &#8211; Population\n\nFuture learning KS3\n\n9.3 \u2013 Risky places\n\n9.4 &#8211; Globalisation\n\nFuture learning KS4\n\nUK landscape \u2013 Coasts\n\nUK Urban Issues &amp; Challenges<\/td>\n<td>Previous learning\n\nKS1\/2 \u2013 Land use\n\n7.2 \u2013 Weather &amp; Climate\n\n8.3 \u2013 Global ecosystems\n\nFuture learning KS3\n\n9.2 \u2013 Risky places\n\nFuture learning KS4\n\nClimate change<\/td>\n<td>Previous learning\n\n8.1 \u2013 Biomes\n\n8.2 &#8211; Africa\n\n8.3 \u2013 Development\n\nFuture learning KS3\n\n9.3 \u2013 Risky places\n\n9.6 \u2013 Middle East &amp; Hot Deserts\n\nFuture learning KS4\n\nUK Urban Issues &amp; Challenges\n\nChanging Economic World &#8211; NEE Country (Nigeria)\n\nDevelopment Gap<\/td>\n<td>Previous learning\n\n8.3 \u2013 Development\n\n8.6 &#8211; Population\n\n9.3 \u2013 Risky places\n\nFuture learning KS3\n\n9.5 &#8211; Rio\n\nFuture learning KS4\n\nChanging Economic World\n\nDevelopment Gap\n\nUK Urban Issues &amp; Challenges<\/td>\n<td>Previous learning\n\n8.3 \u2013 Development\n\n9.4 &#8211; Globalisation\n\nFuture learning KS4\n\nUrban Issues &amp; Challenges<\/td>\n<td>Previous learning\n\n7.2 \u2013 Weather &amp; Climate\n\n8.1 \u2013 Global ecosystems\n\n8.3 \u2013 Development\n\n9.3 \u2013 Risky places\n\nFuture learning KS4\n\nThe Living World<\/td>\n<\/tr>\n<tr>\n<td>Check for Understanding\n\nHow we will check for understanding in this unit of work<\/td>\n<td>Assessment Checkpoint:\n\n\/10 recall test after tourism\n\nFieldwork assessment \u2013 graphs and analysis.<\/td>\n<td>Assessment Checkpoint:\n\nIdentifying key features of a glacial landscape\n\nPoster on current and future use of glaciers<\/td>\n<td>Assessment Checkpoint:\n\nEnd of topic test, including comparing and evaluating risk across risky places\n\nResearch forbidden places presentation<\/td>\n<td>Assessment Checkpoint:\n\nMay assessment (\/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions.<\/td>\n<td>Assessment Checkpoint:\n\nKey word test with application\n\nExtended writing piece on challenges vs opportunities<\/td>\n<td>Assessment\n\nCheckpoint:\n\nClimate graph with statistical analysis\n\n\/25 test<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Year 9 from Sept 2025 onwards<\/strong>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<td>Topic 1<\/td>\n<td>Topic 2<\/td>\n<td>Topic 3<\/td>\n<td>Topic 4<\/td>\n<td>Topic 5<\/td>\n<\/tr>\n<tr>\n<td>Year 9\n\n.<\/td>\n<td>Can we ever life safely in a hazardous world?<\/td>\n<td>How are humans navigating risky places?<\/td>\n<td>How is globalisation affecting Asia?<\/td>\n<td>Are Rio&#8217;s poor being neglected?<\/td>\n<td>Why is the Middle\n\nEast an important world region?<\/td>\n<\/tr>\n<tr>\n<td>Key Learning\n\nStudents need to know and remember from this unit of work<\/td>\n<td>Tectonic hazards\n\nUnderstanding the theory of plate tectonics\n\nThe different types of volcanoes\n\nHow volcanoes and earthquakes are links to plate tectonics and associated tectonic hazards e.g., tsunami\n\nFocus on current example of a volcanic eruption\n\nHow geologists and scientists monitor these hazards to mitigate impact for people.\n\nAtmospheric hazards\n\nHow the atmosphere creates weather hazards like tropical storms and wildfires\n\nHow geologists and scientists monitor these hazards to mitigate impact for people.<\/td>\n<td>What sustainable development goals are\n\nCauses and effects of deforestation\n\nWhy coral reefs are vulnerable to change\n\nThe consequences of plastic for marine life\n\nThe issue of piracy\n\nThe human cost around diamonds\n\nForbidden places \u2013 who has access?<\/td>\n<td>Retrieving globalisation from year 7\n\nHow globalisation impacts the developing world (LIC\/NEE)\n\nWhat outsourcing is and the impact on India &amp; China\n\nHow Japan is linked to the wider world via TNCs.\n\nTo understand how Russia\u2019s natural resources allow it to be part of globalisation.