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Geography
The study of geography stimulates an interest in and a sense of wonder about places. We offer a varied curriculum to help students make sense of a complex and dynamically changing world. Students will learn about places, people, processes and environment and how these are connected. We encourage students to learn and develop a wide range of skills throughout each year and key stage.
Key Stage 3
Our Key Stage three curriculum feeds into our intent for Geography at Mossley Hollins High School, building student knowledge, understanding and skills to support their geography further into Key Stage 4.
Year 7 Term 1
| Study topic | Knowledge and skills | Assessment | How to support your child |
| What is a geography? | Students study the concept geological timescales and the creation of earth to help them explore what geography is. There is a focus on: Locational knowledgeGeographical skillsHuman and physical geography | Baseline test for all students mid-September. Summative end of unit assessment. | Support students learning of key-words for topic (provided on topic sheet). Additional ‘bigger picture’ geographical thinking – engage in Geography in the news and watch documentaries for students to familiarise with geographical concepts. Examples include: Planet Earth and One World. |
| Shipwrecked! How can we use maps to rescue ourselves? | Student explore why maps are helpful, with a particular focus on OS maps and how to use them to investigate a mysterious island hidden in the middle of Asia. There is a focus on: Locational knowledgeGeographical skills (OS maps) | Formative feedback on skills. Summative end of unit assessment. | Use of OS maps at home or when walking in the local area. Engage students with Geographical Information Systems (GIS) online to support student development of skills E.g. ArcGIS, OS Locate, Google Earth, Komoot. Investigate opportunities for Geocaching in the local area. |
Year 7 Term 2
| Study topic | Knowledge and skills | Assessment | How to support your child |
| Is Asia a diverse continent? | Students will investigate the physical and human geography of Asia, including specific case studies on China and India. There is a focus on: Locational knowledge (India)Human and physical processes | Decision-making review – providing an opportunity for extended writing and synoptic summary of unit of work. Extended writing opportunity to review all learning in their topic. | Investigate Geography in the News for Asia – this may link to development, climate, biomes or globalisation. Encourage students to develop understanding of globalisation – discuss ‘where’ day to day items come from and extend their wider knowledge of trade. |
| How do plate tectonics shape our world? | Students learn about the key processes of physical geography leading to the creation of earthquakes and volcanos. We also look into specific causes, consequences and responses to tectonic events. There is a focus on: Locational knowledgePlace knowledge (Haiti, Iceland)Physical geography | Self and peer review of work throughout the unit to develop self-assessment skills in line with set success criteria. Summative end of unit assessment. | Documentaries on: Haiti earthquake 2010Iceland Volcanic eruption 2010 Support students learning of key-words for topic (provided on topic sheet). |
Year 7 Term 3
| Study topic | Knowledge and skills | Assessment | How to support your child |
| How can we live more sustainably? | Students learn about the concept of sustainability and how our lives may be damaging our ability to live sustainability as a planet Human and physical processesGeographical skills – OS maps | Research-based assessment task to focus on the big question of ‘How can we live more sustainably’. Formative key-word definition tests. | Discuss synoptic links to Year 7 learning from previous year. Look at opportunities to investigate Geography in the news. Encourage waste hierarchy: Reduce, re-use, recycle. Participate in up-cycling projects. |
| What is the climate of the UK like? | Students will undertake their first piece of geographical enquiry – a microclimates investigation in the school grounds. They will collect data using scientific instruments, present, analyse and evaluate this this data, and write up as a geographical report. Geographical skills and fieldwork (OS maps) | Geographical fieldwork enquiry project based on 5 key stages: – Introduction – Data collection – Data analysis – Conclusion – Evaluation of study | Collect recycled materials to create weather instrument. Create a weather diary and discuss why certain weather conditions are common in Mossley. Discuss local daily news reports on the weather (Radio, television, newspaper). Ask students to explain forecasts to you. |
Year 8 Term 1
| Study topic | Knowledge and skills | Assessment | How to support your child |
