KS3

Key Stage Three Curriculum Overview

Year 7

The Department Subject Achievement Map identifies the skills and knowledge acquisition needed to progress in the subject from year 7-11.

For each topic studied in Years 7 and 8, Topic Descriptor Sheets detail the knowledge and skills needed to progress in that topic. Topic Descriptor Sheets are shared with students at the start of every topic.

Key Stage Three Curriculum Content

Year 7

	NAME OF TOPIC	KEY CONTENT OF TOPIC	ASSESSMENT POINTS
HT1	Geography Fundamentals	After establishing what the subject of geography is all about and introducing our AGSB Key Concepts, students begin to develop their understanding of places at a variety of scales - global national and local. Students learn about modern globalisation. Essential place-based knowledge of the UK is studied, learnt and assessed.	A knowledge-based assessment of Key Concepts.
HT2	Mapwork skills on shipwreck island	Students consolidate and develop their essential map-based skills from KS2 whilst learning how they would survive on a remote Indonesian tropical island. Pupils develop a range of skills in the process including decision making.	A decision-making exercise including an assessment of map skills
HT 3&4	China: the greatest superpower?	Students study China as a modern superpower. This includes its physical landscape, how past geo-political decisions have shaped twenty first century China and the opportunities and challenges the country faces as it bids to be the number one global superpower of the twenty first century.	Poster design project
HT 5&6	Raging Rivers	In this topic students learn Key Knowledge about the Water Cycle, types of rainfall and the importance of rivers. They learn how the characteristics of rivers change from source to mouth and how landforms are formed. Flood hydrographs are taught.	Presenting how Cockermouth can be protected from future floods

Year 8

	NAME OF TOPIC	KEY CONTENT OF TOPIC	ASSESSMENT POINTS
HT1	Brilliant Biomes	Students explore the world’s major biomes, firstly learning their location and characteristics. The focus then shifts to an in-depth study of the tropical rainforest including climate and biodiversity, threats such as deforestation, climate change, and habitat loss. Students are introduced to Key Knowledge including the Nutrient Cycle.	An assessment looking at the most sustainable solution for the tropical rainforest.
HT2	Russia	Students study the physical and human characteristics of Russia and geo-political issues that have arisen from the war in Ukraine. Students assess current threats facing the Arctic and tundra regions, with a focus on oil and gas production. There is a focus on sustainable energy mixes here.	Comparing and explaining the climate of two places in Russia.
HT3	Crumbling Coasts	A focus on how Britain’s coastline responds to the dynamic physical processes of erosion, transportation and weathering. Students investigate environmental and coastal management issues along the Holderness Coast, in North Yorkshire.	A coastal management decision making and budgeting exercise.
HT 4+5	Why Indonesia is relocating its capital city	With a focus on Indonesia, students study the most significant global issue of our times - Climate Change. As well as learning about the science of the Enhanced Greenhouse Effect. The focus is on finding solutions, considering possible business opportunities	A poster and presentation project ‘Carbon Ruins’

Year 9

	NAME OF TOPIC	KEY CONTENT OF THE TOPIC	ASSESSMENT PONTS
HT1	Population explosion!	Students explore contemporary population issues at the global scale. We look at how Asia’s fast-growing population has changed the world and why declining are an increasing issue globally. We also study why people migrate for work or safety, and the challenges and benefits this brings. Finally, we ask: which African country might become the next global superpower?	Investigating the causes of uneven population density
HT2	From Cotton to Culture	In this topic, students explore how cities change, focusing on re-urbanisation across Greater Manchester. They carry out their first geographical enquiry by investigating the regeneration of Salford Quays. As part of this, students go on a one-day fieldtrip to collect primary data and see the regeneration firsthand	A written enquiry evaluating the success of the regeneration at Salford Quays.
HT3	Plate tectonics	In this topic, students explore the theory of plate tectonics, including Continental Drift and different types of plate boundaries. They learn what causes earthquakes and volcanoes, and the impacts these hazards can have. Students also discover why people live near volcanoes and the economic opportunities these areas can offer.	Investigating the impacts of two contrasting earthquakes
HT 4+5	Global inequality and development	In this topic students explore global inequality and why some countries are more developed than others. They also look at inequalities within countries. Students investigate the causes of the development gap, such as colonisation, geography, trade, and politics. They also learn about different types of development aid and which ones work best to help close the gap.	Design project – designing an effective a cart to help lift families out of extreme poverty.

What can parents do to support their sons?

Encourage students to take an interest in current affairs and discuss links to topics he is studying in Geography. Read an online newspaper twice a week, with a focus on environmental and geo-political issues;
Geographers should be inquisitive, parents can encourage students to research different places that they visit as a family.
Buy the following atlas Collins Cambridge IGCSE Student World Atlas for your son to use at home. (ISBN 978-0-00-744305-5). We use these in school and highly recommend them to students.
Purchase Progress in KS3 Geography, Hodder. ISBN 9781510428003

Students will receive written feedback at the end of each Geography topic in addition to knowledge tests and the end of year examination. The assessments will range in style and content. As an example, in Year 7 pupils justify a location to build an emergency shelter, in Year 8 pupils decide how to best protect the Holderness coastline within a budget of £1m and Year 9 pupils write a geographical enquiry to investigate the regeneration of Salford Quays.