Geography is taught as a discreet subject in Years 7 and 8 and as part of the English Humamities programme in Year 5 and 6. The aim of the department is to instil an awareness and appreciation for the world around us. It is particularly concerned with developing a sense of place; understanding the relationships between people and their environments and the processes that have shaped the physical world. Geography provides a background of knowledge to help us understand events and processes that may happen at a local, national and global scale, both in the past and through the depth of geological time and projecting forwards into the future.

Geography provokes and answers questions about natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places, time and environments throughout the world; an understanding of maps; an ability to interpret data and a range of investigative and problem solving skills.

As pupils study Geography, they encounter different societies and cultures. This helps them realise how nations interact with each other. Geography also examines how humans have influenced, shaped and at times damaged different environments. This can inspire them to think about their own place in the world, their values and their rights and responsibilities to other people and the planet.

Module Map

This is the programme of learning over the academic year for this subject.

Year 5


Year 6

This module follows the route of the River Axe, one of our local rivers. Using OS map skills we will track its flow from source to mouth and see how it changes along its journey. As part of this work we will be visiting the Axe Estuary and Wetlands Centre to take part in some practical field work.

Year 7

AutumnRestless Earth
Restless Earth looks at the structure of the Earth, in particular focusing on the Crust and Mantle. We look at how the tectonic plates, which make up the crust, slowly drift into new positions over time (continental drift). We look in more detail at what happens where two tectonic plates meet (plate boundary) and what happens at these 'active zones'.
This population module begins by looking different population densities around the world. We discuss reasons why some countries are densely populated and why other countries and environments are sparsely populated. We look at the constantly changing world population and consider the implications for this 'population explosion' in the future. Using population pyramids to see differences in populations, we project forwards and consider the future problems of an aging population and how this may affect our own future! Finally we look at how different countries (eg China) cope with their specific population issues.
To reinforce our strong links with TVS School in Tumkur, Southern India we spend a term looking at India. This coincides with the launch of the Indian Exchange programme with TVS School each year. In class we begin by looking at the physical relief of India using colour layered maps as well as developing other map skills. Later we focus on the area around Bengaluru (Bangalore) and Tumkur comparing life in India with that of the UK. Finally we follow the journey of the River Ganges, focusing on the issue of flooding across the Bangladesh delta.
This module looks at rocks. We introduce the rock cycle but focus mainly on the formation of sedimentary rocks. By looking back millions of years through geological time we find out about what the world was like and how these changing conditions lead to the formation of fossils and different types of sedimentary rocks such as Carboniferous Limestone and Sandstone.

Year 8

This module begins by using and creating colour layered maps to look at the areas of high and low relief around the UK. Together with the the English Department our focus then concentrates on the Doone Valley on Exmoor. This geography module works on developing map skills cumulating in a field trip to Exmoor in early October.
Initially we look at the origins of globalisation, considering some of the early trade links that were established as part of the British Empire. We then investigate the country of origin of many of our everyday items, both at home and around school. Using Unileaver as a case study we look at the impact of TNC's on the global market and local communities but also consider the darker side of sweatshops and exploitation. Another case study investigates the extraction of coltan from the rainforests of DRC and asks pupils to consider their role in the effects of globalistaion.
SummerNatural resources and Climate Change
This module begin by focusing on fossil fuels / non-renewable energy, namely coal. We explore the rise of coal during the Industrial Revolution and look at its role in the emission of greenhouse gases such as carbon dioxide which is contributing to 'Climate Change'. We look at how China (Emerging BRICS country) has grown and developed rapidly in recent years and is now the largest consumer of coal in the world. Pupils are encouraged to consider different points of view and to begin to form their own opinion on these issues. Later we move to look at renewable sources of energy as an alternative and how countries can start to adopt different ways of generating energy.
This half term module looks at glaciation. We start by considering the 5 major ice ages, including the two 'snowball earths' which occurred during the Pre-Cambrian period. To identify when each ice age occurred we re-visit geological time from Year 7 and ask the pupils to learn each of the time periods from the Pre-Cambrian through to Quaternary period. We then look at glaciers and learn to identify and label key glacial features on diagrams and photographs. Finally pupils undertake an independent research project to find out more about famous glaciers around the world.
This final topic in Year 8 acts as a revision topic, revisiting many skills and issues from previous modules, however the overall focus explores the local 'Jurassic Coast'. Along the route of this World Heritage Site we make our way through geoglogical time from the Triassic Period, through the Jurassic Period into the Cretaceous Period as well as looking at the impact the last ice age had our our local area.

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