| How has the urban landscape of Manchester developed? | Students explore how Manchester has changed over time from an Industrial city to a global city. We focus on the regeneration of the city centre and the Hulme Crescents. Locational knowledge Geographical skills – OS maps | Summative end of unit assessment on Manchester and regeneration | Manchester regeneration and news reports/articles. Guided walks around Manchester to understand the history and architecture. Visit the old Roman fort Mamucium in Manchester. |
| Why are tropical rainforests being exploited? | Students will explore the characteristics, flora and fauna of the tropical rainforest, along with how people can manage it more sustainably. Place knowledge (Amazon)Human and physical processesGeographical skills – DME | Decision making task to review bigger picture understanding of rainforest management. Summative end of unit assessment. | Support students learning of key-words for topic (provided on topic sheet). Documentaries and television programmes linking to Amazon rainforest, tribal life, climate change and deforestation. |
Year 8 Term 2
| Study topic | Knowledge and skills | Assessment | How to support your child |
| How are population’s changing? | Students learn about the world’s population growth – where is sparsely and densely populated and why. We have a focus on the implications rapid urban growth can have on urban regions. Place knowledge (Nigeria, Rio de Janeiro)Human and physical processesGeographical skills – DME | Formative decision making exercise with clear success criteria – opportunity for peer and self-assessment. Summative end of unit assessment. | Wider reading: Factfulness – Hans Rosling. Over-population documentaries and television programmes including Wider World. https://www.worldometers.info/world-population/ Population clock Graph and map analysis in news reports: Changing patterns and trends. E.g. migration |
| How do rivers shape the landscape? | Students learn about the physical processes and landforms along a long profile of a river from source to mouth. They also look at river systems on OS maps and explore the causes and consequences of flooding Place knowledge (River Tees, Yorkshire Floods 2019)Human and physical processesGeographical skills – OS maps | Summative key-word checks throughout unit of work. Summative end of unit test on concept of rivers. | Support students learning of key-words for topic (provided on topic sheet). Investigate river landscapes https://www.nationalgeographic.org/encyclopedia/river/ National Geographic encyclopaedias |
Year 8 Term 3
| Study topic | Knowledge and skills | Assessment | How to support your child |
| Do our coastlines need protecting? | Students learn about the physical processes and landforms, which take place along coastlines. They also look at coastal systems on OS maps and explore how to protect a coastline in danger of erosion Place knowledgeLocational knowledgeHuman and physical processesGeographical skills – OS maps | Decision making exercise: opportunity for self-assessment in line with specific success criteria. Summative end of topic assessment. | BBC Bitesize opportunities: Coastal landscapes. Support students learning of key-words for topic (provided on topic sheet). Review content of previous Rivers topic and connect key words and concepts on Erosion, Transportation, Deposition. |
| How are the world’s oceans being exploited? | Students will explore the world’s oceans and issues they currently face in relation to plastics, tourism and over-exploitation. A fantastic opportunity to explore a current global issue Place knowledge (e.g Australia)Locational knowledgeHuman and physical processes | Decision-making assessment – providing an opportunity for extended writing and synoptic summary of unit of work. | Participate in community action (local to global) on reducing personal impact on the ocean. E.g. Hugh Fearnley-Whittingstall’s war on plastic. Engage in documentaries surrounding ocean exploitation: Seaspiracy, Blue Planet. |
Year 9 Term 1
| Study topic | Knowledge and skills |
| What is the Climate Crisis? | Students will study the current climate crisis, including evidence for and against it as stated in the media. We will explore how it should be managed and students will come up with a government proposal to tackle climate change. Place knowledge Human and physical processesGeographical skills |
| How has glaciation shaped the UK? | Students will explore the history of glaciation around the world and the impact it has had on forming the landscapes and geomorphology we see today. Students will use OS maps and sources to make geographical decisions on how the tourist industry in the Lake District should be managed in the future Place knowledge (the Alps and the Lake District)Human and physical processesGeographical skills (OS maps) |
Year 9 Term 2
| Study topic | Knowledge and skills | Assessment | How to support your child |
