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Topic
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Overview
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Weather & Climate Unit
What is our weather like?
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The unit is designed to enable pupils to develop knowledge and understand the main causes and effects of weather conditions experienced locally and in other parts of the World.
In this unit pupils learn about weather and climate in the UK; why it varies from place to place, and how this influences where people live. Topics which are part of this theme include
- The differences in weather and climate from local (microclimate) to global scales.
- The causes and effects of different aspects of the weather such as rainfall, temperature, air pressure.
- The causes and effects of different aspects of the climate such as latitude, relief, distance from the sea, prevailing winds.
Pupils are expected to develop their geographical skills by working with and interpreting related thematic choropleth maps, a variety of graphs including climate graphs and also carry out a geographical enquiry (investigation) on microclimates.
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Italy Unit
What is Italy like?
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Italy will begin towards the end of autumn term. Ideas are illustrated in the Spring term overview.
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- BV: N/A
- SMSC: Imagination / creativity / community and society function
To support the learning within the subject, pupils will be expected to undertake independent activities outside of the lesson and prepare for class activities through directed enquiry. The nature of this activity will be based around employing a range of geographical skills as well as researching ideas that will share a thematic link to their unit work within the Autumn term. Themes are quickly revisited and further developed in different contexts as pupils work at a wider scale in studying the geography of Europe and focus on Italy. They then progress to study the geography of Africa and focus on Kenya.
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Topic
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Overview
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Italy Unit
What is Italy like?
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The unit is designed to enable pupils to understand and identify differences in development between countries on a global scale and relate this to a more detailed and comprehensive study of developed (MEDC) country.
In this unit pupils learn about:-
- Where people live in Italy – analysing population distribution patterns across the country as a whole and at a regional level.
- Why it varies from place to place – investigating causes impacts and management of the physical geography of Italy such as the regional climate and differences in tectonic activity.
- What influences where people live - investigating causes impacts and management of the human geography of Italy such as the differences in level of development between north and south.
- Interconnections between both the physical and human environment.
Pupils will use and develop their geographical skills to investigate, describe, explain and analyse data to carry out their investigation of geographical patterns and processes. An enquiry comparing different Italian regions and evaluation of this work will be completed.
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Kenya Unit
What is Kenya like?
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The unit is designed to enable pupils to understand and identify differences in development between countries on a global scale and relate this to a more detailed and comprehensive study of developing (LEDC) country.
In this unit pupils learn about:-
- Where people live in Kenya – analysing population distribution patterns across the country as a whole and at a regional level.
- Why it varies from place to place - investigating causes impacts and management of the physical geography of Kenya such as the regional climate and differences in tectonic activity.
- What influences where people live - investigating causes impacts and management of the human geography of Kenya such as the differences in lifestyles between rural and urban areas in Kenya.
Pupils will use and develop their geographical skills to investigate, describe, explain and analyse data to carry out their investigation of geographical patterns and processes. An enquiry comparing different tribal regions and evaluation of this work will be completed. |
- BV: Respect & tolerance
- SMSC: Community and society function. Moral and ethical issues.
Employment structure in Italy – comparing employment between N / S Italy, Maasai and Kikuyu. Understanding reasons for differences in economic development between N / S Italy, rural and urban areas in Kenya.
To support the learning within the subject pupils will be expected to research the physical and human geography of Italy and Kenya. They should explore, analyse and evaluate geographical differences in regions in both countries. To help understand their focus area they will be expected to complete investigations of regional comparisons at a national level. Developing and retaining a wider level of knowledge in connection to the theme of locational knowledge within their country of focus and within Europe and Africa is a key focus.
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Topic
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Overview
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Resources & the Environment Unit
Do we care about our environment?
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In this unit pupils learn about environmental change and sustainable development through the study of energy resourses and the issue of global warming. The unit is designed to enable pupils to understand the need for conservation and planned sustainable development in order to protect, manage and preserve the environment.
Pupils complete the first part of this unit concentrating on resource use.
- They will investigate the distribution and examples of resources connected with energy supply.
- Enquire into the different methods of renewable and non-renewable energy resources.
- Investigate the impacts of current energy use at a range of scales.
- Plan, analyse and justify the best options for future energy use in the UK and at a global scale.
Taking the theme of energy futures pupils will look at the issue of climate change. As a theme within this unit pupils will develop and use their knowledge and understanding of the greenhouse effect and use geographical skills to investigate the theme of global warming.
- They will investigate case studies focusing on what impacts are likely to happen.
- Assessing what can be done to reduce the impact of climate change in countries at different stages of development. (Local / UK /Bangladesh).
- Evaluating what can be done to reduce the impact of climate globally – Think global / act local agenda.
Pupils will use and develop their geographical skills to investigate, describe, explain and analyse data to carry out their investigation of environmental issues such as climate change.
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- BV: Individual liberty – rights and responsibilities.
- SMSC: moral, social and cultural
Sustainability and our future world. Theme related employment links.
To support the learning within the subject, pupils will be expected to undertake independent activities outside of the lesson and prepare for class activities through directed enquiry. The nature of this activity will be based around employing a range of geographical skills as well as researching ideas that will share a thematic link to their unit work within the Summer term. They will also possibly be expected to model interconnections and links associated with the environmental themes.
During Yr8 pupils will continue to build on the core knowledge and understanding of place, location, processes and enquiry skills that they have developed in Yr7, but also expand their spatial knowledge and understanding at a wider scale with greater emphasis on the more detailed physical and human elements of the places studied.
They should be able to see that these components share many interconnections at an increasingly wider range of scales. They will utilize a wider range of resources and develop an understanding of how to analyse these from both a spatial and graphical perspective. Their enquiry work will allow them to explore and develop the ability to structure analytical responses to data in different contexts and also to evaluate a wider range of geographical resources. They will also continue to work on developing their presentational skills.
