Year 7

Year 7 Geography at Colne Primet Academy aims to ensure students are clear about the constructed human world and the processes of the physical world and how these worlds connect. From the first lesson, we want students involved and able to engage in conversations at home about the news and events of their world. To be able to build a sense of place we adopt a lens of scale to our curriculum. For Year 7, the focus is on a local scale for much of the year so students can codify and articulate their world, town, city and place. 

Year 8

Year 8 Geography at Colne Primet Academy builds on students’ understanding of their world by scaling up to more regional case studies: from Africa to the Arctic and from megacities to slums. Students will now look at different perspectives on issues including economic geography and environmental geography as well as population challenges. Students will continue to look at the link between the human and physical world and their role in shaping the future as responsible members of society who have a generosity of spirit towards all the other inhabitants of this planet.   

Year 9

Year 9 Geography at Colne Primet Academy scales up to a global scholarship. Students will now look at how things affect everyone. Students will look at the global climate crisis and transnational companies and state-backed companies and their use of and power over natural resources. Students Key Stage 3 journey has progressed from ‘their town’ to ‘our world’ and they will now be empowered to engage in academic geography conversations as equals. “I’m part of this conversation, I’m part of this discipline, I’m part of this world.” 

Year 10

AQA GCSE Geography is split into three papers. To aid students with their knowledge and understanding we interleave topics from all three papers over the two-year course. Paper 1 is ‘Living with the physical world.’ This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. In Year 10 we study ‘urban issues and challenges’ and ‘the changing economic world’ for Paper 1. 

Paper 2 is ‘Living with the physical environment.’ This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere. In Year 10 we study ‘physical landscape in the UK: River landscapes in the UK’ and ‘The living world: Ecosystems and tropical rainforests and cold environments.’ 

Paper 3 is ‘Geographical applications.’ The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study. In Year 10 we study ‘fieldwork.’ Fieldwork is an essential aspect of geography. It ensures that students are given the opportunity to consolidate and extend their geographical understanding by relating learning to real experiences of the world.

Year 11

AQA GCSE Geography is split into three papers. To aid students with their knowledge and understanding we interleave topics from all three papers over the two-year course. Paper 1 is ‘Living with the physical world.’ This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. In Year 11 we study ‘The challenges of natural hazards’ and ‘UK physical landscapes: Coastal landscapes in the UK.’ 

Paper 2 is ‘Living with the physical environment.’ This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere. In Year 11 we study ‘The challenges of resource management and water’ and ‘Climate change.’ 

Paper 3 is ‘Geographical applications.’ The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study. In Year 11 we study ‘Issue evaluation.’ Students will develop a critical perspective on an issue released in March as part of a pre-release booklet. Students will consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives. 

If you would like any more information about our Geography curriculum, please contact Mr J Farmer, Head of Humanities and MFL, by emailing jfarmer@colneprimet.co.uk, filling in the form on our contact us page or phoning the main office to arrange a call back.