KS3 Geography

Module 1 - Introduction to Geography

Key Concept

Time, place and space.

Related Concept(s)

Scale, patterns and trends.

ATLs

Thinking – Students to decide and justify on locations/human impacts.
Social – Respond to teacher feedback and class discussion.
Communication – To develop coherent reports, and writing skills.
Self-management – Structure information appropriately, and be able to reflect on key infomation.
Research – Independent research carried out in homework tasks to enable ‘thinking like a geographer’ (covering criteria B).

Core declarative knowledge: What should students know?

What is physical/ environmental and human geography?/What are the continents and Oceans of the World?/What is the physical geography of the UK?

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

Use an atlas skills to find the world’s oceans and continents./ Define and use key words such as: Human and Physical/ Use an atlas skills to find out about the physical geography of the UK.

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

Students will build on previous knowledge from primary school, regarding human and physical geography. Students will also build on world knowledge (Continents and Oceans). Consolidating knowledge of local area/UK and learning about the Physical geography of it.

Link to assessment (criterion A and ‘x’)

A and C.

Module 2 - Introduction to Map Skills

Key Concept

Time, place and space.

Related Concept(s)

Scale, patterns and trends.

ATLs

Thinking skills – Students to consider ideas from other perspectives and points of view in a debate (human impacts).
Social skills – Respond to both teacher feedback and peer assessment, and make informed decisions about what to include in their work.
Communication skills – To develop coherent fieldwork reports, as per the LAT assessment.
Self-management skills – Structure information in an appropriate manner.
Research skills – Independent ‘virtual’ research carried out, as per the LAT assessment.

Core declarative knowledge: What should students know?

What is a grid reference? How can I read contour lines?/ How can I Interpret OS maps of my local area?/ How can I conduct a local fieldwork study?

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

Find a 4 figure and 6 figure grid reference/ Interpret contour lines on an OS map/ Interpret an OS map of the local area/ Use fieldwork skills to conduct a study of the local area.

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

Students will apply basic map skills introduced in module 1, within module 2 when looking at OS maps, contour lines and grid referencing. They will develop and build their scientific investigation skills during a local fieldwork investigation

Link to assessment (criterion A and ‘x’)

A, B, C and D.

Module 3 - Physical Landscapes of the UK

Key Concept

Change

Related Concept(s)

Processes

ATLs

Communication skills – Students to consider the importance of communicating with clarity, through various tasks.Thinking skills – Students to develop the idea of ‘thinking critically’ through the use of comprehension and media to justify and give opinions. Social skills – Students to organise ideas, and be able to discuss them at length with their peers during class discussion time.

Core declarative knowledge: What should students know?

What is a landscape? Why are landscapes important? What is an urban landscape? What are landscape processes? How can I define coastal/River/ Mountainous landscapes?

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

Continue to use OS map skills to understand different types of environments/ Understanding the rock cycle and how this has impacted the formation of the world/Investigating different landscapes including: coastal, River and mountainous.

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

Students will begin to build upon their knowledge of the UK, learning about different landscapes. They will use OS map skills to be able to map out and understand relief in certain areas of the UK.

Link to assessment (criterion A and ‘x’)

A, B and C

Module 4 - Ecosystems

Key Concept

Communities

Related Concept(s)

Networks and sustainability.

ATLs

Communication skills – Students to consider the importance of communicating with clarity, through various tasks. Thinking skills – Students to develop the idea of ‘thinking critically’ through the use of comprehension and media to justify and give opinions. Social skills – Students to organise ideas, and be able to discuss them at length with their peers during class discussion time. Research skills – Students to use their research skills, to find relevant knowledge.

Core declarative knowledge: What should students know?

What is an ecosystem? What are global ecosystems?/What is a coral reef ecosystem?/ what are the threats/values to the coral reef ecosystem?/ What and where are cold environments?

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

Interpret food chains and food webs/ Recall what a coral reef ecosystem is/ Recall what the changes are, faced by a coral reef ecosystem/ Recall and interepret world ecosystems/ Investigate a cold environment ecosystem

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

Students are further developing their interpretation and inquiry skills (fieldwork study) from module 2, within module 4 when investigating ecosytems.

