Geography

Closure For Xmas Holiday

Please note: school closes on Friday 20th December at 12.45pm for the Xmas holiday and re-opens on Monday 6th January normal time, 8.40am.

Geography

Autumn Term

Topic
Overview

Employment Unit

What will my job be? 

The unit is designed to enable pupils to understand and identify differences in employment structure and relate this to more detailed and comprehensive studies of employment types at a range of scale.

  • Pupils will be able to explain how work/industry can be classified into primary, secondary, tertiary and quaternary groups.
  • They should analyse models of changing employment structure e.g. the Clarke Fisher model to prepare for GCSE level challenge.
  • Investigate how examples of primary, secondary and tertiary activities operate.
  • Analyse and evaluate the impact and interconnections this has on social, economic and environmental factors.
  • Investigate, analyse and evaluate how attempts are made to manage examples of economic activity (tourism, mining, factory location).

Pupils use independent fieldwork to help carry out enquiries (investigation) into changing employment structure and changing tourism patterns to help prepare for GCSE level challenge.

Population Unit

Population will begin towards the end of autumn term. Ideas are illustrated in the Spring term overview.

Social, Moral, Spiritual & Cultural and British Values Links

    • BV: Democracy/ Rule of law / Individual rights and responsibilities / Respect and tolerance
    • SMSC– moral values / ethical issues /community and society function.

 

Careers, Advice, Information & Guidance Links

Connecting careers. Location of industry – changing patterns of employment in the UK and beyond.

 

Home Learning this Term

To support the learning within the subject and to help prepare for GCSE level challenge, 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 revisited and further developed in different contexts as pupils work with a range of themes and at a wider scale in studying the geography of employment.

 

 

Spring Term

Topic
Overview

Population unit

Where do people live in the world?

As a theme within this unit pupils develop and use their knowledge and understanding of population issues and use geographical skills to investigate the distribution, density and change. 

  • They will be able to interpret thematic maps to describe where people live in the UK and at a global scale.
  • Explain why population distribution and density varies from place to place and overtime.
  • Use graphical skills to investigate and analyse what influences population change. Including natural causes and migration.
  • Pupils should analyse models of changing population structure e.g. pyramids to compare countries at different levels of development to prepare for GCSE level challenge.

Development Unit

How do others live? 

Pupils should develop and use enquiry skills including GIS technology and statistical data to carry out an enquiry comparing different world regions analysing the data to help compare and reach conclusions about the spatial differences in population distribution.

As a theme within this unit pupils develop and use their knowledge and understanding of development issues and use geographical skills to investigate the differences in development.

  • Pupils will explain what ‘development’ means and examine the difficulties in comparing differences in development.
  • Pupils learn will identify, know and evaluate a range of development indicators.
  • They will use enquiry skills to predict and ‘fairly’ compare countries at different stages of development.
  • Pupils should analyse models of development e.g. the DTM model to compare countries at different levels of development to prepare for GCSE level challenge.
  • Pupils have the opportunity to empathise with people who face problems in LIDCs and evaluate how MIDC’s might hinder development. E.g. The balance of trade.
  • Pupils have the opportunity to empathise with people who face problems in LIDCs and reach conclusions about how MIDC’s might help.
Pupils should develop and use enquiry skills including GIS technology and statistical data to carry out an enquiry comparing different world regions analysing the data to help compare and reach conclusions about the spatial differences in development to help prepare for GCSE level challenge.

Social, Moral, Spiritual & Cultural and British Values Links

    • BV: Democracy, Rule of law. Liberty. Respect & tolerance
    • SMSC: moral, social and cultural.

 

Careers, Advice, Information & Guidance Links

Connecting careers. How employment can influence development around the world. Use of GIS possibilities in your future career.

 

Home Learning this Term

To support the learning within the subject and to help prepare for GCSE level challenge, pupils will be expected to research the physical and human geography factors influencing population and development. They should explore, analyse and evaluate geographical differences in regions in countries at different levels of development. To help understand their focus areas they will be expected to complete comparative investigations of development differences at a global scale. Developing and retaining a wider level of knowledge in connection to the theme of locational knowledge at a global scale is a key focus.

 

 

Summer Term

Topic
Overview

Japan Unit

What is Japan like?

The unit is designed to enable pupils to gain knowledge and understanding of the physical and human geography of Japan. In this unit pupils learn about where people live in Japan; why it varies from place to place, and what influences where people live.     

In this unit pupils learn about:-

  • Pupils will describe and explain where people live in Japan– analysing population distribution patterns across the country as a whole and at a regional level.
  • Investigate and reach conclusions about why it varies from place to place - investigating causes impacts and management of the physical geography of Japan such as differences in the regional climate, physical landscape and natural hazards
  • Investigate and reach conclusions about what influences where people live - investigating social, economic and environmental causes, impacts and management of the human geography of Japan. E.g. Population decline.
  • Make an enquiry into the causes, impacts and management of natural hazards in Japan. E.g. The Kobe earthquake or 2011 tsunami event.

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. The enquiry into tectonic hazards will further evaluate hazard response techniques to help prepare for GCSE level challenge.

Social, Moral, Spiritual & Cultural and British Values Links

    • BV: Respect  & tolerance
    • SMSC: Spiritual, moral, social and cultural

 

Careers, Advice, Information & Guidance Links

Connecting careers. Employment structure in Japan. Risk management strategies in MEDC / LEDC locations.

 

Home Learning this Term

To support the learning within the subject and to help prepare for GCSE level challenge, 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 social, economic and environmental themes.

 

 

Year 9 Geography Summary

During Yr9 pupils will continue to build on the core knowledge and understanding of place, location, processes and enquiry skills that they have developed in Yr7 and 8, 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.