\n\nThe impact of de-globalisation in Russia.<\/td>\n<td>Push\/pull factors and impacts of migration in Brazil.\n\nHow informal settlements are created due to urban growth.\n\nTo recognise the opportunities and challenges created by urban growth.\n\nTo explain how planning is trying to reduce the development gap.<\/td>\n<td>Link back to key physical characteristics of a hot desert and climate graphs.\n\nUnderstanding where the Middle East is and its physical\n\nand human geography\n\nInvestigating conflict and\n\ncontroversy and the importance of this world region.\n\nThe importance of oil\n\nContrasting countries in the region.\n\nHow countries have to adapt and mitigate due to the impacts of climate change.<\/td>\n<\/tr>\n<tr>\n<td>Links to prior and future learning<\/td>\n<td>Previous learning\n\n7.1 \u2013 My place\n\n7.3 \u2013 Earth\u2019s resources\n\n8.2 \u2013 Development\n\nFuture learning KS3\n\n9.2 \u2013 Risky places\n\nFuture learning KS4\n\nThe Challenge of Natural Hazards<\/td>\n<td>Previous learning\n\n7.5 \u2013 Globalisation\n\n8.2 \u2013 Development\n\n8.3 \u2013 Biomes\n\n8.4 &#8211; Africa\n\nFuture learning KS3\n\n9.2 \u2013 Risky places\n\n9.5 \u2013 Middle East &amp; Hot Deserts\n\nFuture learning KS4\n\nUK Urban Issues &amp; Challenges\n\nChanging Economic World &#8211; NEE Country (Nigeria)\n\nDevelopment Gap<\/td>\n<td>Previous learning\n\n7.5 \u2013 Globalisation\n\n8.2 \u2013 Development\n\n8.5 &#8211; Population\n\n9.2 \u2013 Risky places\n\nFuture learning KS3\n\n9.4 &#8211; Rio\n\nFuture learning KS4\n\nChanging Economic World\n\nDevelopment Gap\n\nUK Urban Issues &amp; Challenges<\/td>\n<td>Previous learning\n\n8.2 \u2013 Development\n\n9.3 &#8211; Globalisation\n\nFuture learning KS4\n\nUrban Issues &amp; Challenges<\/td>\n<td>Previous learning\n\n7.2 \u2013 Weather &amp; Climate\n\n8.2 \u2013 Development\n\n8.3 \u2013 Global ecosystems\n\n9.2 \u2013 Risky places\n\nFuture learning KS4\n\nThe Living World<\/td>\n<\/tr>\n<tr>\n<td>Check for Understanding\n\nHow we will check for understanding in this unit of work<\/td>\n<td>Assessment Checkpoint:\n\nComparing the effects of a tectonic hazard\n\nResponding to an atmospheric hazard<\/td>\n<td>Assessment Checkpoint:\n\nEnd of topic test, including comparing and evaluating risk across risky places\n\nResearch forbidden places presentation<\/td>\n<td>Assessment Checkpoint:\n\nMay assessment (\/40) will check progress against all units. It will include extended geographical writing, numeracy, map and graph skills and multiple choice questions.<\/td>\n<td>Assessment Checkpoint:\n\nRecall test on causes of growth in NEEs\n\nExtended writing on opportunities<\/td>\n<td>Assessment\n\nCheckpoint:\n\nClimate graph with statistical analysis\n\n\/25 test<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Key Stage 4<\/h2>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<td>Topic 1<\/td>\n<td>Topic 2<\/td>\n<td>Topic 3<\/td>\n<td>Topic 4<\/td>\n<td>Topic 5<\/td>\n<td>Topic 6<\/td>\n<td>Topic 7<\/td>\n<\/tr>\n<tr>\n<td>Year 10<\/td>\n<td>The Living World (Paper 1 &#8211; Section B)<\/td>\n<td>Changing Economic World &#8211; Development (Paper 2 &#8211; Section B)<\/td>\n<td>Natural Hazards (Paper 1 &#8211; Section A)<\/td>\n<td>Coasts (Paper 1 &#8211; Section C)<\/td>\n<td>Coastal Fieldwork (Paper 3 \u2013 Physical Fieldwork)<\/td>\n<td>Urban Challenges &amp; Issues &#8211; Bristol (Paper 2 &#8211; Section A)<\/td>\n<td>Bristol Fieldwork (Paper 3 &#8211; Section B &#8211; Human Fieldwork)<\/td>\n<\/tr>\n<tr>\n<td>Key Learning\n\nStudents need to know and remember from this unit of work<\/td>\n<td>That there are different scales (local to global) of ecosystems that all involve the interaction and interdependence of biotic and abiotic components.\n\nThat the tropical rainforest biome and hot desert has a range of distinctive characteristics (physical interdependence and adaptations)\n\nThe economic and environmental impacts of deforestation, focusing on the Amazon rainforest.