Link to assessment (criterion A and ‘x’)

A, B and C

Module 5 - Tropical Rainforests

Key Concept

Relationships

Related Concept(s)

Sustainability/processes

ATLs

Thinking skills – Students to consider ideas from other perspectives and points of view in a debate (human impacts/ environmental impacts/economic impacts).
Social skills – Respond to both teacher feedback and peer assessment, and make informed decisions about what to include in their work.
Communication skills – To develop coherent case studies about coastal management and coastal landforms within the UK, and being able to discuss this with their peers.
Self-management skills – Structure information in an appropriate manner (according to case study data).

Core declarative knowledge: What should students know?

What is the structure of rainforest?/ What are the components of the rainforest? (climate/soils/plants+animals)/ What are the threats to the rainforest?

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

Annotate the rainforest structure/ Recall the components of a rainforest/ Recall the threats to the rainforest.

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

Students will continue to build on, and use inquiry skills, as well as empathy (module 2) when investigating the rainforest case study in module 5.

Link to assessment (criterion A and ‘x’)

A, B, C and D

Module 6 - Coasts

Key Concept

Systems

Related Concept(s)

Casuality/processes

ATLs

Thinking skills – Students to consider ideas from other perspectives and points of view in a debate (human impacts/ environmental impacts/economic impacts).
Social skills – Respond to both teacher feedback and peer assessment, and make informed decisions about what to include in their work.
Communication skills – To develop coherent case studies about coastal management and coastal landforms within the UK, and being able to discuss this with their peers.
Self-management skills – Structure information in an appropriate manner (according to case study data).

Core declarative knowledge: What should students know?

What is a coastline?/What are the erosional features of a coastline?/What are the different systems connected to coastline formation?/What is the relationship between coast and human populations?/is hard engineering better than soft engineering in preventing coastal erosion?

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

Recall what a coastline is/ Recall and explain the different types of weathering and erosion (and how they occur)/ Understand and explain the different coastal erosional and depositional landforms/ Explain the difference between hard and soft engineering.

Links to assessment (to be made explicit and tested)

Students will build on global/ scientific investigation skills acquired in Year 7 to learn about the different coastal processes and impacts of coastal management.

Link to assessment (criterion A and ‘x’)

A, C and D

Module 1 - Tectonic Hazard Processes

Key Concept

Change

Related Concept(s)

Processes

ATLs

Thinking – Students to decide and justify on locations/human impacts
Social – Respond to teacher feedback
Communication – To develop coherent reports
Self-management – Structure information appropriately
Research – Independent research carried out in homework task to be used in end of Module Assessment.

Core declarative knowledge: What should students know?

What are the plate margins?/ What is the distribution of earthquakes and volcanoes?/ What are the effects of earthquakes (and hazards)?

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

Recall the layers of the earth from inside to out (and vice versa), 2 types of crust (oceanic and continental), learn the names of at least 7 of the tectonic plates and be able to locate them on a map. Recall the 4 types of plate boundaries and what happens at each type of boundary.

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

Students will build on prior knowledge of continents and oceans to be able to establish which are oceanic and continental crust/plates.

Link to assessment (criterion A and ‘x’)

A and C

Module 2 - Tectonic Hazard Management

Key Concept

Change

Related Concept(s)

Processes

ATLs

Thinking – Students to decide and justify on locations/human impacts
Social – Respond to teacher feedback
Communication – To develop coherent reports
Self-management – Structure information appropriately
Research – Independent research carried out in homework task to be used in End of Module Assessment

Core declarative knowledge: What should students know?

What is it like living with hazard risk?/ How can we reducing the risk of hazards? How can I write a constructive essay?

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

Recall and draw plate margins/ Interpret distribution of earthquakes and volcanoes on a map/ Recall the effects of earthquakes and volcanoes./ Write a constructive essay.

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

Students will build on and develop map skills which they have used since year 7, in modules 1-3 within module 1 year 8 in regards to distribution of earthquakes and volcanoes.

Link to assessment (criterion A and ‘x’)

A, B, C and D

Module 3 - Urbanisation

Key Concept

Change and development

Related Concept(s)

Time, place and space.

ATLs

Communicating skills – Students will need to develop their communication skills through a range of activities. Thinking skills – Students will need to develop their thinking skills through linking previous topics, and learning more about the world around them as well as being able to give their opinion. Research skills – Students will have the opportunity to develop their research skills to learn about real life places, by looking at their chosen ‘sustainable city’.

Core declarative knowledge: What should students know?

What is urbanisation?/ What is rural-urban migration?/ What are the social and economic challenges in Rio?/ How can life be made more desirable for the Urban poor (Dharavi case study)? (squatter settlements and planning for the urban poor)

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

Use an atlas to locate Brazil/ Define rural-urban migraiton/ Recall the social and economic challenges faced in Rio/ Recall ways to improve quality of life for Rio’s poor.

