Students will also develop their independence as young adults, particularly in the completion of their NEA, which will also help develop their investigative and research skills, preparing them for the next stage after A-Levels. geographical topics are defined as being either ‘human’ or ‘physical’ with links between them identified where appropriate

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Year 7 students will learn the key geographical skills to succeed in Geography and to start to discover and understand the awe and wonder of the world.

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Year 11 students will compound their learning of both knowledge and skills, will be exam ready for their GCSE and ready for the next step in their journey, whatever that might be. Students will improve their knowledge of locations, places, processes and environments at different scales (AO1) and be able to demonstrate geographical understanding of concepts and how they are used in relation to places, environments and processes and the interrelationships between places, environments and processes (AO2). use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies Year 12 students will take their knowledge and skills and develop new, more advanced geographical specific skills and knowledge. Students will also develop their independence as young adults preparing them for the next stage after A-Levels.

use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider worldYear 8 students will build on their learning of geographical skills whilst exploring the world to further understand their place in it. key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop teachers need to interpret terms such as ‘regions’ and ‘general geographical features’ and reach decisions about what it means to consider a case study ‘in detail’. This depends on how the key stage course is constructed, e.g. if content is taught to any particular year group