\n\nThat rainforests need to be managed sustainably due to the value.\n\nUse of the hot desert\n\nHow and why desertification is a problem in the hot desert<\/td>\n<td>How to classify parts of the world according to their level of economic development and quality of life.\n\nCauses and consequences of uneven\u00a0 development\n\nAn overview of strategies to reduce the global development gap .<\/td>\n<td>Tectonic hazards\n\nPlate tectonic theory\n\nPhysical processes at the margins and creation of tectonic hazards.\n\nComparison of Japan and Nepal earthquakes (primary vs secondary effects &amp; immediate vs long-term responses)\n\nReasons why people live in areas of hazard risk.\n\nWeather hazards\n\nHow atmospheric circulation creates weather &amp; climate\n\nHow tropical storms develop as a result of particular physical conditions \u2013 distribution, causes, structure &amp; features, climate change.\n\nThe effects and responses of tropical storms, including a focus on Typhoon Haiyan.\n\nHow the UK is affected by a number of weather hazards.\n\nExtreme weather events in the UK have impacts on human activity.\n\nHow management can reduce the effects of tectonic and weather hazards<\/td>\n<td>That the coast is shaped by physical processes (weathering, mass movement, erosion, transportation and deposition)\n\nCharacteristics and formation of landforms resulting from erosion and those from deposition.\n\nHow geology influences landforms.\n\nThe costs and benefits of hard and soft engineering to protect the coast from physical processes. Including an awareness of these in Lyme Regis and the reasons for them.<\/td>\n<td>The enquiry question\n\nThe geographical theory underpinning the enquiry \u2013 coastal management\n\nPotential risks and how to mitigate them\n\nAppropriate sources of primary and secondary data. How to use different sampling strategies to collect. Justification of these methods.\n\nHow to present the data collected in visual, graphical and cartographic methods. Description, explanation of the presentation\n\nDescription, analysis and explanation of the results of fieldwork data. Be able to create links, identify anomalies and statistical techniques.\n\nTheir conclusion in relation to the data and enquiry focus.\n\nEvaluate the enquiry \u2013 limitations, suggestions of how to improve and the impact of this on reliability.<\/td>\n<td>Overview of distribution of population and cities in the UK.\n\nFocus on Bristol:\n\nLocation and importance\n\nImpacts of migration\n\nOpportunities created by urban change\n\nChallenges created by urban change\n\nSocial inequality in neighbourhoods\n\nTemple Quarter as a site of regeneration<\/td>\n<td>The enquiry question\n\nThe geographical theory underpinning the enquiry \u2013 regeneration\n\nPotential risks and how to mitigate them\n\nAppropriate sources of primary and secondary data. How to use different sampling strategies to collect. Justification of these methods.\n\nHow to present the data collected in visual, graphical and cartographic methods. Description, explanation of the presentation\n\nDescription, analysis and explanation of the results of fieldwork data. Be able to create links, identify anomalies and statistical techniques.\n\nTheir conclusion in relation to the data and enquiry focus.\n\nEvaluate the enquiry \u2013 limitations, suggestions of how to improve and the impact of this on reliability.