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

Students will use map skills, acquired in year 7 within modules 1-3 to locate Brazil and the Favelas. They’re also using previously recalled knowledge of Brazil/the environment and crime

Link to assessment (criterion A and ‘x’)

A, B, C and D

Module 4 - China

Key Concept

Development

Related Concept(s)

Sustainability

ATLs

Communicating skills – Students will need to develop their communication skills through a range of activities regarding China’s history and development. Thinking skills – Students will need to develop their thinking skills through linking previous topics, and learning more about the world around them as well as being able to give their opinion. Research skills – Students will have the opportunity to develop their research skills, by delving deepers into Chinese culture and understanding the costs and benefits of development through various tasks.

Core declarative knowledge: What should students know?

Where is China? What are the physical and human characteristics of China? How has China developed? What are the causes, effects and solutions to air pollution? How did China control population growth? What is the North-South water transfer project?

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

Use map skills (Year 7, Mod 1+2) to describe and locate China / Use GCSE graph analsyis to identify patterns and trends/ Recall key terms related to Urban environments (Year 8, Mod 4)

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

Students will build on their place knowledge, using map skills to locate and describe the human and physical features of a landscape. (Linking to module 1 and 2 in year 7). They will look at the urban landscape and the rural landscape, which links to their previous module 3, and the skills aquired here.

Link to assessment (criterion A and ‘x’)

A, B, C and D

Module 5 - Africa

Key Concept

Change and perspective

Related Concept(s)

Time, place and space.

ATLs

Thinking skills – Students to think about prior knowledge of Africa, perspectives and points of view.
Social skills – Respond to both teacher feedback and peer assessment, and make informed decisions about what to include in their work.
Communication skills – To carry out independent research of a physical feature in Africa, creating a presentation to share with the class.
Self-management skills – Structure information in an appropriate manner (according to taught case studies).

Core declarative knowledge: What should students know?

What is the physical geography of Africa? How did colonialism shape present Africa? Is the Green Wall initiative an effective solution to desertification? What climate zones make up Africa? How is Nigeria as example of an NEE?

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

Use an atlas to locate and describe Africa/Recall physical features found in Africa/Recall climate zones (ecosystems) in Africa

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

Students will apply basic map skills to locate physical features found in Africa. They should be able to name and identify over 10 countries in Africa on a map. They should be able to recall what the climate of a desert and tropical rainforest is like.

Link to assessment (criterion A and ‘x’)

A and B

Module 6 - River Landscapes

Key Concept

Systems

Related Concept(s)

Change

ATLs

Thinking skills – Students to consider ideas from other perspectives and points of view in a debate (human impacts/ environmental impacts/economic impacts).
Social skills – Respond to both teacher feedback and peer assessment, and make informed decisions about what to include in their work.
Communication skills – To develop coherent case studies about river flooding management within the UK, and being able to discuss this with their peers.
Self-management skills – Structure information in an appropriate manner (according to case study data).

Core declarative knowledge: What should students know?

What are the river erosion processes?/ What are the river deposition processes?/ What are the river Landforms?/ Why are areas at risk of flooding? (case study).

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

Recall River erosion processes/ Recall river diposition processes/ Recall and draw river landforms/ Explain why some areas are at risk from flooding.

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

Students will build on prior knowledge of continents and name some famous river basins in the world.

Link to assessment (criterion A and ‘x’)

A, C and D

Module 1 - Glaciation

Key Concept

Systems

Related Concept(s)

Processes/networks

ATLs

Thinking skills – Students will use these skills to learn more in-depth knowledge about glaciated landscapes.
Social skills – Students will need to complete a range of activities which include working with others.
Communication skills – Students will be practising their writing skills as well as completing a range of activities about glaciation which will broaden their communication skills.

Core declarative knowledge: What should students know?

What and where are glaciers? How are glaciers formed? What are the erosional and depositional landforms of glaciated landscapes? What economic opportunities do glaciers provide? How can glaciers be sustainably managed?

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

Use map skills to be able to identify where glaciers are located in the world. Explain in detail how glaciers are formed, and what causes them to move. Explain how glaciers are used in terms of tourism, hiking and for freshwater stores.

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

Students will continue to develop their map skills, as well as place knowledge. They will use previous knowledge of erosion to build a picture of what a glacier is and how it forms/moves.