| Why does development vary? | Students will learn about the ways in which countries around the world can be classified and undertake an in-depth study on the factors that have influenced the levels of development of the continent of Africa Place knowledge (the DRC)Human and physical processesGeographical skills | End of unit assessment with decision making question. Opportunity to review and apply learning to unknown sources and questions. | Gap Minder website: Investigate patterns and changes in development over time. TED Talks from Hans Rosling. Additional reading – Factfulness Hans Rosling. Prisoners of Geography – Tim Marshall. 10 maps that tell you everything you need to know about global politics. |
| Is the geography of Russia a curse or a benefit? | Students explore the significance of Russia in today’s modern society – its physical geography, people, economy and challenges that this brings. Place knowledge (Russia)Human and physical processes | End of unit assessment on Russia topic. Summative key-word flash quizzes. Formative assessment extended writing opportunities. | Documentaries and BBC news articles on Russia from above. News articles to review current state in Russia – economic, political, etc. |
Year 9 Term 3
| Study topic | Knowledge and skills | Assessment | How to support your child |
| What are the challenges faced by extreme environments? | Students learn about the variety of physical and human characteristics of desert and tundra environments along with the challenges faced by those who live there. Place knowledge (Antarctica and the Arctic) Locational knowledgeHuman and physical geography | Formative progress lesson assessments to review knowledge application and understanding. End of unit assessment – hot and cold environments. | https://www.coolantarctica.com/ Cool Antarctica Website https://www.bas.ac.uk/ British Antarctic Survey Website Understand skills necessary for living in various environments – Bear Grylls: Sahara. Frozen Planet. Americas with Simon Reeve (Episode 1 Alaska) |
| What are the world’s biggest challenges today? | Students learn about the variety of physical and human characteristics of desert and tundra environments along with the challenges faced by those who live there. Human and physical processesGeographical skills | Formative end of unit assessment to show understanding of the worlds’ challenges. Focus on a project to review understanding of the causes, and effects of global challenges, as well as opportunity to respond to these. | Geography in the news! Particular focus on health, migration, conflict, ocean exploitation and human rights. Investigation into how global challenges link to all studies and topics of Key Stage 3 topics from Y7-Y9. |
Key Stage 4
For GCSE specifications at KS4 students will be following the OCR B Geography for Enquiring Minds GCSE Geography 1-9 specification.
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OCR B Geography for Enquiring Minds GCSE Geography 1-9 specification
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Year 10:
AIM: To explore the more challenging concepts of people, places, processes and environments, developing sophistication in their written work and essay writing as well as higher-level critical analysis through interpretations of geographical sources and data.
- Sustaining ecosystems
- Dynamic Development
- Global Hazards
- Resource reliance
- Distinctive Landscapes
- Fieldwork – River Crowden
Year 11:
AIM: To secure and refine the essential knowledge and skills so that all learners are exam ready for GCSE Geography whilst maintaining their love of all aspects of the subject. To raise aspirations for success at GCSE and future learning.
- Urban Challenges
- Salford Quays Fieldwork
- Changing Climate
- UK in the 21st century
- Revision
- EXAMS
Additional opportunities:
At Mossley we want to deepen students experiences of an understanding of our world today through the study of Geography within the Humanities faculty. As such, we have a number of opportunities for students to develop their geographical thinking and understanding of today’s world:
Debate Club: Runs every week with a focus on global issues and events, students have the opportunity to formally prepare and debate controversial topics with students in other year groups.
Fairtrade Fortnight: Runs every year between February and March with students supporting a number of events through the week in the Humanities faculty.
Lunchtime lectures: speakers from around the local and national area speak to students about their knowledge and expertise on a topic/experience special to them.
Earth Day (April): Climate action to raise awareness, communicate, and support action against climate change. An opportunity to engage and expand a global environmental movement.
RGS Young Geographer of the Year: Royal Geographical Society’s annual competition to encourage students to show their knowledge and understanding of Geography.
Geographical Association: Physical Geography photo competition – Run by the Physical Geography Special Interest Group, an annually changing theme encourages students to explore the world!