<\/td>\n<\/tr>\n<tr>\n<td>Check for Understanding\n\nHow we will check for understanding in this unit of work<\/td>\n<td>Assessment\n\nCheckpoint:\n\n\/10 ecosystem test before moving onto rainforests\n\n\/33 assessment<\/td>\n<td>Assessment\n\nCheckpoint:\n\n\/12 retrieval including graphs and application\n\n\/33 assessment<\/td>\n<td>Assessment Checkpoint:\n\n9 marker on tectonic hazards\n\n\/33 assessment<\/td>\n<td colspan=\"2\">Assessment Checkpoint:\n\nLandform or management question \/6\n\nInternal Exam 1 (PPE) \u2013 Living World, Hazards &amp; Coasts \/63<\/td>\n<td colspan=\"2\">Assessment Checkpoint:\n\nPaper 2 Q1 exam including all of Urban Issues &amp; Challenges \/33\n\nFieldwork assessment \/30<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"tableborder\">\n<tbody>\n<tr>\n<td><\/td>\n<td>Topic 1<\/td>\n<td>Topic 2<\/td>\n<td>Topic 3<\/td>\n<td>Topic 4<\/td>\n<td>Topic 5<\/td>\n<td>Topic 6<\/td>\n<\/tr>\n<tr>\n<td>Year 11<\/td>\n<td>Climate Change (Paper 1 \u2013 Section A)<\/td>\n<td>Rivers (Paper 1 \u2013 Section C)<\/td>\n<td>Resources including focus on water (Paper 2 &#8211; Section C)<\/td>\n<td>Changing Economic World &#8211; Nigeria (Paper 2 &#8211; Section B)<\/td>\n<td>Changing Economic World &#8211; UK Economy (Paper 2 &#8211; Section B)<\/td>\n<td>DME (Paper 3 &#8211; Section A)<\/td>\n<\/tr>\n<tr>\n<td>Key Learning\n\nStudents need to know and remember from this unit of work<\/td>\n<td>That climate change is the result of natural and human factors and the effects\n\nTo manage climate change, it needs mitigation and adaptation.<\/td>\n<td>The long and changing profile of a river and it\u2019s valley.\n\nThe processes that control the shape of the river (erosion, transportation and deposition)\n\nCharacteristics and formation of landforms resulting from erosion, erosion &amp; deposition and deposition.\n\nHow physical and human factors affect flood risk.\n\nHow to interpret flood hydrographs\n\nThe costs and benefits of hard and soft engineering to protect the rivers from flooding. Including an awareness of these on the Somerset Levels and the reasons and impacts of it.<\/td>\n<td>How food, water and energy and fundamental to human development.\n\nAn overview of global inequalities in the supply and consumption of resources.\n\nThe changing demand and provision of resources (food, water and energy) in the UK creating opportunities and challenges.\n\nFocus on water:\n\nGlobal areas of surplus and deficit \u2013 reasons for consumption and factors affecting water availability.\n\nImpacts of water insecurity.\n\nDifferent strategies that can be used to increase water supply.\n\nTo recall the advantages and disadvantages Lesotho-South Africa water transfer scheme\n\nHow to sustainably manage water\n\nHow the Wakal River Basin project is increasing sustainable supplies of water.<\/td>\n<td>Location and importance\n\nWider context of Nigeria (social, cultural, political and environmental)\n\nThe changing industrial structure \u2013 how manufacturing can stimulate economic growth\n\nThe role of Shell (TNCs) in Nigeria and the advantages and disadvantages it brings.\n\nThe changing political and trading relationships of Nigeria with the wider world.\n\nHow (international) aid helps Nigeria\n\nThe environmental impacts of economic development linked to Shell\n\nThe effects of economic development on quality of life for the population.<\/td>\n<td>The economic future of the UK\n\nCauses of economic change\n\nWhat the UK\u2019s post-industrial economy looks like\n\nImpacts of industry on the environment focusing on Torr Quarry.\n\nSocial and economic changes in the rural landscape \u2013 comparing Somerset to Outer Hebrides.\n\nImprovements and developments in transport.\n\nThe evidence of the north-south divide. Strategies to resolve and reduce this.\n\nThe place of the UK in wider world<\/td>\n<td>Learn, understand and analyse the DME booklet which will be released by AQA on April.<\/td>\n<\/tr>\n<tr>\n<td>Check for Understanding\n\nHow we will check for understanding in this unit of work<\/td>\n<td>Assessment\n\nCheckpoint:\n\n\/9 causes of climate change\n\nMixture of short and longer recall and application \/10<\/td>\n<td>Assessment\n\nCheckpoint:\n\nInternal Exam 2 (PPE) \u2013 Rivers &amp; Coasts; Urban Issues in Bristol; fieldwork \/75<\/td>\n<td>Assessment\n\nCheckpoint:\n\n\/15 generic Q3 focus resources\n\n\/15 focus on Q5 for water.