KS4 Geography

Modules 1 & 2 - Physical Geography of the UK

Core declarative knowledge: What should students know?

  • What does the Physical Geography of the UK look like?
  • What are the Key features of physical geography of the UK?
  • What processes shape the coastline/ river landscapes in the UK?
  • How does geological structure influence the coastal/river forms?
  • What are the characteristics of coastal/ river landforms?
  • What are the costs and benefits of coastal/river management schemes?

Core procedural knowledge: What should students be able to do?

  • Be able to analyse and explain the Physical geography of the UK using Atlas and map skills.
  • Be able to recognise key features of physical geography of the UK including: Coastal features and river landscape features.
  • Be able to Understand and recall the processes that shape physical landscapes in the UK.
  • Be able to talk in length, and think ‘critically’ about the costs and benefits of coastal and river management schemes.

Links to prior learning (to be made explicit and tested)

  1. Key Atlas skills (being effectively using own understanding to locate places on a map eg: with a key).
  2. Key OS map skills
  3. A revision of key terms includin: relief, river andscapes, erosion, deposition and transportation.
  4. Recognsing how coastal landscapes/ river landscapes are shaped through weathering and erosion.
  5. Identifying key features of both coast and river landscapes.
Modules 3 & 4 - The Living World

Core declarative knowledge: What should students know?

  • What is an ecosystem? Example of a small scale ecosystem (nutrient cycle).
  • Understanding how change affects ecosystems.
  • Understanding the distrution of global ecoystems.
  • Understanding the physical properties of Tropical Rainforests.
  • Understanding how plants and animals are adapted to living in the TRF.
  • Understanding how biodivrsity is affected in the Tropical rainforest (through deforestation).
  • Understanding how we can manage TRF’s sustainably. Understanding the physical properties of Hot deserts.
  • Understanding how plants and animals are adapted to the hot desert biome.
  • Looking at the opportunities for development in the hot desert biome.
  • Understanding the causes of desertification in the hot desert biome.
  • Looking at the strategies needed to reduce the effects of desertification.

Core procedural knowledge: What should students be able to do?

  • To be able to recall information about Module 1 and 2.
  • Be able to analyse and understand the ditribution of small scale and global ecosystems, using map skills.
  • Be able to recognise key features of small scale and global ecosystems, inlcuding characteristics and also adaptations.
  • Be able to think critically about causes of deforestation and desertification in larger biomes.

Links to prior learning (to be made explicit and tested)

  1. Key Atlas skills (being effectively using own understanding to locate places on a map eg: with a key).
  2. Key OS map skills
  3. A revision of key terms including: Food Web, food chain, nutrient cycle,.
  4. Recognsing how plants and animals are adapted in small scale and larger scale ecosystems..
  5. Identifying key features of both small scale ecosystems, and larger scale ecosystems (biomes).
Modules 5 & 6 - Natural Hazards

Core declarative knowledge: What should students know?

  • What is a natural hazard?
  • Understanding the factors affecting natural hazards.
  • Understanding plate tectonic theory (incuding: Stucture of the Earth and history of formation).
  • Identifying the differennt plate margins.
  • Identifying the global distribution of hazards such as: Volcanoes, earthquakes.
  • Understanding and recalling case study facts (Chile and Nepal).
  • Undertanding why people live in areas of risk.
  • Recalling how the global atmospheric circulation model affects climate.
  • Understanding the distbution of weather hazards.
  • Recalling the charactersitics of tropical storms.
  • Understanding the relationship between tropical storms and climate change.
  • Understanding how the UK is affected by extreme weather (Beast from the east case study).
  • Looking at the evidence for climate change.
  • Understanding the natural and human causes of climate change.
  • Understanding how humans can manage the effects of climate change.

Core procedural knowledge: What should students be able to do?

  • To be able to recall information from Modules 1-3.
  • To be able to affectively recall information about natural hazrds (including distribution and causes of).
  • To be able to use map skills to analyse and describe the distribution of natural hazards.
  • Linking prior knowledge, and using critical thinking skills to discuss in detail links between natural hazards and climate change.
  • Using knowledge of previous case studies to catagorise and discuss important information into social, economic and environmental groupings.

Links to prior learning (to be made explicit and tested)

  1. Key Atlas skills (being effectively using own understanding to locate places on a map eg: with a key).
  2. Key OS map skills
  3. A revision of key terms including: natural hazard, climate change, volcanoe, earthquake, disrubution, plate magin..
  4. Recognsing how natural hazards are formed
  5. Identifying key features of both tectonic and weather hazards.