Link to assessment (criterion A and ‘x’)

A and C

Module 2 - Development

Key Concept

Change

Related Concept(s)

Perspective

ATLs

Thinking – Students to come up with countries which they deem to be rich or poor. They will decide and justify their classifications.
Social – Respond to peer and teacher feedback
Communication – To develop strong arguments based on taught information in response to exam-style questions.
Self-management – Structure information appropriately

Core declarative knowledge: What should students know?

How do we measure development? What are the causes of uneven development? What are the forms of aid? What is fair trade? How can development be acheived: aid vs trade?

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

Use map skills to identify countries in different stages of development. Students should be able to use math skills to interpret graphs to compare countries using different development indicators

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

Students will continue to develop their map skills, as well as place knowledge. They will use previous knowledge of continents and countries (especially in Africa) to locate trends and patterns in scales of development.

Link to assessment (criterion A and ‘x’)

A, C and D

Module 3 - Resource Management (Food & Water)

Key Concept

Systems

Related Concept(s)

Management and interventions

ATLs

Thinking – Students to decide and justify the use and importance of food, soil and water.
Social – Respond to teacher feedback
Communication – To develop coherent reports
Self-management – Taking notes from videos and structuring information appropriately
Research – Independent research carried out in homework task to be used in End of Module Assessment

Core declarative knowledge: What should students know?

What is a resource? Why are resources important? What are the global inequalities in food production and supply? What are the global inequalities in food production and supply? What is the impact of water insecurity? How does water supply link to global warming and climate change?

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

Use map skills and GCSE graph analysis to identify patterns and trends, Explain the natural and human causes of food and water shortages (insecurity)

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

Students will continue to build on, and use inquiry skills, as well as empathy (module 2) when investigating the global food and water shortages for this case study in module 4.

Link to assessment (criterion A and ‘x’)

A, C and D

Module 4 - Resource Management (Energy)

Key Concept

Systems

Related Concept(s)

Management and interventions

ATLs

Thinking – Students to decide and justify the use and importance of food, soil and water.
Social – Respond to teacher feedback
Communication – To develop coherent reports
Self-management – Taking notes from videos and structuring information appropriately
Research – Independent research carried out in homework task to be used in End of Module Assessment

Core declarative knowledge: What should students know?

What is an energy resource? How is natural gas, oil and crude oil formed? What are renewable and non-renewable energy source? What is sustainable energy supply?

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

Use map skills and GCSE graph analysis to identify patterns and trends, Explain how humans use of non-renewable energy causes climate change

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

Students will continue to build on, and use inquiry skills, as well as empathy (module 2) when investigating the global dilemna of energy supply and sustainability.

Link to assessment (criterion A and ‘x’)

A and B

Module 5 - Extreme Weather

Key Concept

Systems

Related Concept(s)

Casuality

ATLs

Thinking – Students to come up with different examples of extreme weather. They will decide and justify their classifications.
Social – Respond to peer and teacher feedback
Communication – To structure their response to exam-style questions based on taught information.
Self-management – Structure information appropriately

Core declarative knowledge: What should students know?

What is the difference between weather and climate? What is extreme weather? what extreme weather does the UK experience?/ what causes tropical storms? Hurricane case study – Is extreme weather reponsible for climate change?

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

Recall map skills (Year 7, Mod 1+2), climate zones and the factors which influence weather and climate

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

Students will re-visit map skills, especially lines of latitude and how the temperature changes further away from the equator

Link to assessment (criterion A and ‘x’)

A, B, C and D

Module 6 - Climate Change

Key Concept

Change

Related Concept(s)

Networks and processes

ATLs

Thinking skills – Students will use these skills to learn more in-depth knowledge about the effects of climate change on the environment/ socially and economically as well as locally and globally.
Social skills – Students will need to complete a range of activities which include working with their peers, and responding to feedback in an effective way.
Communication skills – Students will be practising their writing skills as well as completing a range of activities about Climate changes impact on the planet, which will broaden their communication skills.

Core declarative knowledge: What should students know?

What is the evidence for climate change?/ What are the natural and human causes of climate change /How does climate change impact the planet? (focus on Antarctica) How can humans manage the impacts of climate change?

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

Recall evidence of Climate change/ Explain the natural and human causes of climate change/ explain how humans can manage the impacts from climate change.

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

Students will use and build on scientific investigation skills, acquired in module 2 (year 7), and module 4 (year 8) to investigate climate change, including causes and impacts.

Link to assessment (criterion A and ‘x’)

A, B and C