<\/td>\n<td>Assessment Checkpoint:\n\nInternal Exam 3 (PPE) \u2013 Hazards, Living World, Coasts and Rivers. \/88\n\nInternal Exam 4 (PPE) \u2013 Urban Issues and Challenges and Economic World \/63<\/td>\n<td>Assessment\n\nCheckpoint:\n\n\/9 on North-south divide\n\nComplete Paper 1 Q2 exam<\/td>\n<td>Assessment\n\nCheckpoint:\n\nWalking-talking mock on pre-release\n\nExternal exam paper 1\n\nExternal exam paper 2\n\nExternal exam paper 3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-29ee10f e-con-full e-flex e-con e-child\" data-id=\"29ee10f\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-c4279c1 elementor-widget elementor-widget-shortcode\" data-id=\"c4279c1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"shortcode.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-shortcode\">\t\t\t\t\t\t<div class=\"ae_data elementor elementor-22684\" data-aetid=\"22684\">\n\t\t\t\t\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"22684\" class=\"elementor elementor-22684\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8e679f0 e-con-full e-flex e-con e-parent\" data-id=\"8e679f0\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7ace053 green elementor-widget elementor-widget-heading\" data-id=\"7ace053\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h4 class=\"elementor-heading-title elementor-size-default\">SCHOOL SNAPSHOT<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-970389b elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"970389b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1c21e07 white elementor-widget elementor-widget-heading\" data-id=\"1c21e07\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h5 class=\"elementor-heading-title elementor-size-default\">CHILTON TRINITY SCHOOL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e61052f white elementor-widget elementor-widget-heading\" data-id=\"e61052f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<p class=\"elementor-heading-title elementor-size-default\">Work Hard. Be Kind. Be Ambitious. Be Curious. Be Proud.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-015e0bd elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"015e0bd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-8fc2c71 white elementor-widget elementor-widget-heading\" data-id=\"8fc2c71\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h5 class=\"elementor-heading-title elementor-size-default\">TELEPHONE<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b0d84b6 white elementor-widget elementor-widget-heading\" data-id=\"b0d84b6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<p class=\"elementor-heading-title elementor-size-default\"><a href=\"tel:01278425222\">01278 425222<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-59547da white elementor-widget elementor-widget-heading\" data-id=\"59547da\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h5 class=\"elementor-heading-title elementor-size-default\">EMAIL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-0ef30ac white elementor-widget elementor-widget-heading\" data-id=\"0ef30ac\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<p class=\"elementor-heading-title elementor-size-default\"><a href=\"mailto:office@chilton-trinity.co.uk\">office@chilton-trinity.co.uk<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Geography Curriculum Overview Geography Curriculum Overview Geography Curriculum Team Vision At Chilton Trinity, our vision is to inspire future generations by giving [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":22680,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[61],"tags":[],"class_list":["post-23157","page","type-page","status-publish","hentry","category-chilton-trinity"],"acf":[],"yoast_head":"<!-- This site is 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