Geography — Year 9


Geography Overview

Term 5: Issue Evaluation - Abingdon Reservoir

Water is one of the most precious resources on earth. In our own country, not all regions and areas experience an equal amount of rainfall. Additionally, there are larger concentrations of population found in some areas compared to others; London for example. What happens if climate change continues to reduce the amount of available water? Who will be hit most and to what effect? These questions have led government officials to decide on the introduction of a new reservoir. Locals are concerned about its impact on their lives as well as the environment. Students argue whether this should or shouldn't go ahead.

A 9 mark long answer evaluative question


the policy of acquiring other countries to rule as colonies


– communication links and utilities, e.g. roads, electricity

life expectancy

– the average age a person is likely to reach

literacy rate

the percentage of people aged 15 and over who can read and write

Human Development Index (HDI)

a way of measuring a country’s development, scoring from 0.000 to 1

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students consider multiple perspectives

Create a supportive community:

Students learn to develop a strong balanced argument to support a conclusion.

Term 1: Natural Hazards

Students look at the cause, effect of these two devastating natural hazards and what creates them. Plate boundaries are explored in detail, and social, economic and environmental impacts of these disasters are explored.

Students look in detail at the Japan Tsunami and build a fact file of information to be used in a full report. This is then used to compare to the Indian Ocean Tsunami – how were LIC countries affected differently? In addition to looking at how a country’s lack of development can cause more problems in the future.

A short multi-question test with a range of shorter and longer answer questions.

The circular movement of the mantle caused by heat from the earths core.

The circular movement of the mantle caused by heat from the earths core.

Plate boundary

the location at which two tectonic plates meet

Tectonic plate

An oceanic or continental mass of crust which moves on the surface of the earth


Very thin outer rocky shell of the earth comprised of thicker and less dense continental (land) and thinner and more dense oceanic crust

Richter scale

A numerical scale which shows the magnitude of an earthquake based on vibrations from the earth

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Considering the viewpoints of others

Create a supportive community:

Students work in groups and teams to develop social skills

Term 2: Geography of Tourism

The focus of this unit of work is exploring how human processes have influenced the development and spread of tourism. We start locally and then develop our inquiry outwards to look at global examples of the good and bad side of tourism.

Students will look at the concept 'synoptically', by considering how tourism acts at multiple scales and has a range of social, economic and environmental impacts.

Students will engage in a gcse style question paper that has a range of short, medium and long answer questions.


a person who is travelling or visiting a place for pleasure.


A tourist attraction is a place of interest where tourists visit, typically for its inherent or an exhibited natural or cultural value, historical significance, natural or built beauty, offering leisure and amusement.

Sustainable Tourism

Tourism that takes full account of its current and future economic, social and environmental impacts, addressing the needs of visitors, the industry, the environment and host communities”


VFR travel is a form of travel involving a visit whereby either (or both) the purpose of the trip or the type of accommodation involves visiting friends and / or relatives"

Mass Tourism

Mass tourism is a form of tourism that involves tens of thousands of people going to the same resort often at the same time of year.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students consider the impacts of tourism for themselves and others.

Create a supportive community:

Students develop a sense of empathy and awareness over their rights to travel and the rights of others.

Term 3: Geography of Fashion

The aim of this module is to introduce students to the huge variation in geography that exists across the world. A variety of human and physical factors influence why we see 'rich' nations and 'poor' nations.

Ultimately, students will learn that improving people’s lives in a continent that is often perceived to be a ‘hopeless case’ is dependent on a range of physical and human factors both within the individual countries, across the continent and on an international scale. This unit looks at the impact of trade through the eyes of the fashion industry. How much does it cost to make a T-shirt and what is the impact on the people who work in this industry?

Students will be assessed through a written examination. They will be required to know two case studies.

Global Fashion

Global fashion is when different parts of the clothing are being made in different countries because it is cheap. This encourages countries to interact.


is the process by which the world is becoming increasingly interconnected as a result of massively increased trade and cultural exchange.

Transnational Company (TNC)

is a huge company that does business in several countries.  E.g Nike or Coca Cola. They have their headquarters in HIC and use LIC’s for resources and manufacturing.

Rana Plaza

The 2013 Dhaka garment factory collapse (also referred to as the 2013 Savar building collapse or the Rana Plaza collapse)


Gross Domestic Product—the total value of goods produced and services provided in a country during one year.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will gain an appreciation for their position in the world.

Create a supportive community:

Students will gain an appreciation for individual differences.

Term 4: Geography of Conflict

Conflict is a state of disagreement caused by the perceived or actual opposition of needs, values and interests between people. Geographically, it is often about opposing views about the ways in which a resource may be developed or used. The result is negative tension between the parties involved. This unit explores a range of different conflict scenarios. From conflict over water in the U.K to Colban (the super rare and expensive mineral for mobile phones) in the Congo, students will consider how conflict arises and the impacts on people, economy and environment.

Students will complete a gcse style question paper with a range of short, medium and long answer questions.


Conflict geography studies the distribution of conflicting interests over space. ... This aspect of geography considers the causes of conflict, the ways in which conflict may manifest itself, the impacts of conflict, and how conflict may be resolved.

Climate Change

Climate change is a long-term change in the average weather patterns that have come to define Earth's local, regional and global climates.


Geopolitics is a study of interest which focuses on factors such as; geography, economics, and demography of policy and foreign policy of a state, country or region.

Middle East

The Middle East is a geopolitical term that commonly refers to the region spanning the Levant, Arabian Peninsula, Anatolia, Egypt, Iran and Iraq.


The politics of allocating and managing water resources, particularly between countries.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will benefit from understanding how conflict can occur at multiple scales.

Create a supportive community:

Students can appreciate the reasons why conflict occurs.

Term 6: Fieldwork

In this module, students will explore a fieldwork question within Bristol Free School. They will be getting to grips with basic techniques of inquiry and start to develop questions to apply knowledge gained from the year so far.

Students will be assessed on a longer written piece of writing that looks at their ability to analyse, draw conclusions and evaluate an investigation.

Primary Data

data that you have personally collected eg. EQS or Beach profile

Secondary Data

data that has been collected from someone else eg. house prices or wind direction.

Data presentation

how you display your data in a visual format e.g. Line graphs for a beach profile

Data Analysis

how you break down the different data sets and compare them to identify trends or findings relevant to your aim. It can be done numerically, for example looking at the median rate of long shore drift.


you critically appraise the usefulness and accuracy of your methods and the certainty of your findings in your investigation.


Do you accept or reject your initial hypothesis based on the evidence you have collected?

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will be preparing for their GCSE Fieldwork and will undertake two studies of a human and physical environment.

Create a supportive community: