The importance of geography

Humanities Faculty

Geaography Handbook

The importance of geography

Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. As such, it prepares pupils for adult life and employment.

Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study geography, they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.

Geography

Aims



To explore the Geographical background to a variety of political, environmental, economic and social issues



To provide an appropriate foundation for GCSE courses.



To meet the demands of the National Curriculum



To ensure a foundation for post 16 Education – AS/A2 level.

Objectives



To ensure that learning objectives are clearly defined in terms of knowledge, concepts, skills attitudes and values.



To study spatial patterns and the physical, economic, social and political processes which determine them.



To develop attitudes which reject racism and sexism.

 To meet the needs of all students including the “gifted and talented” and those with special educational needs.



To devise individual and group teaching strategies aimed at achieving stated objectives, which maximize student participation in the learning process and provide opportunities for rigorous study through, for example, data analysis, problem solving and enquiry based work.



To use a variety of methods of assessment and evaluation to discover whether or not stated objectives have been achieved.



To use Geography as a medium through which political, social, economic, environmental, multicultural and gender education may be developed.

To provide an interesting, varied and stimulating course which will motivate students and engender curiosity about the ‘world in which we live’

KS3 Geography

Aims and purposes of geography

Geography teaching offers opportunities to:

 stimulate pupils' interest in their surroundings and in the variety of human and physical conditions on the earth's surface;

 foster pupils' sense of wonder at the beauty of the world around them;

 help pupils to develop an informed concern about the quality of the environment and the future of the human habitat and thereby enhance pupils' sense of responsibility for the care of the earth and its people.

Content of geography at key stage 3

Geography offers opportunities for pupils to:

 investigate a wide range of people, places and environments at different scales around the world;

 study geographical patterns and processes and how political, economic, social and environmental factors affect contemporary geographical issues;

 investigate how places and environments are interdependent;

 carry out geographical enquiry, including identifying geographical questions and developing their own opinions;

 carry out geographical investigations inside and outside the classroom;

 use a range of investigative and problem-solving skills and resources, including different types of maps and atlases, satellite images, aerial photographs, texts and ICT.

In geography, pupils acquire and apply knowledge and understanding of four aspects of geography:

 the ability to undertake geographical enquiry and use geographical skills;

 knowledge and understanding of places;

 knowledge and understanding of geographical patterns and processes;

 knowledge and understanding of environmental change and sustainable development.

Pupils study these four aspects within the context of two countries at different states of economic development and 10 themes. Pupils:

 study at a range of scales from local to global;

 study different parts of the world and different types of environments, including their local area, the UK, the EU and parts of the world in different states of economic development;

 carry out fieldwork investigations;

 study issues of topical significance.

Progression in geography

Some aspects of progression in geography at key stage 3

From To

Vocabulary using a limited geographical vocabulary precise use of a wider range of vocabulary

Knowledge of places

Patterns and processes

Geographical thinking

Geographical explanation geographical knowledge of some places describing geographical patterns and processes participating in practical geographical activities understanding of a wider range of areas and links between them explaining geographical patterns and processes building increasingly abstract models of real situations explaining events and phenomena in explaining these in terms of terms of their own ideas accepted ideas or models

Investigation unstructured exploration

Map skills more systematic investigation using simple drawings, maps and diagrams to represent geographical information choosing and using a wide range of conventional maps, diagrams and graphs

Fieldwork guided practical activities in the field working independently outside the classroom

PROGRAMME OF STUDY

Quick links:-

Knowledge, skills and understanding

Geographical enquiry and skills

Knowledge and understanding of places

Knowledge and understanding of patterns and processes

Knowledge and understanding of environmental change and sustainable development

Breadth of Study

Knowledge, skills and understanding

Teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns

and processes , and environmental change and sustainable

development .

During key stage 3 pupils investigate a wide range of people, places and environments at different scales around the world. They learn about geographical patterns and processes and how political, economic, social and environmental factors affect contemporary geographical issues. They also learn about how places and environments are interdependent. They carry out geographical enquiry inside and outside the classroom. In doing this they identify geographical questions, collect and analyse written and statistical evidence, and develop their own opinions. They use a wide range of geographical skills and resources such as maps, satellite images and ICT.

Geographical enquiry and skills

1) In undertaking geographical enquiry, pupils should be taught to: a) ask geographical questions [ for example, 'How and why is this landscape changing?', 'What is the impact of the changes?',

'What do I think about them?' ] and to identify issues b) suggest appropriate sequences of investigation [ for example, gathering views and factual evidence about a local issue and using them to reach a conclusion ] c) collect, record and present evidence [ for example, statistical information about countries, data about river channel characteristics ] links to other subjects

ICT Opportunity

> Ma4 Handling data 1) a

Ma4 Handling data 3) a

Ma4 Handling data 3) b d) analyse and evaluate evidence and draw and justify conclusions [ for example, analysing statistical data, maps and

graphs, evaluating publicity leaflets that give different views about a planning issue ] links to other subjects

> Ma4 Handling data 1) a



Ma4 Handling data 5) b

Ma4 Handling data 5) c

Ma4 Handling data 5) f

ICT 1) c e) appreciate how people's values and attitudes [ for example, about overseas aid ] , including their own, affect contemporary social, environmental, economic and political issues, and to clarify and develop their own values and attitudes about such issues f) communicate in ways appropriate to the task and audience [ for example, by using desktop publishing to produce a leaflet, drawing an annotated sketch map, producing persuasive or discursive writing about a place ] . links to other subjects

> En1 Speaking and listening 1) a

En1 Speaking and listening 1) b

En1 Speaking and listening 1) c

En1 Speaking and listening 1) d

En1 Speaking and listening 1) e

En3 Writing 1)

2) In developing geographical skills, pupils should be taught:

Note for 2 a) to use an extended geographical vocabulary [ for example, drainage basin, urban regeneration ] b) to select and use appropriate fieldwork techniques [ for example, landuse survey, datalogging ] and instruments [for example, cameras]

Note for 2b c) to use atlases and globes, and maps and plans at a range of scales, including Ordnance Survey 1:25,000 and 1:50,000 maps links to other subjects

> Ma3 Shape, space and measures 3) d

Ma3 Shape, space and measures 3) e d) to select and use secondary sources of evidence, including

photographs (including vertical and oblique aerial photographs), satellite images and evidence from ICTbased sources [ for example, from the internet ] links to other subjects

> En2 Reading 1) a

En2 Reading 1) b

En2 Reading 1) c

En2 Reading 1) d

En2 Reading 1) e

En2 Reading 4) a

En2 Reading 4) b

En2 Reading 4) c e) to draw maps and plans at a range of scales, using symbols, keys and scales [ for example, annotated sketch maps ] and to select and use appropriate graphical techniques to present evidence on maps and diagrams [for example, pie charts, choropleth maps], including using ICT [for example, using mapping software to plot the distribution of shops and services in a town centre] f) to communicate in different ways, including using ICT [ for example, by writing a report about an environmental issue, exchanging fieldwork data using email ] links to other subjects

> ICT 3) b g) decisionmaking skills, including using ICT [ for example, by using a spreadsheet to help find the best location for a superstore

] .

Knowledge and understanding of places

3) Pupils should be taught: a) the location of places and environments studied, places and environments in the news and other significant places and environments

Note for 3a b) to describe the national, international and global contexts of places studied [ for example, on the Pacific Rim, a member of the

European Union ]

Note for 3b, 3e c) to describe and explain the physical and human features that

give rise to the distinctive character of places d) to explain how and why changes happen in places, and the issues that arise from these changes e) to explain how places are interdependent [ for example, through trade, aid, international tourism, acid rain ] , and to explore the idea of global citizenship.

Knowledge and understanding of patterns and processes

4) Pupils should be taught to: a) describe and explain patterns of physical and human features and relate these to the character of places and environments b) identify, describe and explain physical and human processes, and their impact on places and environments.

Knowledge and understanding of environmental change and sustainable development

5) Pupils should be taught to: a) describe and explain environmental change [ for example, deforestation, soil erosion ] and recognise different ways of managing it

ICT Opportunity b) explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives.

Top of page

Breadth of study

6) During the key stage, pupils should be taught the Knowledge, skills and

understanding through the study of two countries and 10 themes:

Countries a) two countries in significantly different states of economic development, including:

Note for 6a i) the regional differences that exist in each country and their causes and consequences ii) how and why each country may be judged to be more or less developed

Themes b) tectonic processes and their effects on landscapes and people, including:

Note for 6b6k

ICT Opportunity links to other subjects i) the global distribution of tectonic activity and its relationship with the boundaries of plates ii) the nature, causes and effects of earthquakes or volcanic eruptions iii) human responses to the hazards associated with them c) geomorphological processes and their effects on landscapes and people, including:

> Sc3 Materials and their properties 2) d

Sc3 Materials and their properties 2) f i) the processes responsible for the development of selected landforms and the role of rock type and weathering ii) the causes and effects of a hazard

[ for example, flooding, landslides ] , and human responses to it d) how and why weather and climate vary, including:

ICT Opportunity i) the differences between 'weather' and 'climate' ii) the components and links in the water cycle iii) how and why aspects of weather and climate vary from place to place e) ecosystems how physical and human processes influence vegetation, including:

Note for 6e

i) the characteristics and distribution of one major biome [ for example, savannah grassland, tropical rainforest, temperate forest ] ii) how the ecosystems of this biome are related to climate, soil and human activity f) population distribution and change, including: i) the global distribution of population ii) the causes and effects of changes in the population of regions and countries, including migration iii) the interrelationship between population and resources g) the changing characteristics of settlements, including:

ICT Opportunity i) the reasons for the location, growth and nature of individual settlements ii) how and why the provision of goods and services in settlements varies iii) how and why changes in the functions of settlements occur and how these changes affect groups of people in different ways iv) patterns and changes in urban land use h) changing distribution of economic activity and its impact, including:

ICT Opportunity i) types and classifications of economic activity ii) the geographical distribution of one or more economic activities [ for example, farming, tourism ] iii) how and why the distribution has changed and is changing [ for example, the impact of new technologies ] , and the effects of such changes

i) development, including: i) ways of identifying differences in development within and between countries ii) effects of differences in development on the quality of life of different groups of people iii) factors, including the interdependence of countries, that influence development j) environmental issues, including:

ICT Opportunity i) how conflicting demands on an environment arise ii) how and why attempts are made to plan and manage environments iii) effects of environmental planning and management on people, places and environments [ for example, managing coastal retreat, building a reservoir ] k) resource issues, including: i) the sources and supply of a resource ii) the effects on the environment of the use of a resource iii) resource planning and management [ for example, reducing energy use, developing alternative energy sources ] .

7) In their study of countries and themes, pupils should: a) study at a range of scales local, regional, national, international and global b) study different parts of the world and different types of environments, including their local area, the United Kingdom, the

European Union and parts of the world in different states of economic development

Note for 7b

c) carry out fieldwork investigations outside the classroom d) study issues of topical significance.

Top of page

A scheme of work should enable all Department staff, both teaching and non-teaching to translate the curriculum (primarily based on the National Curriculum) into a structured course, which will achieve the Aims and Objectives of the Geography Department.

The Scheme of Work should:



Inform, guide and support all staff, including NQT, ITT and supply staff.



Provide a structure within which teachers can share their experience.



Govern the rate of progress to ensure an adequate pace.



Give guidance on styles of teaching and learning.



Not be so prescriptive that individual teaching styles and special areas of study are prevented.



Indicate assessment opportunities.



Plan suitable routes through the course, which allow for the best use of available resources.



Plan progression and continuity.



Provide the detailed links with the whole School and Departmental Aims.



Provide outlines showing how the National Curriculum is being covered in terms of the

Programmes of Study and the Level Descriptors.



Reflect DFES, HMI, OFSTED and LEA, policies and developments.



Provide the means to inform those with a need to know the details of the courses being run e.g. The Head Teacher, the Head of Department, parents, inspectors, non-specialists and teachers who have a responsibility or wish to build up cross curricular links.

Allow the whole School Curriculum to be regularly reviewed by appropriate persons.

MATRIX: Geography National Curriculum Course Outline

2003 – 2004

YEAR

Year 7

Year 8

TERM 1

Making

Connections

Coastal

Environments

Rivers – a fieldwork approach

Flood Disasters – how do people cope? How are rivers misused by people?

TERM 2

Weather and

Climate

Can the Earth cope? Ecosystems

TERM 3

Settlement /

Shopping – past, present and future

Global Industry

Tourism – good or bad

Year 9 The Restless Earth

– earthquakes and volcanoes

Crime and the

Local Community

What is

Images of a

Country

Investigating Brazil

Virtual Volcanoes and Internet

Earthquakes

Development?

Local Action,

Global Affects Comparing

Countries

Skills course



Year 7 - Mapping Skills / Exploring England – Introduced September 2003



Year 8 - Literacy / Numeracy Skills /People Everywhere – Introduced September 2003



Year 9 - ICT Skills / Crime and the Local Community - To be Introduced September 2004

Unit making connections

About the unit

The main purpose of this unit is to further develop pupils’ knowledge and understanding of places. Pupils investigate some of the features and characteristics of the area around their new school while also developing a range of geographical skills.

This unit aims to help transfer between key stage 2 and 3 by building on locality studies pupils are likely to have carried out and encouraging them to talk about the work they have already done. Teachers will be able to use this unit to make a diagnostic assessment of what pupils know, understand and are able to do.

Key aspects


Pupils will:

• Ask geographical questions

• Collect/record/present evidence

• Communicate appropriately

• Use atlases/globes/maps

• Use fieldwork techniques

• Use secondary evidence

• Draw maps, plans and graphs


Pupils will:

• Locate places and environments

• Describe scale contexts

• Describe and explain physical and human features


Explored through:

• Settlement

• Population movements

Geography

Year 7

Most pupils will: identify characteristic features of their ‘new’ school’s locality, which help to make the area distinctive; describe and begin to explain the similarities and differences between their ‘new’ and ‘old’ school localities and other areas studied; identify appropriate features to persuade a selected person to come to their ‘new’ school; explain how their

‘new’ school area may be connected with other places and begin to identify patterns in those links; offer explanations as to why individuals may view places differently; suggest suitable geographical questions and use a range of geographical skills to help them investigate making connections; use primary and secondary sources of evidence and communicate their findings using appropriate vocabulary

Some pupils will not have made so much progress and will: identify some characteristic features of their ‘new’ school’s locality; describe and compare physical and human features of their ‘new’ school locality with the ‘old’ and offer explanations for some of the similar and different characteristics observed between them and other places studied; identify some appropriate features to persuade a selected person to come to their ‘new’ school; offer reasons for some of their observa tions on how their ‘new’ school area may be linked with other places and be aware that individuals view places differently; use skills and sources of evidence to respond to a range of geographical questions about making connections between places, and begin to use appropriate vocabulary to communicate their findings

Some pupils will have progressed further and will: identify characteristic features of their

‘new’ school’s locality and offer explanations as to how these help to make the area distinctive; des cribe and explain the similarities and differences between their ‘new’ and

‘old’ school localities and other places studied; identify appropriate features and write effectively to persuade a selected person to come to their ‘new’ school; explain how and wh y their ‘new’ school area may be connected with other places, and begin to offer some explanations for the patterns they identify in those links; offer reasons for why they personally and other individuals may view places differently; begin to suggest relevant geographical questions; select and use appropriate skills and ways of presenting information to help them make connections; select information and sources of evidence for their investigations, suggest plausible conclusions and present their findings both graphically and in writing

Expectations

At the end of this unit

© QCA 2000

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Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 1 Making connections

Prior learning

It is helpful if pupils have:

• Studied their primary school locality, and other localities in the UK and overseas

• Used a range of enquiry skills and geographical techniques to research and record information

• Used Ordnance Survey (OS) maps 1:50,000 scale

Teachers need to consider and plan for the range of pupils’ experiences; prior contact with key stage 2 teachers would be helpful.

Language for learning

Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to:

• Scale, e.g. catchment area, local, regional, national, international

• Geographical analysis, e.g. link, survey, perception, stereotype

It is recommended that each pupil develop his or her own glossary.

Speaking and listening

– through the activities pupils could:

• Ask questions to gain clarification and further information, e.g. why, how, what then

• Answer questions using relevant evidence or reasons

Writing – through the activities pupils could:

• Develop ideas and lines of thinking into continuous writing

Resources

Resources include:

• Local, regional, national and world base maps

• OS maps of the local area

• Atlases

Future learning

This unit is a foundation unit for the key stage. It has particular links with place study and some later units that cover the settlement and population themes.

Skills not covered in this unit may be integrated into subsequent units, which refer to the use of OS maps. It would be beneficial if lower attaining pupils could be given opportunities to revisit skills so that they can practice and consolidate their learning in these areas.

Links

The activities in this unit link with:

• Mathematics – handling data, drawing conclusions

• ICT – using mapping, database and desktop-publishing packages, using digital cameras, using Internet search engines

• Key skills – improving own learning and performance

• Thinking skills – processing information

© QCA 2000

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Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 1 Making connections

Introducing Geography - People and Place, Human Geography, Physical

Geography and Environmental Geography – Link to Humanities.

Produce a spidergram indicating some of the areas studied within Geography.

Collect pictures of Human, Physical and Environmental Geography and construct a collage or series of collages indicating their geographic classification

Where is our place and what is it like? evening.

• to use maps and plans

• to use appropriate graphical techniques to present evidence

• to identify important features of a place and its location

• to describe the geographical context of the local area

• to make comparisons

• to write persuasively in ways appropriate to the task and audience

Can you draw your address?

Where is our place? Highcliffe is here.

Produce a mental map of the school, neighbourhood or local area.

• Use a 1:50,000 OS map to help pupils locate their new school (using grid references) and, in-groups, to locate their former primary school. Ask them to use the map to plan a route to get from their primary school to this one and to measure it. Discuss how they might communicate this planned route to someone else, e.g. an annotated map or a list of instructions.

Produce a class map to show the location of all schools involved. (Pupils new to the area will need to be catered for.) Reinforcement of mapping skills.

Now that all pupils belong to a ‘new’ place, discuss with them how they might define its limits/boundaries, and add what is agreed to the map.

“ Produce a map delimiting the hinterland of Highcliffe School.

What are the main features of our place? classroom window”

• Demonstrate how to draw and annotate a field sketch using a slide/photograph in preparation for drawing a sketch through a window/from a viewpoint at the school. At the chosen location ask pupils to identify and sketch important geographical features and add notes to their sketch.

• Discuss with pupils the nature and purpose of persuasive writing and ask them to tell the rest of the class about pieces of persuasive writing they did in their primary school. Provide a range of resources about the school’s general locality, e.g. aerial photographs, advertisements from local newspapers, brochures from the local council.

Ask them to use these and what they have learnt to produce a postcard “wish you were here?” in order to persuade Year

6 students to choose Highcliffe School. Weaker writers will need more structured support, e.g. a persuasive writing frame.

• understand the concept of ‘our place’ by identifying characteristic features

• use basic map skills

• ICT: a mapping package could be used to support this activity.

• Homework: pupils could practice drawing a labelled field sketch from accurately, e.g. four- or sixfigure grid references, their bedroom window.

• Language for learning: this activity measure distance/direction

• describe the regional context of the local area

• record evidence using appropriate techniques, e.g. provides pupils with the opportunity to ask questions to gain clarification and further information, what then . e.g. why, how,

• Thinking skills: before pupils pool their annotated map/field sketch

• describe features of the local area to encourage a chosen person to come to live there continuous persuasive text aimed at a particular audience information they could be asked to consider how this might best be achieved.

• ICT: pupils could use an ordinary/digital/video camera to record parts of the local area that other pupils could not visit. They could use photographs to provide evidence to support their writing.

• Remind pupils to use their personal glossaries, key word lists and class dictionaries to check specialist vocabulary and spellings. Key words could be displayed on the classroom wall.

“ Use the work produced – O.S. Maps, Aerial Photographs, Plans,

Photographs, Sketches and Postcards for display for the year 6 parents

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 8 Coastal environments

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What do we know, think and feel about other places?

• to use the contents and index pages of an atlas

• to use secondary sources of evidence

• to clarify their knowledge and perceptions of places

• to communicate in ways appropriate to the task and audience

What do we know about other places?

• Start with a group/whole-class discussion about localities studied at key stage 2. Where are these places?

Locate them on a class map. Alternative

• identify some of the main similarities and differences between their local area and use a series of photographs of places, including some misleading images, and ask pupils to list similarities and differences, and to suggest where these places might be. Check the location in an atlas and add these to the class map.

What do we think and feel about other places?

• Ask pupils individually or in-groups to select a place they would like to visit and use a range of resources to find out what it is like. They could present their results in visual form with notes or as a brochure for tourists or as a mind map reflecting image and understanding.

• Lower-attaining pupils may need more guidance on the sort of information to collect, how to find it, and how to record and present it. They may also other places

• understand some of the reasons why people have different perceptions of places

• interpret a wide range of thematic maps in an atlas

• plan and research a chosen topic using a variety of resources benefit from a framework to gather and note the information. An example of a published tourist brochure may also be helpful.

“ An alternative “Where have I been on holiday”

• ICT: pupils could use internet search engines to find information about their chosen place. They could use a wordprocessing or a desktop publishing package to present their information.

• ‘Window on world’ website of

Staffordshire LEA

(www.sln.org.uk/wow) is an example of one imaginative project where pupils use images and their own writing to describe their feelings about different places.


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Unit Coastal environments

Geography

Year 7

About the unit

The focus of this unit is geomorphological patterns and processes. Pupils learn about the process of weathering and investigate the stages of development of a coastal landform. They go on to investigate the environmental planning and management of coastal areas and consider the tensions between development and conservation.

Key aspects


Pupils will:


• Suggest investigation sequences


• Analyse evidence and draw conclusions



• Use extended geographical vocabulary




• Communicate, including using ICT

• Experience decision making


Pupils will:



• Investigate change in places


Explored through:

• Geomorphological processes

• Environmental issues


Pupils will study:

• Environmental change and management

• Sustainable development


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Expectations


Most pupils will: begin to suggest relevant geographical questions and a sequence to investigate weathering of the school buildings and grounds and environmental issues; describe and begin to explain how wave action and weathering processes are responsible for the development of particular coastal landforms; describe and begin to explain how wave action and weathering processes affect coastal landforms, land use and, consequently, people; recognise some of the links between causes and consequences of cliff collapse and people’s responses to it; understand how conflicting demands on an environment may arise and how people may damage and improve such environments; compare different approaches to managing coastal erosion in a sustainable way and their effects on people and the environment; select and use appropriate geographical skills and sources of evidence to present information; suggest plausible conclusions and present their findings both graphically and in writing

Some pupils will not have made so much progress and will: begin to suggest suitable geographical questions and a sequence to investigate weathering of the school buildings and grounds; describe and begin to understand how wave action and weathering processes are responsible for the development of particular coastal landforms; describe and begin to understand how wave action and weathering processes affect coastal landforms, land use and, consequently, people; begin to recognise the causes and consequences of cliff collapse and people’s responses to it; describe how conflicting demands on an environment may arise; recognise how people try to manage environments sustainably and how they may be affected; use a range of appropriate geographical skills and secondary sources of evidence in their investigations of coastal environments and present their findings both graphically and in writing

Some pupils will have progressed further and will: identify relevant geographical questions and a sequence to investigate weathering of the school buildings and grounds and environmental issues; describe interactions within and between physical and human processes responsible for the weathering of buildings, the formation of selected coastal landforms and the occurrence of hazards; recognise that human actions may have unintended environmental consequences and that change sometimes leads to conflict; appreciate that considerations of sustainable development affect the planning and management of coastal environments; select and use effectively a wide range of skills; begin to evaluate critically sources of evidence, present well-argued reports of coastal environmental management and reach substantiated conclusions

Prior learning


• Prior knowledge and understanding of the physical features and processes affecting coasts from key stage 2

• Undertaken and practised geographical enquiries, asked and answered questions and developed their research skills

• Developed their map skills, especially in relation to the use of OS maps at different scales

• Experienced group work.


Through the activities in this unit pupils will be able to understand, use and spell correctly:

• Words relating to the coast, e.g. arch, backwash, beach, cave, cliff, coast, deposition, ebb, fault, fetch, freeze

–thaw, groundwater, groynes, headland, high water mark, impermeable, landslide, longshore drift, low water mark, permeable, revetments, salt marsh, sand dune, slump, spit, stack, storm surge, stump, swash, tides, water table, wave, wave-cut notch, wave-cut platform, weathering

• Other specialist vocabulary, e.g. attrition, beach nourishment, corrosion, hydraulic action, solution, tidal range, cost

–benefit analysis, impact matrix

Speaking and listening – through the activities pupils could:

• listen for a specific purpose, notes the main points and consider their relevance


• Group sentences into paragraphs that are focused and well developed

• Use correctly full stops, brackets, dashes and colons

Resources

Resources include:

• Materials from

Optional tests and tasks for geography , which include geology and OS maps

• Photographs/postcards of coastal landforms

• Video footage of coasts to show wave action and resulting landforms, especially cave, arch, stack and stump, cliff collapse and spit formation, and coastal protection strategies

• Newspaper articles on storm action, cliff collapse and other coastal hazards

• Textbook resources

• Supporting video programmes:

–

Geography in animation, programme 1: Coastal erosion; programme 2: Coastal deposition; programme 4: Coastal management (BBC Schools)

–

Geographical eye over Britain, programme 2: Shifting coastline (Channel 4 Education)


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Future learning

This unit provides a base for further enquiries and decision-making exercises in the key stage 3 programme of study and for GCSE coursework enquiries and a base for units on geomorphology, especially coasts. Techniques used here can be applied to other contexts where similar evaluation of a proposed development is required. Pupils may need reminding that they now have knowledge of these strategies and should be able to draw on them if appropriate.

Links


• Other geography units

• Mathematics – using and interpreting scale (maps)

• ICT – using digital images, word-processing and desktop publishing packages, using the

Internet

• Citizenship – investigating responsibilities of school governors, local and central government, expressing and explaining views, considering other people’s experiences

• Science – work on the weathering of rocks


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How is the coast shaped by wave action?

What is weathering? How does weathering affect different types of rocks?

• to practise their developing enquiry, recording and analytical skills

• to identify the environmental conditions which cause weathering

• to identify agents of erosion

“ Erosion V’s Weathering.Earthworks Page24/25

• to use an extended • Show video excerpt of wave action and coastal landforms” Geography in

• Introduction to rocks BOARDWORKS – Powerpoint - Geology vocabulary

• accurately match information to identify the characteristics

• Science: links with work on physical weathering of rock in science. of different rock types

• Citizenship: this activity provides

Ask pupils to draw an

• understand how rock follow this with simple experiments relating to strength, rock sample crumbles, porosity and reaction with acid.

e.g. how readily a characteristics vary

• produce a map and annotated pupils with the opportunity to consider the responsibilities of the governing

“ Is your school breaking up? Earthworks page 22/23.

• Ask pupils to plan a survey (drawing on their previous experience of enquiry questions and the investigative sequence) of evidence of weathering in the conduct a survey of their homes to raise awareness of managing the school grounds and buildings. Discuss with them the questions they might investigate, e.g. Is one side of the school more prone to weathering than for them completed.

upkeep of houses, painting, repair of leaks, etc. another? Which materials are more prone to weathering and were they poorly chosen? Is there a link between the amount of weathering and involved height? Which types of weathering are most common?

Pupils will need to make decisions about how they will record the evidence, e.g. annotated

Safety with the science department erosion and how erosion differs from weathering recording grid with suitable column headings.

• Using appropriate textbooks help pupils to understand the two main types of weathering (mechanical/chemical) and to show these in the form of annotated diagrams. Distinguish between weathering and erosion and identify the main erosion agents. Weaker readers will need more structured guidance on researching and note making.

“ Provide pupils with an OS map of a stretch of coastline e.g. Hengistbury

Head that includes some of the landforms they are familiar with from the video. Ask them to plan a coastal walk to include a range of landforms, and to mark this on an outline map of the coast with notes on what they would see and where. Less able pupils might benefit from being given a part-drawn outline map and some prompts to get them started.

“ Coastal processes and landforms” – FIELDWORK – Hengistbury Head,

Highcliffe. Purpose

– 1.To study how the coastline has been shaped by the sea. 2. Study the physical features produced by erosion and deposition. 3.

Assess the impact of tourism on the coastline. 4. To assess the value of coastal management schemes.

• As a final task, ask pupils to produce an information leaflet illustrating coastal landforms at Hengistbury Head (or another suitable location) for a visiting geography fieldwork group.

• show understanding of coastal • ICT: pupils can produce and amend processes which shape landforms by labeling sketches from photographs

• correctly name and recognise annotated diagrams using digital images.

• Commercially produced information leaflets and guides may be useful as coastal landforms on an OS map

• produce a guided walk along a models.

• Pupils may need reminding/instructing about the features of information stretch of coast to note important features

• accurately describe the national context of the area of coastline studied

“ explain how rock type and wave action affect the type leaflets, depending on previous experience, and about the need for accuracy in presentation. A particular feature might be the quality of annotated diagrams.

• ICT: a word-processing package or and scale of coastal landform development desktop-publishing package could be used to develop an information leaflet combining text and images.

• For more detail see

Optional tests and tasks for geography (SCAA)

–

‘Coastal environments’.

“SAFETY - there is a need here to remind students of the need to be aware of danger when walking along clifftops and to make some reference to it in their planned walk

© QCA 2000

25

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 10 Weather patterns over Europe

How can coastal areas be managed? What are the effects of environmental planning and management on coastal landscapes and the people who use them?

• to describe and explain how physical and human

• Coastal Protection /Management Schemes - Involve pupils in a role-play or fiel dwork experience on coastal protection. ‘Save our Head’ – Hengistbury processes affect specific locations (coastline)

• to evaluate different strategies

Head.

ENQUIRY- Can Hengistbury Head be protected? Ask pupils, in groups, to used to manage environmental change produce either a poster or an information sheet which describes and explains the different strategies of coastal management, e.g. do nothing, build sea walls, build groynes, and to write a summary of the different viewpoints, listing points for and against particular proposals. They should add their own viewpoint and justify it. (Some pupils may be given the option of presenting their report in the style of different newspapers, e.g. tabloid, broadsheet, or as a report for television.)

• understand the viewpoints of different groups

• describe and explain available

• Citizenship: this activity provides pupils with opportunities to justify strategies and understand the complexities of issues relating to coastal protection

• present viewpoints succinctly orally or in writing a personal opinion about such issues, problems or events.

• There is an opportunity to video pupils, to provide evidence of and accurately for readers and audience in writing and achievement of weaker writers.

• Language for learning: the writing speech tasks provide opportunities to emphasise to pupils the importance of accurate punctuation in their presentations and how use of full stops, brackets, dashes and colons can improve their writing.

Safety

– all off-site visits must be carried out in accordance with LEA and school guidelines

© QCA 2000

26


Unit Weather and climate

About the unit

This unit focuses on patterns and processes associated with weather and climate. Pupils carry out this work in the context of the United Kingdom and the European Union, which enables them to extend and consolidate their knowledge of places and environments.

In carrying out these activities they engage in enquiry-based learning and problem solving, interpret weather maps and satellite images, use ICT skills and learn to draw and interpret climate graphs.

Pupils distinguish between weather and climate and identify how human activities may be linked with climate patterns; the more detailed study of air masses is left until key stage 4.

Key aspects


Pupils will:









Pupils will:




Explored through:

• Weather and climate

Geography

Year 7 may select to visit for holidays; recognise some of the links between weather and climate and how they affect people’s lives and work patterns; suggest relevant geographical questions about the physical characteristics of Europe; select and use appropriate skills and sources of evidence to investigate weather and climate patterns; suggest plausible conclusions and present their findings both graphically and in writing

Some pupils will not have made so much progress and will: begin to recognise and describe patterns of weather and climate in the United Kingdom and European-scale context; recognise and describe how physical and human processes interact to produce distinctive characteristics of places which people may select to visit for holidays; begin to recognise how weather and climate affect people’s lives and work patterns; begin to suggest relevant geographical questions about the physical characteristics of Europe; use a range of geographical skills and sources of evidence to investigate weather and climate patterns; use primary and secondary sources of evidence and communicate their findings using appropriate vocabulary

Some pupils will have progressed further and will: describe and explain patterns of weather and climate in the United Kingdom and European-scale context; appreciate the relationships between physical and human processes and show how these create geographical patterns to produce distinctive characteristics of places which people may select to visit for holidays; describe and explain how and why weather and climate affect people’s lives and work patterns; identify relevant geographical questions about the physical characteristics of Europe; select and use effectively a range of skills and sources of evidence to investigate weather and climate patterns; present well-argued reports and begin to reach conclusions that are consistent with the evidence

Prior learning


• Studied local weather and climate and what happens for rain to form

• Investigated relationships between data in a computer spreadsheet

• Used political and physical atlas maps

Expectations


Most pupils will: describe and begin to explain patterns of weather and climate in the

United Kingdom and European-scale context; describe and begin to explain how physical and human processes interact to produce distinctive characteristics of places which people

© QCA 2000

27



Through activities in this unit pupils will be able to understand, use and spell correctly words relating to:

• Meteorology, e.g. weather, climate, physical, hydrological cycle, condensation, evaporation, stratus, cirrus, cumulus, precipitation , relief, convectional, frontal, satellite image, temperature



• Describe how the work was undertaken and what led to the conclusions

Resources

Resources include:

• Class set of atlases with climate maps of Europe, current satellite images of Europe (from

METFAX – Tel (index page) 09003 40 04 02, or (Helpline) 08700 75 00 75), or Internet sites, e.g. www.eumetsat.de/en/; www.nottingham.ac.uk/meteosat

• OHT sheets

• Outline maps of Europe

• Video with animated weather footage and/or textbook diagrams

• A week’s weather forecasts (television)

• Climate graphs for European localities

• Newspaper weather maps

• Meteorological records, e.g. school or weather station


– The geography programmes – Geography in animation, programme 8: European climates (BBC Schools)

– Geographical eye – Weather and climate, programme 5: Climates in Europe (Channel 4

Education)

Future learning

This unit provides a basis for GCSE units concerned with knowledge and understanding of weather and climate patterns and processes. It might also lead to the study of global climate, microclimates and named climatic types.

Links



• Mathematics – interpreting data and drawing conclusions

• ICT – projecting or drawing images, using the Internet databases and spreadsheets

• Key skills – working with others, improving own learning and performance

• Science – work on the water cycle

© QCA 2000

28


What is the difference between weather and climate? What can satellite images tell us about the weather?

• to investigate the nature of the • Weather and Climate Introduction – BOARDWORKS – PowerPoint information shown on weather satellite images and climate presentation. Discuss with pupils the difference between weather (here and now) and climate (averages over time) using atlas climate maps, and weather satellite images and forecasts for the United Kingdom and Europe. maps

• to interpret satellite images and relate them to current weather conditions

• to draw a sequence of sketch maps

• to determine how and why aspects of weather vary from place to place

“ Introduce the seven climatic elements, instruments and measurements.

“ PRACTICAL - Design and construct individual weather instruments – rain gauge, anemometer, weather vane, thermometer, cloud cover, hygrometer.

Locate within the school grounds and evaluate

• Use the “Blue Peter” styled instrument to complete weather Watch. Record figures where possible for temperature, rainfall, cloud cover, wind speed and direction and air pressure.

• describe the difference between weather and climate

• describe what a weather satellite image shows, using annotated sketch map(s)

“ Compare with the school weather Reporter for the same period? What are the similarities and the differences? Why do they occur?

• ICT can be used to project and draw on the image. A computer linked to a large screen or TV, an interactive whiteboard or other system could be used.

• Satellite images can be obtained from a number of internet sites, the

Meteorological Office’s METFAX service. the Standards Site at www.standards.dfee.gov.uk

© QCA 2000 Browse, save, edit or print Schemes of Work from

Geography - Unit 9 Shopping

– past, present and future

29

What can weather maps tell us?

How does the weather change?

• to investigate weather patterns and relationships over time

• to predict weather using weather maps and satellite images knowledge, weather maps, statistics and satellite images to generate their own weather forecast for a named place(s) in Europe for the following 24 hours. Ask them to evaluate the accuracy of their forecasts using actual details and to review the method of working.

• to interpret weather maps and • Use an up-to-date weather satellite image of the United Kingdom or Europe

• identify that weather systems • Records from the Meteorological e.g. relief, move across Europe and that Office, a local weather station or the school automatic or manual weather relationships. Compare with microclimate results.

• Provide pupils with meteorological records in a suitable ICT format for them to carry out a mini-enquiry into weather patterns and relationships. Carry out a whole-class problem-solving activity

– ask pupils to use their accumulated prediction station might be used.

• Database files are more effective for enquiries where pupils need to search for specific instances. Spreadsheet files are more effective where calculations, e.g. averages are

“ LINK TO THE EUROPEAN SCHOOLS INVOLVED IN THE COMMENIUS

PROJECT.

• Mathematics: pupils interpret data and draw conclusions.

• Language for learning: this activity provides pupils with the opportunity to describe how the work was undertaken and what led to the conclusions.

• describe and begin to explain cloud patterns

• describe and explain weather features over the United

Kingdom or Europe from weather maps and satellite images

What affects the United Kingdom and Europe's climate?

• to use atlas maps to identify patterns

.“ Using enquiry questions ask pupils to use atlas maps to investigate factors influencing climate in Europe, e.g. latitude, relief/altitude, distance from sea, prevailing winds.

• Identify the patterns between climate, human and economic activity.

What part of Britain is the coldest/the warmest/the windiest/the wettest?

Explain the links noted e.g. height/rainfall totals and population. the Standards Site at www.standards.dfee.gov.uk




30

How does climate influence human activity?

• to interpret climate graphs • Use BOARDWORKS to Introduce pupils to climate graphs and show and explain how they are drawn.

• describe and explain how annual climate variations influence human activities

“ Draw climate graphs for the local area and for a variety of locations across

Europe. Write a rationale for the variations shown.

Where am I?

• to determine how and why aspects of weather and climate vary from place to place

• to investigate climatic and other data/information to reach

• Card Game – “Where am I?

Based on climatic information – Statistics, graph, satellite image, description, pictorial evidence students decide where they are in the world. From the evidence provided they should be able to suggest a location < explain why

• describe and explain how and why the climate varies in areas selected

• describe and explain how physical and human factors the area has been selected and confirm their understanding of climate. can influence decision-making

• Key skills: links with working with others – pupils work on a one-to-one or group basis and plan with others what needs to be done, confirm their understanding of the objectives, their a decision

• to describe the geographical location and contexts of areas studied processes

• accurately describe the national contexts of areas studied responsibilities and working arrangements, carry out tasks and review progress. the Standards Site at www.standards.dfee.gov.uk




31

the Standards Site at www.standards.dfee.gov.uk




32

Unit Settlement/Shopping – past, present and future

Geography

Year 7

About the unit

This unit deals with an aspect of the settlement theme

– retail service provision. Pupils learn about patterns and processes by investigating provision at local and regional scales. They consider the concept of development within their own country, by studying the possible impact of the internet on shopping patterns, as a prelude to focusing on development in a global context. As part of their investigations, they have the opportunity to develop further their data-collection and presentation skills.

Key aspects


Pupils will:





• Appreciate values and attitudes





Pupils will:




• Investigate changes in places

• Explore interdependence and global citizenship


Explored through:

• Settlement

• economic activity


Pupils will study:


• Sustainable development the Standards Site at www.standards.dfee.gov.uk




33

Expectations


Most pupils will: suggest relevant geographical questions to look at changes in settlement/shopping patterns; describe and explain why settlement/shopping patterns have changed; describe and explain how changing habits create changes in location patterns; predict future trends and how changes benefit some groups of people more than others; select and use effectively skills and sources of evidence to investigate changes; present well-argued reports and begin to reach conclusions that are consistent with the evidence

Some pupils will not have made so much progress and will: begin to suggest relevant geographical questions to look at changes in settlement/shopping patterns; describe and begin to explain why settlement/shopping patterns have changed; suggest how changing habits may create changes in location patterns; suggest some future trends in patterns and how changes benefit some groups of people more than others; use a range of geographical skills and sources of evidence to investigate changes; use primary and secondary sources of evidence in their investigations and present their findings both graphically and in writing

Some pupils will have progressed further and will: identify relevant geographical questions and a sequence of investigation to look at changes in settlement/shopping patterns; describe and explain relevant human processes and how these interact to create and help change

/settlement shopping patterns and environments; appreciate that people’s attitudes and values influence decisions made and how changes benefit some groups of people more than others; appreciate, also, that considerations of sustainable development may well affect the planning and management of environments in the future; select and use effectively a wide range of skills and begin to evaluate critically sources of evidence used in their work; present well-argued reports and reach conclusions that are consistent with the evidence

Prior learning


• Studied land use in their local area

• Used thematic maps in an atlas

• Carried out, with support from the teacher, geographical enquiries

• Considered issues from different points of view



• Settlement, e.g. settlement function, settlement hierarchy, sphere of influence, out-of-town development

• Commerce, e.g. convenience goods, comparison goods, development



• Discuss and question what they are learning and how it is relevant in other contexts or when using different variables

Writing


• Group sentences into paragraphs which have a clear focus (and topic sentence)

• Link ideas and paragraphs into continuous text (minimum 300 words)

Resources

Resources include:

• Bus and train timetables, details of circulation of local newspapers, delivery area of furniture store, catchment area of local secondary schools, etc

• Websites of booksellers, travel organisations, large supermarket chains, banks, etc

Future learning

This unit lays the foundation for understanding the concept of development

Links


• Other geography

• Mathematics – collecting, representing and interpreting data

• ICT – using a mapping package, reflecting on technological innovation

• Citizenship – expressing and explaining views, considering other people’s experiences, considering topical or social issues

• History – work on transport developments, working hours and emancipation of women the Standards Site at www.standards.dfee.gov.uk




34

What is a settlement? Where do we build our settlements and why?

• to use appropriate graphical techniques to present evidence on maps

• to make and justify a decision

• to assess the advantages and disadvantages of different settlement sites

• the reasons for the location, growth and nature of individual settlements

• Help pupils to understand the word ‘settlement’ using a selection of photographs, e.g. a temporary home, factory, a cottage, a block of flats, an urban area , and ask about the derivation of the word. Ask pupils to note an agreed definition.

• Use “Settling Down” a PowerPoint presentation to allow pupils to explore the factors that may have affected the location of a settlement.

• Ask pupils to identify types of settlement sites on an OS map, e.g. bridge point, wet/dry points, and defensive.

Students may then identify further an example e.g. Salisbury – Old Sarum – original settlement, Cathedral –

Religious Centre, Market Town and commercial centre and draw labeled sketch maps of these sites, using map symbols, (Applied conventions for drawing sketch maps to show site/location need to be taught.) from O.S.

Maps, aerial photographs and other forms of secondary evidence

• define and explain the word

‘settlement’

• use OS maps to illustrate the different reasons for settlement location

• Language for learning: it is helpful if pupils build up a glossary of important vocabulary.

• History: links with the historical geography of the settlement of

England, invasion phases and place name evidence. The latter could be included in this unit if appropriate to the local area.

• Mathematics: shape, space and measures – pupils interpret maps and understand coordinates.

Where should all the new houses go?

• to ask geographical questions

• to use secondary sources of

• Using materials like newspaper articles, extracts from official reports, etc, help pupils read and extract information about England’s need for new evidence

• to consider an issue from different points of view

• to clarify and develop their own values and attitudes houses and where they might be built.

• “Residential Enquiry “ - Identify a new/proposed-housing site locally e.g.

Micheldever Station and locate it on a map. Discuss with pupils what questions they would like to ask about it. If possible, visit the site and talk to people involved/likely to be affected about their view of the development, about issues

• to develop decision-making skills using ICT

• to read, with understanding, an information text

• about changes in land use

• to consider how and why changes in the functions of settlements occur and how these changes affect groups of people in different ways e.g. a member of the local planning department, the builder, a potential house buyer, a nearby resident.

If this is not appropriate, a simulation approach e.g. Sim City CD-Rom may be used for a real site elsewhere or an imaginary one locally, and pupils may be asked to imagine, in role groups, what the reactions of different groups of people might be. Emphasise appropriately this ‘change in function’ aspect of the development, derelict industrial building to new housing development. e.g. from

• Use role-play to illustrate the different views of the different groups. Ask pupils to make brief notes as they observe. Then, ask pupils to use all the information they have to write a report on ‘Why does England need so many new houses? Where will they be built and how will people already living in these areas be affected?

’

• make and justify a decision about where new housing is to

• Language for learning: this activity provides opportunities for pupils to be be built

• understand the different reactions of people to new housing developments and changes of function

• communicate in different styles, e.g. notes, continuous prose, orally reminded how to read at different levels of detail: to use skimming, scanning, highlighting and note making as appropriate.

• A site earmarked for development would be ideal for fieldwork. The local authority-planning department will have up-to-date information and staff is usually willing to help.

• The role-play information can be collected as part of the fieldwork activity or can be developed from prompt role cards.

• Citizenship: this activity provides opportunities for pupils to reflect on topical social issues and to express and explain viewpoints contrary to their own.

Work from the Standards Site at www.standards.dfee.gov.uk

© QCA 2000

Browse, save, edit or print Schemes of

Geography - Unit 7 Rivers – a fieldwork approach 35

The past – how and why does the provision of goods and services change? How are different groups affected (who wins and who loses) when there

How are different groups of people affected?

• to use maps and secondary sources of evidence

• about patterns and changes in urban land use

• how changes affect groups of people in different ways

• to clarify and develop their own values and attitudes about issues

CBD, shops/services, open space, and factory/work areas.

• to ask geographical questions pupils to draw a generalised plan of the pattern of land use evident, e.g.

After discussion

• Organise a visit to the nearest shopping parade e.g. Saulflands, to note relative location types of shops and services, any evidence of a change of function and to zones of a ‘typical’ town or city, and offer reasons for their use zones of the local town/urban area for lower-attaining pupils to complete may be helpful; others may locations.

How has the settlement changed over time? any change in function and its effects.

• Identify some of the main be able to draw their own.

• Language for learning: pupils may shopping centres, including an out-of-town development or retail warehouse. between land-use zones in choose what strategy to use for note towns and cities.

Organise a visit. Ask pupils to map the different locations and add notes making, e.g. tables or spider about their advantages and disadvantages. Ask pupils to consider two of

• account for the differences in diagrams . e.g. young, elderly, without a car,

• Citizenship: this activity provides the mother with young children, and to tabulate their findings. opportunity for pupils to express and time • describe and explain how land explain viewpoints contrary to their own. people in different ways

Safety


• collect, record and evaluate data about shopping

• analyse their findings and suggest reasons for changes in shopping patterns

• describe the distribution of shopping centres in a settlement

• explain how out-of-town developments affect service provision in other parts of towns

• explain how changes of location and function benefit some people/groups more than others locally/within the region

• History: links with work on transport, working hours, emancipation of women.

• Citizenship: this activity provides pupils with the opportunity to consider other people’s experiences and to think about, express and explain views that are not their own.

• Mathematics: pupil’s collect, represent and interpret data.


© QCA 2000



The present – what types of goods and services are found in different settlements today, in the local area/region? Why does the provision of goods and services vary between settlements?

• how and why the provision of goods and services in settlements varies

• Use pupils’ understanding of convenience and comparison goods to develop

. the concepts of settlement function and how to place settlements in a rank order (hierarchy). What can we buy where, and why?

Rank local centres for shopping purposes. Then ask pupils to write a paragraph to identify the main centres and explain why some are more important than others are.

• describe and explain where the main goods and services can be obtained in the local area

• map the general ‘sphere of influence’ pattern in the local area/region and account for it

• The teacher will need to have some resources to facilitate this activity, e.g. bus/train timetables, circulation area of a local newspaper, delivery area of a furniture store.

• Mathematics: pupil’s collect, represent and interpret data.

• ICT: a mapping package could be used to plot shops, services and sphere of influence, using the distance people are willing to travel.

The future - how will the internet affect shopping patterns?

• to explore the concept of progress/development

• how the distribution of an

• Discuss with pupils whether things are getting better in the shopping world.

Consider with them the concept of change/progress as development and discuss the possibilities of internet shopping, referring to well-known economic activity may change in the future, and the effects of examples, e.g. books large supermarket chains .

• In-groups, using school computers or individually at home using personal such changes

• to explore the ideas of environmental change and sustainable development in an urban environment computers, pupils could research one particular internet shopping facility, finding out what it offers and how it works. They should discuss the impact this might have on the use of transport and what types of people will use the facility.

• In class help pupils to pool findings and ask them to draw up a list of the likely effects of internet shopping on local shops, city-centre shops and out-of-town superstores. Which are most likely to resist the internet threat and why?

• Help pupils to plan a piece of extended writing entitled ‘How and why has shopping changed in Britain over the last 30 years? How is it likely to change in the future?’ /’Order your fish and chips online’ Weaker writers may need structured support to help them group sentences into paragraphs which have a clear focus, and in linking ideas and paragraphs into continuous text.

• describe how ‘development’ may favour some people more than others

• successfully access up-to-date information about shopping via the internet

• describe and explain the likely impact of internet shopping on local and regional provisions, referring to specific examples

• describe and explain how and why shopping has changed in

Britain in a 30-year period, in a piece of extended writing with related points grouped into paragraphs, linked coherently into continuous text

• Citizenship: this activity provides on topical and social issues.

• ICT: this activity provides pupils with of technological innovation.

• Language for learning: this activity pupils with the opportunity to reflect the opportunity to reflect on the effects provides the opportunity for pupils to organise what they have learnt into a piece of structured writing.


© QCA 2000



Unit Rivers – a fieldwork approach

About the unit

In this short unit pupils carry out fieldwork to investigate a section of a river and its valley and the changes that take place downstream. They use a variety of equipment to measure and record their findings. In summary pupils produce a piece of continuous writing explaining the processes that cause the downstream changes and reflect on how they could have improved their fieldwork.

Key aspects


Pupils will:











• Communicate using ICT



Pupils will:


• Describe and explain physical features


Explored through:



Geography

Year 8


© QCA 2000



Expectations


Most pupils will: draw on their knowledge of river behaviour to suggest relevant questions and an appropriate sequence of investigation in the field; plan and use appropriately a variety of fieldwork techniques and equipment to collect data, collate it and present their findings about downstream changes in the course of a river and its valley, both graphically and in writing, using IT; use some of the evidence collected to begin to reach plausible conclusions and how the quality of their fieldwork might be improved in future

Some pupils will not have made so much progress and will: draw on their knowledge of river behaviour and begin to suggest suitable questions and a sequence of investigation; follow instructions to carry out a range of field measurements relating to river and valley characteristics and bring together information; select and use a range of skills, including using IT, to present information about downstream changes in river channel and valley characteristics, in summary form; use primary and secondary sources of evidence and present their findings both graphically and in writing

Some pupils will have progressed further and will: draw on their knowledge and understanding of river behaviour to identify relevant geographical questions and a sequence of investigation; carry out a geographical investigation effectively in the field with minimal teacher support, selecting and using a wide range of skills and equipment to collect, collate and present data; describe and explain downstream changes in river channel and valley characteristics; begin to reflect critically on evidence collected and methods of working; present well-argued reports and begin to reach conclusions that are consistent with the evidence



• Rivers, eg river basin, source, mouth, meander, tributary, watershed, water cycle, waterfall, valley, gorge, channel, current, landscape, reservoir, weir, flood plain, rapids, estuary, delta, profile, hydrology, storage, infiltration

• The effect of water on the environment, eg weathering, erosion, transportation, deposition

• Fieldwork, eg clinometer, flow meter, sample

Writing


• Show relationships between ideas by links which illustrate purpose, eg in order to, so that, and reservations, eg although, unless, if

Resources

Resources include:

• OS maps

• Field equipment as available, eg flow meter, stopwatch, ranging rods, floats, measuring tape, clinometer, digital camera

• Palmtop computer

• A virtual field visit, eg www.niwa.com/cam-era/waimakariri-b.htm or www.uwsp.edu/acaddept/geog/courses/geog391/toriv/g391main.htm

or using the

Environment Agency Riverside Explorer CD-ROM

Future learning

The unit provides an introduction to fieldwork techniques and investigative approaches to use in some GCSE coursework. There is opportunity to develop ideas relating to weathering and erosion in different contexts and scales later within key stage 3 and into key stage 4.

Prior learning


• Some familiarity with the components of the water cycle, can match the terms with definitions and produce a flow diagram

• Considered the difference between weathering and erosion

• Learnt about weathering and understand erosion, transportation and deposition in the context of river studies

• Discussed various changes in rivers and river valleys from source to mouth, after research in textbooks

• Some understanding of, and can use, the terms river basin, source, mouth, meander, tributary, watershed, waterfall

Links



• Key skills – communication, application of number, IT, working with others, improving own learning and performance

• Science – work on the water cycle, on weathering and on ecological relationships


© QCA 2000



What do we already know about hydrological patterns and processes?

• to use secondary evidence

• to investigate the patterns and processes of river and valley shape and formation

• Start by finding out what pupils remember from their work on rivers at key stage 2. Introduce them to new words relating to water to be used in the unit and explain them and their origin. A reminder about patterns and process , with illustrations, may also be useful.

• Give the class four tasks, written clearly on the board:

– What is the ‘water cycle’ and can you explain it?

–

What is th e difference between ‘weathering’ and ‘erosion’?

– What changes take place in the ‘long profile’ of a river valley?

– What features result from ‘fluvial erosion’?

• Discuss with pupils the key words water cycle, weathering, erosion, long profile and fluvial erosion. In-groups, ask pupils to use a range of texts and images to prepare and present information for one of the tasks and then share what they have learnt with the rest of the class.

“ Alternative STORY TIME – Willy the Water Droplet (water cycle), Barry the

Boulder (process), Barry and Belinda’s Life Story – The Big Romance.

“ Alternative – Taboo – Water Cycle.

“ Alternative Geog 1 Pages 72 – 77

“ Case Study The River Severn - Video

• identify and show the components and links in the water cycle

• distinguish between weathering and erosion

• describe and explain the main processes of fluvial erosion

• identify land forms associated with fluvial processes

• Word origin: hydrology/hydrological, from the Greek hudor (water); fluvial from the Latin fluvius (river) and fluere

(to flow).

• Key skills: communication, note taking and drafting, oral presentations, defining words and providing ‘simple’ explanations.

Where is the river section we are going to study? Mill Lawn, Burley

• to use and interpret maps at

1:50,000 and 1:25,000 scales

• to draw simple cross-profiles

• Help pupils to locate the river section to be studied on an OS map. If available, both 1:50,000 and 1:25,000 maps may be used, and the opportunity taken to note briefly the differences between them in scale, symbols and level of detail.

• Using one of the maps, help pupils identify key points and characteristics that can be deduced from the map using six-figure grid references, and speculate on the most likely locations for certain features. As points of reference, it may be helpful to have some simplified drawings of typical river and valley features (contour lines and three-dimensional sketches) to help identification. There is an opportunity here to demonstrate how to draw a cross-profile from contour lines and for pupils to replicate a simple one.

• Ask pupils, in groups, to work out a route to reach the study area from base

(school).

• read OS maps to identify and locate features correctly

• use map evidence to interpret and draw out characteristics of

• Homework activity: other crosssections may be drawn for homework to practise/consolidate the skill. long and cross-profiles of a valley section the Standards Site at www.standards.dfee.gov.uk


Geography - Unit 4 Flood disaster – how do people cope? 40

What do we want to find out?

• to use an extended vocabulary


• to suggest an appropriate sequence of investigation

• to select and use appropriate fieldwork techniques and instruments

• to communicate and exchange ideas in a variety of ways

• decision-making skills

• Give pupils the key question What changes take place downstream in this river section?

Ask pupils to suggest what are the important geographical questions in this context and in what order they should be investigated, eg

What do we want to find out? What do we expect to find out? What information will we need to collect? How will we collect it? What equipment will we need? Who will do what? Where?

Ensure that the pupils have considered appropriate questions, in relation to water volume and speed, cross- and long profiles, physical features (channel and valley), water quality. (Higher-attaining pupils may be given more opportunity to identify their own questions/sequence.)

• Demonstrate how the equipment is to be used in the field, eg clinometer, digital camera, flow meter, tape and ranging pole, meter rule, quadrat...

The pupils should observe the data collection sheets to ensure data is collected effectively.

• identify and agree the procedures and questions to find out about river profile characteristics

• design or adapt data sheets for effective use

• Key skills: application of number – pupils identify what data should be collected and how it is to be collected, and interpret scales on measuring instruments.

• Key skills: working with others and IT

– pupils plan and collect data as a team effort, agreeing and allocating tasks. The data-collection sheets can be designed in a spreadsheet, which can be loaded onto a palmtop computer taken into the field. This has the advantage that pupils can check results before returning to the classroom.

What information can we collect in the field?

• to apply enquiry and investigation skills in the field

• to pay due regard to safety instructions

• Out in the field oversee the work of groups in three/four pre-agreed locations on the long profile; set time limits, manage deployment of equipment and monitor safety and control. Ensure pupils know what they are to do

– measure channel width, depth (to determine it’s cross-profile), the speed of flow (velocity), and the angle of slope of the valley sides and the width of the valley floor. Any interesting physical features or ecological links could also be noted (in a sketch or with a camera). Provide what assistance is necessary, leaving each group as much autonomy as possible.

• complete data sheets to answer the questions agreed about valley width, channel width and depth, cross-profile and river velocity

• Key skills: application of number – pupils collect and process data.

• Key skills: working with others – pupils plan and work with others, have own responsibilities, review progress. the Standards Site at www.standards.dfee.gov.uk



What does our data mean?

• to present and interpret evidence

• to describe physical features

• Ask pupils to collate the data and represent it in a variety of forms. (It may be • transform raw data into a helpful to discuss with some pupils the types of diagrams and graphs they might use.) Help pupils to describe and explain what their diagrams show. range of suitable graphs, diagrams and sketches

• describe physical features observed and measured

• Key skills: application of number – pupils represent data and interpret graphs/charts.

• Key skills: IT – pupils use ICT to analyse, process and present data collected (using palmtop computer, digital camera, word processor, desktop-publishing package and spreadsheet package, etc), and present data combining text, number and graphics.

• Language for learning: this activity provides pupils with an opportunity to understand and use correctly terms of qualification and comparison. the Standards Site at www.standards.dfee.gov.uk



What conclusions can we draw?

• to analyse and evaluate evidence and draw conclusions

• to describe and explain physical patterns and processes

• about the processes responsible for the development of selected land forms

• Refer the class back to the earlier questions What do we expect to find out?

Ask them to identify and attempt to explain the changes recorded at the different recording sites.

• Having identified the changes, encourage pupils to try to explain the processes, which caused them, using appropriate vocabulary. Help pupils reflect upon the strengths and weaknesses of their fieldwork in relation to accuracy, reliability, consistency between groups and the value of data collection. Ask them to suggest how the work could have been improved.

• Ask pupils to produce a written report under given headings, illustrated by appropriate graphs, diagrams and sketches, and including some evaluation of they’re methodology. Weaker writers may need more structured guidance or a narrower focus, eg confining their writing to an evaluation of methodology.

• draw evidence from their own group and other groups to identify, describe and explain changes to the river section downstream

• produce a well-structured report which draws on evidence to reach conclusions

• Key skills: communication – this activity provides pupils with the opportunity to produce writing which shows relationships between ideas by using linking devices that show purpose, eg in order to, so that , and reservations, eg although, unless, if.

(A minimum of 300 words is suggested.)

• Key skills: application of number – pupils draw conclusions from data.

• Language for learning: in preparation for report writing, pupils can be reminded of useful linking devices to structure their ideas, eg in order to, so that, although, unless, if.

Safety

– all off-site visits must be carried out in accordance with LEA and school guidelines the Standards Site at www.standards.dfee.gov.uk



Unit Flood disaster – how do people cope? /

How are rivers misused by people?

About the unit

This unit focuses on hazards. Pupils consider the effects of flooding and how people deal with them.

The unit encourages pupils to use and apply what they already know, to practice skills of classifying and comparing, and to consider value-laden questions about the effects of floods, thus developing their thinking skills.

Key aspects


Pupils will:










Pupils will:





Explored through:



• Development

Geography

Year 8 the Standards Site at www.standards.dfee.gov.uk



Expectations


Most pupils will: identify many of the causes of flooding and other hazards and how people contribute to their frequency and intensity and also how the responses of individuals will differ from those of larger bodies; appreciate that short-term response is different from long-term planning to reduce risk and that MEDCs are better positioned than LEDCs to devote more resources to both; begin to suggest relevant geographical questions about the causes of hydrological hazards and to suggest plausible conclusions about the differences in their impact in MEDC and LEDC’s

Some pupils will not have made so much progress and will: begin to recognise some causes of flooding and other hazards how people may contribute to them; begin to recognise that the responses of individuals and larger bodies will be different; view shortterm response as more urgent than long-term planning for risk and begin to recognise that

MEDCs have more resources to do both; begin to suggest suitable geographical questions about the causes of hydrological hazards and to communicate their responses in the comparisons of their impact in MEDC and LEDC’s using appropriate vocabulary

Some pupils will have progressed further and will: identify most of the causes of flooding and other hazards and explain how people contribute to their frequency and intensity and also explain why the responses of individuals will be different from those of larger bodies; recognise that short-term response is different from long-term planning to reduce risk and why MEDCs are better positioned to devote resources to both; suggest relevant geographical questions about the causes of hydrological hazards and to suggest conclusions that are consistent with evidence about the differences in their impact in

MEDC and LEDC’s

Prior learning


• Carried out research using ICT skills on the Internet and CD-ROMs

• Developed some confidence in sharing ideas and listening to others in discussion



• Flooding, e.g. rainfall, saturation, infiltration, deforestation, run-off, interception, catchment/drainage basin, flood plain, embankments, contamination, water-borne diseases

• Planning for disasters, e.g. cause, effect, land use, management, short term, long term, more economically developed country (MEDC), less economically developed country

(LEDC), infrastructure , evacuation, personal response, government response, emergency and rescue services



• Share information and discuss ideas in-group work

Reading


• Identify the main points in each paragraph, distinguishing between key points and supporting material


• Make notes, summarise; etc, to clarify ideas and thinking which can be used later

• Develop ideas and plans into continuous text

Resources

Resources include:

• Supporting video programme: Geographical eye over Asia, programme 4: Bangladesh –

Living with floods (Channel 4 Education)

• Watering can and water carrier

• Stopwatch

• Key stage 3 textbook with section on floods in Bangladesh, or suitable websites

• ‘Singleton floods’ in Thinking through geography, Ed David Leat (Chris Kingston

Publishing, 1998)

•

The story of Sue and Ian at www.ncl.ac.uk/education/think/

Future learning

This unit provides an introduction to how people respond to hazards and to the factors that cause flooding

Links



• ICT – using Internet search engines, word-processing work

• Thinking skills – taking part in group discussion, classifying and amending classification

• Social development – working collaboratively

• Science – work on the water cycle, developing their investigative skills the Standards Site at www.standards.dfee.gov.uk



What causes floods?

• to ask geographical questions and • There are a number of ways to introduce this unit; some or all of the make predictions

• to collect, record and present data

• to select and use appropriate fieldwork techniques

• to summarise their understanding in annotated diagrams

• to share and refine ideas and information in small groups

• what happens to water when it following activities can be used:

– viewing dramatic video snippets of a flood to develop observation skills

– reading a newspaper report of a local flood to establish recognised causes of flooding carrying out practical work in the school grounds where pupils –

– investigate what happens to water when it falls to the ground on to different surfaces (infiltration/interception).Earthworks 2 page24/25

Take the opportunity to remind pupils of key stage 2 work on the water cycle

• After the chosen activity/ies help pupils to build up a summary diagram, with reaches the ground

• to describe the components and notes to record all the causes of flooding mentioned, including the role of infiltration. links in the water cycle

• to identify the main causes of flooding

_ Reference Geog 1 Page 80

_ Introduce Flood hydrographs.

• determine rates of infiltration and explain how and why infiltration is a factor in the likelihood of flooding

• identify other causes of flooding

• Language for learning: this activity provides opportunities for pupils to read a passage and use coloured markers to locate main and supporting points.

• Some pupils may have carried out an infiltration exercise in key stage 2 and will remember what they did. This can be used to plan a more exacting experience of data collection, timing for fair testing, etc.

• Science pupils will be able to develop their investigative skills if they carry out practical work on the part played by evaporation and condensation in the water cycle.

• Pupils can work collaboratively to plan the activities, design a recording sheet, allocate tasks, etc.

• Language for learning: through group discussion and interaction, pupils should take different views into account and modify their own views in the light of what others say.

© QCA 2000

46

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 14 Can the earth cope?

How do individuals and communities respond to flood hazards?

• how individuals and communities respond to a hazard over different timescales

• to observe and speculate (about hazard damage)

• to share ideas

• to classify

• to evaluate critically

• Ask pupils to imagine that they’re home is flooded to a depth of 0.5 metres.

Get them to list what damage and problems this would cause to/for their home. Ask them to consider what further problems would be created for them and their families if the flooding lasted for a week. Get them to list all the things that could be done to deal with the damage and problems.

• Produce a spidergram reflecting problems and solutions.

_ Reference Geog 1 Page 81

• investigate and record possible flood damage

• listen to and share ideas

• classify people’s responses to floods

• evaluate and amend their classification

• Homework activity: the initial exercise is best done as homework, during which pupils are encouraged to crawl around on the floor to investigate what would be damaged by floodwater. The homework data can then be pooled at the start of the next lesson.

• Language for learning: when pooling their ideas pupils can make notes, summaries, etc, to clarify ideas and thinking which can be used later.

• During the classification exercise and discussion the teacher needs to be very tentative about imposing their own classification.

© QCA 2000

47


Rivers behaving badly – Enquiry.

• to select and use appropriate graphical techniques to present evidence on maps and diagrams, including using ICT

• to conduct a geographical enquiry independently

• to evaluate the effects on the environment of the use of a resource

• to appreciate the need for resource planning to evaluate different management strategies

• to appreciate how places are interdependent

The impact of floods

The causes and effects of river floods in different places

How people deal with the effects of flooding in the short term

How people work together to try and lessen the chances of widespread river flooding but also the impact of floods OR

What conflicts of interest occur from different uses of a river?

Why are rivers so vulnerable to misuse and pollution?

How can the use of a river be managed to overcome the problem of pollution?

How can international agencies safeguard rivers and sea areas for future generations?

Case Studies

_ M.E.D.C.

– Mississippi – Earthworks – Video World Rivers

• interpret information from maps, photographs, diagrams and data from a variety of sources and at different scales

• identify, describe and explain

• Citizenship: this activity provides pupils with an opportunity to reflect on the responsibilities of central and local government, and the world as a global community, and the political, economic, environmental and social the different strategies involved in managing an international waterway

• describe how individuals, by implications of this.

• ICT: this activity provides pupils with an opportunity to use the internet to acting responsibly at a local scale, can make a difference on a large scale

• Identify, describe and explain the most appropriate strategy for managing the causes and consequences of pollution. research pollution issues.

• Extension: pupils undertaking the extension task may be given an appropriate time allocation and a considerable degree of independence.

It may be set as an alternative task for higher-attaining pupils, instead of the exercise on the River Rhine, and subsequently shared with the whole class.

_ L.E.D.C.

– Bangladesh – Geog 1 Pages 84 -87

© QCA 2000

48


Unit Can the earth cope? Ecosystems

Geography

Year 8

About the unit

Pupils investigate the global distribution of one or more selected biome they find out about the relationships between elements and about resulting environmental issues/consequences.

Activities in this unit provide the opportunity for pupils to improve their literacy skills and think about important topical issues linked with citizenship.

Key aspects


Pupils will:



• Collect, record and present evidence







Pupils will:




Explored through:

• Ecosystems

• Resource issues


Pupils will study:


Expectations


Most pupils will: describe and begin to explain the physical and human processes that contribute to the distinctive characteristics and world distribution of one or more biome, the global distribution patterns, and understand the nature of interrelationships between them; describe how physical and human processes create geographical patterns and may lead to changes in places and environments; appreciate how resource issues can change places and the links and relationships that make places economically dependent on each other; appreciate that different values and attitudes result in different approaches in managing environments sustainability and that these may have different effects on people and places; suggest relevant questions and a sequence of investigation of ecosystems; select and use effectively a range of skills and sources of evidence; present their findings about these issues in a coherent way and reach conclusions that are consistent with evidence

Some pupils will not have made so much progress and will: begin to recognise and describe the physical and human processes that contribute to the distinctive characteristics and world distribution of one biome, the global distribution patterns and understand that there are links between them; recognise some of the links and relationships that make places economically dependent on each other; explain their own views and recognise how people try to manage environments sustainably; begin to suggest explanations for how human activities cause damage to the environment and recognise how people may try to improve the environment; suggest suitable geographical questions and sequences of investigation of ecosystems; use a range of skills and secondary sources of evidence and communicate their findings using appropriate vocabulary

Some pupils will have progressed further and will: describe interactions within and between the global distributions of biomes and show how these interactions create geographical patterns and help change environments; understand that many factors, including people’s values and attitudes, may influence decisions about environments and that environments and the people who live there are affected by actions and events in other places; appreciate that human actions may have unintended consequences for the environment and that considerations of sustainable development may affect the planning and management of such environments in the future; identify geographical questions and sequences for investigation of ecosystems; select and use accurately a wide range of skills and sources of evidence; evaluate critically sources of evidence for bias, present wellargued reports and begin to reach substantiated conclusions

© QCA 2000

49

Prior learning


• Used the contents page of an atlas and thematic world maps


• Carried out research using a range of sources, eg Internet, CD-ROM, and library

• Studied world climatic types


Through the activities in this unit pupils will be able to understand, use and spell accurately words relating to:

• Ecosystems, eg biome, vegetation, climate, distribution, characteristic, natural resources, interrelationships, population, food production, agriculture, nutrition, issue, genetically modified foods

• Public opinion, eg fact, opinion, nimbyism, probable and preferable futures (others according to case studies selected)



• Discuss and question what they are learning and how it is relevant in other contexts or when using variables

Reading – through the activities pupils could:

• Distinguish facts from hypotheses/theories/opinions and how far information is complete and helpful

Writing


• Link ideas and paragraphs into continuous text

Resources

Resources include:

• Atlases, photographs and/or video clips showing the characteristics of one or more world vegetation types

• Climate graphs for vegetation types

• Outline maps of the world

• Selection of resources covering a variety of resource issues, eg textbooks, newspaper articles, Internet information as text

• Any clip from BBC’s

Question time

• A cartoon depicting a negative global future (

Thin black lines and Thin black lines rides again have a selection of political cartoons, available from the Development Education

Centre (DEC), Birmingham)

• Thinking through geography (David Leat, Chris Kingston Publishing, 1988) (includes activities on ‘Fact or opinion’)

Future learning

This unit lays the foundation for the study of development in unit ‘What is development?’ in year 9, with its focus on distribution at a global scale and its consideration of topical issues.

Such background information will also be useful for GCSE work.

Links



• ICT – using a mapping package, using Internet search engines

• Citizenship – considering topical issues, justifying personal opinion

• Science – work on habitats, toxic materials in food chains

© QCA 2000

50


Ecosystems, what are the characteristics and distribution of a major vegetation type?

• to use atlas maps at a world scale

• to use secondary sources of evidence, including photographs

• to investigate the characteristics and distribution of a major biome

• What is an ecosystem? Food chains – ‘There was an old woman who swallowed a fly’-mobiles-opening doors.

“ Card Game - Organise pupils into pairs/groups. One pupil has a blank world map. Ask each pupil in turn to describe the biome

– world vegetation type from the card dealt, eg hot desert , while the other/s draw it. Ask pupils to check and evaluate the accuracy of their work before swapping roles and describing the distribution of another type of vegetation. (cards are based on a variety of formats e.g. photographs, terminology, keywords, descriptions, graphs) Some pupils may need appropriate support such as a structured step-by-step framework for the task of describing world distribution, eg

Even/uneven? Which hemisphere? What latitudes? Coastal or inland? Any distinctive pattern?

• describe and explain the world • Some pupils might need prompts from distribution of one or more vegetation type

• describe and explain the characteristics of one or more vegetation types a word bank.

• Language for learning: this activity provides pupils with the opportunity to discuss and question what they are learning and how it is relevant in other contexts, or when using different variables.

• Some teachers may wish to extend the study of ecosystems and how they reflect climate patterns by studying four vegetation belts north/south of the equator. Application Africa.

ALTERNATIVE

Natural Environments “Looks like”

“ Case study – Tropical Rainforest – BOARDWORKS – Powerpoint presentation

– Amazon – Video – Rainforests, Landmarks series

• Ask pupils to use photographs and/or video clips (using freeze-frame as appropriate) to create wordscapes (sequences of adjectives) to describe the characteristics of one or more vegetation type, e.g.tropical rainforest. Then ask them to annotate diagrams or photographs using this vocabulary, including details about structure, named plant and animal species, plant adaptations and seasonal variations (where relevant).

“ Interpretation of annotated sketch. Comprehension of text. Wall displays from groupwork.

© QCA 2000

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 18 The global fashion industry 51

Sustainable development.

• to analyse and evaluate evidence about resource issues and draw and justify conclusions

• to appreciate how people’s values and attitudes, including their own, affect contemporary issues such as sustainable development

• Provide pupils with a cartoon which depicts a negative global future for the

“ Alternative – Role Play – Video and play back – use as the basis for discussion on sustainable development

• explain how human actions, values and attitudes can tropical rainforest. Discuss this under the question ask pupils to discuss the question

Probable futures?

Preferable futures?

Then

and ask them to cause change

• identify and explain links and design a cartoon to illustrate their own preferred future. Ask them to compare the ’two futures’ cartoons in writing and then, after discussion, to write their own definition of sustainable development. relationships that make places dependent on each other

• give an acceptable definition of the concept of sustainable development

• Citizenship: this activity provides pupils with an opportunity to think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based resources such as news and pressure group websites; to justify orally and in writing a personal opinion about such issues, problems or events.

Ecosystems.

“ to investigate the characteristics of a dune ecosystem, plant adaptations, sequencing of vegetation and human impact

“ to use primary sources of evidence

Option Fieldwork -

“ Studland - study of vegetational sequencing-“ visitor impact-“ environmental effect– conservation and sustainable development. Write a report on the future of ‘Studland Beach’

Option ICT –

“ Coral Reefs – Palau – Video introduction to sustainable development.

Student choice of reported ecosystem

© QCA 2000


Unit Global industry

Geography

Year 8

About the unit

In this unit pupils develop their understanding of the global nature of economic activity and development through a study of an industry.

They investigate the interdependence between people, places and environments and through this study begin to understand the concept of globalisation; ie how what happens in one part of the world affects people everywhere.

Key aspects


Pupils will:












Pupils will:




Explored through:

• Economic activity

• development


Pupils will study:


© QCA 2000


Expectations


Most pupils will: describe and explain a range of human processes and recognise that these interact to produce distinctive characteristics of economic activity; appreciate the many links and relationships that make countries in different states of development, dependent on each other; appreciate that different values and attitudes, including their own, may have different effects on people’s lives, especially in less economically developed countries

(LEDCs); suggest relevant geographical questions and an appropriate sequence of investigations into globalisation issues; select and use effectively a range of skills and sources of evidence; present well argued summaries and begin to reach substantiated conclusions

Some pupils will not have made so much progress and will: describe and begin to explain human processes and recognise that these interact to produce some distinctive characteristics of economic activity; recognise some of the links and relationships that make countries in different states of development, dependent on each other and how people in LEDCs may be affected by actions of people in more economically developed countries (MEDCs); begin to suggest relevant geographical questions and begin to select and use appropriate skills and sources of evidence to help them investigate globalisation issues; begin to suggest plausible conclusions and present their findings both graphically and in writing

Some pupils will have progressed further and will: describe and begin to explain interactions within and between human processes and identify how these interact to produc e distinctive characteristics; understand that many factors, including people’s values and attitudes, influence the decisions made; appreciate that the lives of the people who live there are affected by actions and changes in other places, especially MEDCs; appreciate that considerations of sustainable development affect planning and management of resources; identify geographical questions and establish their own sequence of investigations into globalisation issues; select and use accurately a wide range of skills and evaluate critically sources of evidence; present full and coherently argued summaries of their investigations and reach substantiated conclusions

Prior learning


• Studied two countries in different states of development

• Explored reasons why differences in development exist

• Used socio-economic indicators to compare places

• Undertaken a geographical enquiry using different source material

• Practised asking and answering geographical questions

• Developed skills of data presentation, cartography and interpretation of statistical data

• Played a trading game/completed a role-play simulation of real-life events



• International trade and development, eg globalisation, development, trade, production, consumption, corporation, transnational corporation (TNC), gross domestic product (GDP), human development index (HDI), socio-economic indicators, export, import, interdependence, MEDC, LEDC, International Monetary Fund, World Bank, World Trade

Organisation (WTO), United Nations, balance of trade

• Manufacturing, eg technology, resources, supply and demand, negotiation, competition, perception



• Ask different sorts of questions, to extend their thinking and refine ideas


• recognise the author’s viewpoint and how it affects meaning


• Write closely argued text where precise links and connections are made within sentences

© QCA 2000


Resources

Resources include:

• Advertisements (magazine or video)

• Writing frames for a variety of genres

• World maps

• Atlases

• Dictionaries

• Development statistics sourced from textbooks or CD-ROMs

• TNC information from textbooks, magazine/newspaper articles or the Internet

• Global economic data and information

• ‘Heads and tails’ cards for the word wall/glossary activities

• Textbooks, CD-ROMs and word-processing packages

• Card sorting activity role cards for people in the production chain – consumer, retailer, brand owner, manufacturer and factory worker

• Leaflets for the fair trading activity and codes of conduct for workers

• The development compass rose (DCR), available from Development Education Centre

(DEC), Birmingham

• Development Education Association (DEA) publications

• Websites, eg

– www.tidec.org – (DEC, Birmingham) – globalisation project and links to associated websites; also includes lesson plans for teaching about globalisation

– www.cafod.org.uk/ – article about Asian garment industry and globalisation

–

www.globalexchange.org/

– articles about fair trade and current news stories about global trade issues

–

www.cleanclothes.org/

– includes lengthy reports on many ‘labels’

– www.corpwatch.org – a US website with information about several companies

– www.oneworld.org – up-to-date news from around the world

• Photopacks, eg

–

The clothes line, Oxfam

– Can you be different?

(DEC, Birmingham)

• Trading games, eg

– The trading game, Christian Aid

–

Trading trainers game, Christian Aid

Future learning

The issues studied in this unit provide a basis for later study at GCSE level and may be developed further as part of a PSHE or citizenship programme.

• ICT – using desktop publishing, word-processing, graphing and audio-video presentation packages

• Key skills – working with others, problem solving

• Citizenship/PSHE – global community, justice issues

• Personal development – economic and industrial understanding (EIU)

• English – work on speech writing and delivery

Links


• Other geography

• Mathematics – calculating accurately, interpreting data, drawing conclusions, using correlation

© QCA 2000


How does world trade work? How does this affect the countries involved? How have trade patterns changed?

What is meant by global industry?

• to identify the geographical • Introduce pupils to ideas about world trade in the form of a quiz. Focus on

• to ask geographical questions and to identify issues

• to communicate in different ways

• to think about issues of topical significance, eg manufacture of clothing/cars in LEDCs

“ Use pictures of different work/employment to classify into types of industry eg. Primary,

• identify elements of the experiences and industry and make

• Citizenship: this activity provides pupils with an opportunity to view the

“ Conduct a class survey of ‘family’ jobs. In which sector are most people connections between them

• explain the viewpoints of others world as a global community, and the political, economic, environmental and social implications of this. employed?

Why? Compare with families in an LEDC

• give and justify their own opinions responsible for change and

• Advertisements from magazines and/or television may be collected as a homework exercise.

• Key skills: links with working with

• to use an extended

Identify the news item.

People involved and establish links and ideas about the trade. Use these to compile an introductory page to the topic. What do we mean by ‘globalisation’?

• Historic development of economic activity 1700 – Today Geog 3 Pages

34/35 and suggest sequences of investigation

How does industry connect people around the globe?

• to select and use secondary sources of evidence, including one or group basis and plan with others what needs to be done, confirm their understanding of the objectives, development of the process; eg result of migration, improvements in transport and communications technology.

Help them to begin to construct a

• Mathematics: calculate accurately, geographical vocabulary

• to use an atlas

• to select and use appropriate graphical techniques to present evidence on maps results on a world map, with the country of manufacture in one colour and the country where the brand is based in another, and then link them together with an arrow. Provide pupils with information about each country’s HDI, foreign debt and export earnings and ask them to add these to the map. production and consumption

• describe and explain the patterns on the map and how differences are related to levels of economic interpret data and draw conclusions.

• ICT: this activity provides pupils with an opportunity to use an ICT package to produce the newspaper report and the internet and CD-ROMs as sources of information. Many news sites, and diagrams

• to identify patterns

• to classify using socioeconomic indicators

• to analyse and evaluate evidence and draw and justify

Discuss and evaluate the findings as a class, then ask them to describe the pattern shown.

• Introduce pupils to key concepts and begin a glossary of terms to investigate global links, eg GDP, HDI, TNC, export, import, interdependence, manufacturing.

Terminology and meanings could be tackled as a ‘heads and tails’ exercise for lower-attaining pupils. development

• correctly identify, spell and define key vocabulary in glossaries eg newspapers, television, have topical information. conclusions

• to communicate in different ways, including using ICT

• describe and explain how the pattern of interdependence between MEDCs and LEDCs is changing with time, and identify outcomes

• describe and explain how global markets work and how the process may have different effects upon different groups of people

• identify how the pattern of development is changing as a result of many factors, including globalisation

• use key terms to answer questions and accurately define globalisation

• identify links between people, places and organisations

• Trading games are found in resource packs produced by development agencies. They can also be a useful source of data.

• ICT: use of a word processor and a writing frame provides opportunities for supporting writers of varying abilities. Video or audio could be used as a medium for presentations.

• ICT: information can be researched using the internet

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 19 Tourism – good or bad? 56

How does globalisation affect the … … industry?


• to use their imagination to consider other people’s experiences and to think about values and attitudes that are not their own

• to select and use appropriate graphical techniques to present evidence on maps and diagrams

• to identify how people and places are interdependent

• to identify factors that influence development and to consider the effects of differences in development on the quality of life of different groups of people

• identify and research suitable • Development material is available to a class choose an item of branded clothing, trainers, a pair of jeans or a pair of shoes.

a designer T-shirt, a pair of

• identify the links in a evidence in their research production chain people support work on all aspects of trade. a topical issue, eg a new football strip people in the chain, eg from the factory worker to the retailer.

Ask pupils to

• identify the role of TNCs in the tackled. Ask them to share their responses with the whole class. process of globalisation and at the start of a season.

• Ask pupils to research ideas about fair trading, monitoring production in analyse the effects activity provides pupils with the them to add their place in the chain, as the consumer.

• explain how trade affects textbook materials, leaflets, newspaper articles, video or audio presentations quality of life in the table of opportunity to ask different sorts of questions to extend and refine ideas, and the internet. Remind pupils of questions they need to ask as they winners and losers eg does that imply that…? Does that

• identify how globalisation benefits some groups of people rather than others

• use ICT to deliver an appropriate message to a specific audience, eg produce a ‘flyer’ to publicise the issue of fair trading identify what questions they should ask, eg Who are this person? For whom do they work? How are they linked in the chain? What is their life like? What are the strengths and weaknesses of their position? Who makes their decisions?

and then answer them. Ask one pupil from each group to present their findings to the class.

• Give the price of the chosen product to the consumer and ask each group to

• Pupils could link arms to show the package, to publicise the issue they have just researched. chain visually and help with role

Alternative identification. Five groups of six are perspective. recommended for the role-play. stay in role and decide how the cost should be shared among all the people

What might the future be like?

“ Consider the concept of change/progress as development on the internet continues. Discuss the impact for industry as more people come ‘on-line’ comment. “ implications of the internet “Fish and Chips” on line.

“ describe how development may benefit some people more than oth ers”

“ an opportunity to reflect on the effects of modern technology”

• Use a flip chart to summarise the group’s findings and identify winners and losers.

• Fair trade leaflets and codes of conduct can be used to produce the

‘flyer’. An alternative to this activity might be a presentation to the class.

• Language for learning: this research activity provides an opportunity for pupils to recognise the author’s viewpoint and how it affects the meaning of what they read.

• ICT: a word-processing or desktop publishing package could be used to produce the ‘flyer’ to publicise the issue of fair-trading.

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 18 The global fashion industry 57

Unit Tourism – good or bad?

Geography

Year 8

About the unit

In this unit pupils examine the changing patterns, and the processes that cause them, in one particular economic activity

– tourism. They consider the contribution made by tourism to the economies of countries in different states of economic development.

Through case studies pupils assess the social, economic and environmental costs and benefits of this rapidly expanding industry. They also investigate aspects of sustainability and its implications for the management of tourist resorts in the future.

Key aspects


Pupils will:




• Analyse evidence/conclusions





Pupils will:






Explored through:

• Economic activity

• Development


Pupils will study:


© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 18 The global fashion industry 58

Expectations


Most pupils will: describe and explain economic processes which create geographical patterns in the tourist industry and how they lead to changes in tourist resorts and countries dependent on the industry; recognise the positive and negative aspects of the industry in more economically developed countries (MEDCs) and less economically developed countries (LEDCs); recognise how conflicting demands on the environment may arise; compare different approaches to managing tourist environments sustainably; suggest relevant questions and appropriate sequences of investigations into tourism issues; select and use effectively a range of skills and secondary sources of evidence; present their findings in a coherent way and reach conclusions that are consistent with the evidence

Some pupils will not have made so much progress and will: describe and begin to explain economic processes which create geographical patterns in the tourist industry and how they lead to changes in tourist resorts and countries dependent on the industry; appreciate the positive and negative aspects of tourism in MEDCs and LEDCs; recognise how people may try to manage tourist environments sustainably; begin to suggest relevant geographical questions about tourism and begin to select and use appropriate skills and sources of evidence; begin to suggest plausible conclusions to their investigations and present their findings both graphically and in writing

Some pupils will have progressed further and will: describe interactions between physical and human processes and begin to explain how these interactions create geographical patterns in the tourist industry and how they help change resorts and countries dependent on the industry; appreciate that considerations of sustainable development will affect their own lives as well as the future planning and management of tourist environments; identify geographical questions and establish their own effective sequence of investigations into tourism issues; select and use effectively and accurately a wide range of skills and evaluate critically sources of evidence; present full and coherently argued summaries of their investigations and reach substantiated conclusions



• Economic activity, e.g. tourism, primary, secondary, tertiary, quaternary, industry, resort, seasonal unemployment, social, MEDCs, LEDCs

• The environment, e.g. economic and environmental impacts, management, sustainable development


• Discuss and evaluate conflicting evidence to arrive at a considered viewpoint

Writing


• Structure paragraphs to develop points, using evidence and additional facts

Resources

Resources include:

• The local tourist information centre (listed in the telephone directory)

• The British Tourist Authority website www.visitbritain.com

• The World Tourism Organisation website www.world-tourism.org/

• Internet searches for countries and/or themes, e.g. tourism+Italy, tourism+environment

• Travel agents

• Newspaper travel supplements

• General broadcast and school television programmes

• Textbooks

• Thematic atlases

Future learning

This unit provides a basis for work on economic activities and development in GCSE

Geography, GNVQ Travel and Tourism, and Part One GNVQ Leisure and Tourism.

Prior learning


• Classified industry into primary, secondary, tertiary and quaternary categories

• Considered the characteristics of MEDCs and LEDCs

• Practised asking and answering geographical questions and carried out short enquiries

• Interpreted a wide range of statistical, graphical and cartographical information, and constructed a range of graphs and diagrams

Links



• Mathematics – interpreting and representing data, drawing conclusions

• ICT – using audio and video recorders, using presentation packages

• Leisure and Tourism GNVQ

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 19 Tourism – good or bad? 59

What is tourism? How important is tourism as an economic activity?

• to select and use appropriate graphical techniques to present evidence on maps and diagrams

• to analyse and evaluate evidence and draw and justify conclusions

• to classify different types of holiday

• As a whole class, brainstorm ideas about holidays. Sort these into different types, e.g. home, abroad, sightseeing, adventure, full board, self-catering .

• For one of these types of holiday brainstorm all the jobs it supports. Ask pupils to present this information as diagrams one for winter and one for summer, with explanatory labels?

• Provide information about the contribution tourism makes to the local area e.g. New Forest, Christchurch, Highcliffe. Where are the holiday hotspots?

Produce an itinerary for the chosen area. Ask pupils to present this information using appropriate maps, graphs and diagrams, and to describe and suggest explanations for it. Some pupils may need more guidance about the sort of diagrams to draw, with more structured support for writing about them.

• identify different types of holiday

• draw and interpret diagrams/maps showing the difference in seasonal employment and the contribution made to various countries’ economies by the tourist industry

• Mathematics: interpret and represent data using a range of graphs and charts.

How and why is the tourist industry changing?

• to analyse and evaluate evidence and draw and justify

• Produce a class/school survey on “Holiday Habits”. Ask pupils to use this information to prepare a report, which draws attention to the main changes conclusions

• to write a report

• to consider patterns of change in an economic activity, the processes responsible for them and their impact and trends, the reasons for them and the people, and locations, which have benefited or suffered from them. Weaker writers may need more structured guidance for the report or may be asked to make an oral presentation.

• Provide a range of statistics about the changing character of the tourist industry in the UK, e.g. total demand, types of holiday, destinations, compare and contrast with class survey results. What patterns if any can be seen?

Geog 3 page 106/7

• describe and explain in a wellstructured and supported written report (or oral presentation) how and why the

• Mathematics: pupils interpret data and draw conclusions.

• Language for learning: this activity provides pupils with the opportunity to

UK tourist industry has changed in the last 30 years, and how people and places are affected develop points, using evidence and additional facts. Remind pupils of the features of report writing from earlier units. Agree a common outline structure with them. If necessary, provide a writing frame for weaker writers.

• ICT: the presentation could be supported by audio or video recorders and the use of a presentation package allowing the use of various media.

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 2 The restless earth – earthquakes and volcanoes 60

What is the impact of the tourist industry – good or bad?

• to ask geographical questions and suggest appropriate sequences of investigation

• to use secondary sources

• to determine the geographical context of places studied

• to compare tourism in countries at different states of economic development

• to consider the idea of sustainable development and its implications for the tourist industry

• Carry out a mini-enquiry into tourism in an LEDC resort e.g. Gambia. Watch the video “Beyond the brochure” two viewpoints on the Gambia – the positive and the negative effects. Ask the students to present their findings and to share them.

• As part of the enquiry, encourage pupils to identify appropriate questions, e.g. What is the resort like? What does it offer? Who goes there? How many visitors are there? How and why does the resort benefit and suffer socially, economically and environmentally?

As their work progresses ask them to add key pieces of which summarises their comparisons and may be used as the basis for a written or oral comparison.

• Having established how a resort suffers, ask pupils to suggest how such places should be managed in the future to balance advantages and disadvantages (sustainable development). Ask them to recommend future management strategies, sustainable tourism, community tourism, and ecotourism. Geog 3 page114/5.

• accurately describe the national and global contexts of the resorts studied

• distinguish between the positive and negative effects

• Ideally, pupils should work in-groups of three.

• Language for learning: this activity provides pupils with an opportunity to discuss and evaluate conflicting of tourism in MEDC and LEDC contexts

• communicate their findings about different resorts

• make suggestions for the management of tourism to ensure a more sustainable evidence to arrive at a considered viewpoint.

• Some pupils may need reminding of the layout and style of formal letters. future

• organise ideas on sustainability into a formal letter


Unit The restless earth – earthquakes and volcanoes

About the unit

In this unit pupils learn about the patterns and processes associated with earthquakes and volcanic activity. Pupils contrast the impact of this type of activity on more and less economically developed countries (MEDCs and LEDCs).

The focus of the unit is describing patterns and processes; understanding and explaining the complexities of tectonic activity

Key aspects


Pupils will:










Pupils will:





Explored through:

• Tectonic processes



Pupils will study:


Geography

Year 9

Most pupils will: describe the distribution patterns of earthquakes and volcanic activity and identi fy their link with the earth’s ‘active zones’; describe the physical and human effects of volcanic eruptions and begin to explain their different impacts in MEDCs and LEDCs; describe the reasons for the level of devastation of some earthquakes and how people try to minimise their effects; begin to explain why people choose to live in these zones; suggest suitable geographical questions and use a range of geographical skills to help them investigate earthquakes and volcanoes; use primary and secondary sources of evidence and communicate their findings using appropriate vocabulary

Some pupils will not have made so much progress and will: describe and compare the location of some earthquakes and volcanic activity and recognise that they coincide with the earth’s ‘active zones’; describe some of the effects of volcanic eruptions and compare and offer explanations as to why their impacts in MEDCs and LEDCs may be different; understand that some earthquakes are more devastating than others and offer some reasons why people choose to live in these zones; use skills and sources of evidence to respond to a range of geographical questions about earthquakes and volcanoes, and begin to use appropriate vocabulary to communicate their findings

Some pupils will have progressed further and will: describe and begin to explain the distribution patterns of earthquakes and volcanic activity and their relationship with the earth’s ‘active zones’; describe and begin to explain the physical and human effects of volcanic eruptions and why their impact differs in MEDCs and LEDCs; offer explanations as to why people choose to live in these zones; suggest relevant geographical questions and select and use appropriate skills and ways of presenting information; select information and sources of evidence in their investigations of earthquakes and volcanoes and present their findings both graphically and in writing

Prior learning


• Used an atlas index

• Carried out research using a range of sources, e.g. Internet, CD-ROMs, and library

• Drawn plans and maps at a variety of scales

• Used world maps (of different projections) and globes

• Some knowledge of countries with different levels of economic development



• Tectonic activity, e.g. volcano, earthquake, vent, magma, lava, igneous, active, dormant, extinct, natural hazard, crust, friction Expectations



• Development, e.g. more economically developed country, less economically developed country, cause, effect, evacuation, migration


• Identify the main points of a task, TV programme, etc


• Follow the sequence of actions, processes or ideas being described


• Introduce, develop and conclude pieces of writing appropriately

Future learning

This unit ensures that pupils are introduced to physical geography where detailed work on processes occurs. While there is some overlap with ‘Virtual volcanoes and Internet earthquakes’, the pitch of this later unit is more appropriate for pupils’ cognitive development and their ability to understand more complex information.

Resources

Resources include:

• Video of volcanic activity

• ‘Teaching geography using televisual resources’, Geography teacher’s handbook

(Geographical Association)

• General information on the 1995 Kobe earthquake, e.g. video footage, websites, CD-ROM encyclopedias

• Newspaper articles about LEDCs and MEDCs, including information on volcanic eruptions

• Atlases, world outline maps (Pacific-centred if possible), world population distribution map

• Statistics on the 1995 Kobe earthquake and ‘The Kobe earthquake’,

Optional tests and tasks for geography (SCAA, 1996)

• A computer paint or draw package

• A poem, e.g. ‘After the earthquake’ by Angela Topping (Staffordshire Poetry Archive at www.sln.org.uk/geography/)


–

Geographical eye over Asia, programme 5: Indonesia

– Story of a volcano

(Channel 4

Education)

–

Geographical eye

– Disasters, programme 1: Earthquakes

(Channel 4 Education)

Links



• Mathematics – handling data and representation

• ICT – using Internet news sites


• Citizenship – global community

• Science scheme of work


What are volcanoes?

What do we know about natural hazards?

• to classify using criteria

• to share what they know about natural hazards

• to use appropriate graphical • Arrange for pupils to watch video footage of volcanoes and volcanic activity.

• Ask pupils to brainstorm a response to the enquiry “What is a Natural

Hazard” Watch DK video - Natural Disasters

• classify and link information

• Display existing knowledge. of volcanoes and volcanic

“English: use of poems /stories links with work in English

– using nouns and adjectives (the pause button allows wordscapes to be constructed on a sketched outline from a television ‘still’). Discuss the geographical vocabulary used and identify key words for pupils to define and or worksheet “The 1990s – a decade of disasters. learn.

• define and spell ‘key’ vocabulary correctly to identify the characteristics of volcanoes

• Science: links with work on the formation of igneous rocks.

• Display key words in the classroom for the duration of the unit – add to them as appropriate. Pupils may add them routinely to glossaries.

“ Collect a newspaper report of a natural hazard which occurs during this unit.

“ Like biting an apple – inside the earth – draw a slice through the earth. Refer pupils to fiction that has been written about epic journeys, Journey to the

Centre of the Earth, Around the World in 80 Days, From Pole to Pole – The jigsaw of the plates.

“ Introduction to Rocks and Soils – Volcanic, Sedimentary and Metamorphic.

Rock samples available.

Where do earthquakes and volcanoes occur?

• to use an atlas

• to research locations of earthquakes and volcanoes using the internet and CD-

ROMs

• to map the distribution of tectonic activity

• introduce, develop and conclude pieces of writing appropriately

“ Introduction to Tectonic Plates, Earthquakes and Volcanoes – Boardworks

Powerpoint. Provide pupils with world outline maps and ask them to work in groups to ‘build up’ a map showing the distribution of the ‘active zones’ and named tectonic plates.

• Discuss with the pupils the pattern of earthquakes and volcanoes and whether there are relationships with the world map showing the ‘active zones’. What does this suggest? What happens at a ridge? What happens at a trench?

“ Direct 1 – Crust Factories and Crust Bins.

• plot accurately, using a key, and describe the locations of earthquake and volcanic activity

• By working in pairs pupils can be encouraged to discuss and evaluate both their geographical understanding and their literacy skills. patterns using appropriate vocabulary, and identify links between earthquakes, volcanoes and ‘active zones’

• write a well-structured geographical description using research and read effectively on screen.

• Number of lives lost may be printed in figures or drawn as graphs. If the latter, there is an opportunity for links to be made with mathematics (data specialist vocabulary appropriately handling and representation).

• The characteristics of a ‘good’ description may be listed in pupils’ exercise books or glossaries for future reference. the Standards Site at www.standards.dfee.gov.uk

© QCA 2000

Browse, save, edit or print Schemes of Work from

Geography - Unit 21 Virtual volcanoes and internet earthquakes

64

What happens when a volcano erupts? Do volcanic eruptions have the same impact in different places?

• to use secondary sources of evidence including ICT

• to construct a storyboard

• to identify similarities and differences

• to communicate accurately in ways appropriate to task and audience

• to follow the sequence of actions, processes or ideas being described

• to consider how environments in ‘active zones’ might be managed (higher-attaining pupils)

• Divide the class in two. Ask one half to carry out an investigation into a volcanic eruption in an LEDC, and the other half an investigation into a volcanic eruption in an MEDC, e.g. MEDC includes Mt Etna or Mt St Helens and LEDC includes Mt Pinatubo or Nevada del Ruiz.

Ask them to produce a include specific facts, figures and place names. Lower-attaining pupils may need more support, e.g. a planning framework with boxes indicating the components of the storyboard into which they draft their information – one

• box should contain key vocabulary.

Discuss with the class the causes and effects of eruptions in LEDCs and MEDCs and use their responses to build up a diagram of the similarities and differences on the board. Ask them to describe and explain the differences identified.

. brochure to inform visitors to the volcanic region about the latest eruption.

The brochure should include various features, e.g. a map showing the location of the volcano within the country, an annotated map of the region locating features of the eruption, a ‘storyboard’ to show the sequence of events including physical and human causes and effects, e.g. amount of warning, evacuation of people, loss of possessions.

To help them with the construction of the ‘storyboard’, suggest they create a vocabulary bank and

• read information texts with understanding

• describe the physical and human effects of volcanic eruptions

• describe and explain differences experienced by

LEDCs and MEDCs when eruptions occur

• produce a brochure which presents information clearly in a variety of ways, with accurately written text that is appropriate for display

• ICT: this activity provides pupils with the opportunity to use ICT to investigate topical information such as online newspapers and news sites on the internet. Teachers could provide web addresses with supporting information electronically, to speed pupils’ access.

• Language for learning: this activity provides opportunities for more extended reading, requiring pupils to follow the sequence of actions, processes or ideas being described.

To encourage pupils to read with understanding ask them to make notes of main points, under headings, for use later when writing their brochure.

• Language for learning: the brochure task provides an opportunity to emphasise accuracy in the use of capital letters and end-of-sentence punctuation.

What happens in an earthquake?

• to observe and select appropriate vocabulary

• Demonstrate earthquake activity using two sheets of rough sandpaper, a wooden block and an elastic band. Cover the block with one piece of sandpaper; attach the elastic band to one end and place the block on the second piece of sandpaper. Pull the elastic band and observe what happens as the tension increases. Ask pupils to choose appropriate words to describe what happens. Discuss with them the adjectives, which might describe the sensation of experiencing an actual earthquake.

• describe what happens when plates in the ‘active zones’ move and what it might feel like to be there the Standards Site at www.standards.dfee.gov.uk

© QCA 2000



65

What happened in the 1995 Kobe earthquake in Japan?

• to use secondary sources of evidence, including moving images

• to use an atlas and maps at various scales

• to use appropriate graphical techniques

• Arrange for the class to watch video footage (with commentary) of the 1995

Kobe earthquake. Ask them to make notes of important points of information.

Then ask pupils to produce a series of maps for BBC2’s Newsnight on the

• describe the nature and effects of the Kobe earthquake

• ICT: this activity provides pupils with the opportunity to use a painting and and explain why it was so drawing package and can be used for day of the earthquake, showing the location of Japan, Kobe and the area affected.

• Ask each group to write and present a script for a five-minute report for

Newsnight entitled ‘Why did so many die in the Kobe earthquake?’ This is to be broadcast one month after the event. The maps produced for the original programme should be annotated with updated and additional information not devastating

• describe how the Japanese people responded to the disaster and the plans to improve responses next time

KS3 ICT levels.

• Language for learning: watching the video provides an opportunity for pupils to listen with sustained attention and show understanding of what is heard, by identifying the main available at the time of the earthquake. Eye-catching graphics showing relevant statistics should illustrate the report. This could be in the form of a newspaper report and thus be used for KS3 ICT Levels. points in the commentary.

• Key skills: links with working with others, where pupils work on a one-toone or group basis and plan with others what needs to be done; confirm their understanding of the objectives, their responsibilities and working arrangements; and carry out tasks and review progress. the Standards Site at www.standards.dfee.gov.uk

© QCA 2000



66

How can people try to minimise the effects of earthquakes?


• to investigate and use secondary sources of evidence

• to use an atlas to locate places


• Ask pupils to research one ‘case study’ about how people have attempted to reduce the effects of earthquakes, e.g. earthquake ‘drill’ in Japan . Ask them to present their information using a location map, writing and annotated diagrams.

• describe a range of strategies used in different parts of the world to minimise the impact of earthquakes

• Key skills: links with improving own learning and performance, where pupils use the plan

–do–review cycle, confirm their understanding of targets and how these will be met, follow plans using support, and review achievements and progress.

Why do people choose to live in active zones?

• to use an atlas to locate information about population and active zones


• to work collaboratively

• to appreciate how people’s values and attitudes affect issues

• Geog 1 pages 120 –121 Spidergram assessment of why people choose to live in danger zones.

“ Alternative – Provide pupils with a world map showing population distribution together with information about natural hazards. Ask pupils to plot positive

“ Identify and compare global distribution patterns of population and active zones. and negative factors influencing peoples decisions to live in specific environments. the Standards Site at www.standards.dfee.gov.uk

© QCA 2000



67

What is the role of aid agencies in LEDCs?

• to carry out geographical enquiry using ICT

• Discuss with pupils the role of aid agencies when disaster strikes. Ask them to investigate the role played by such agencies in a recent earthquake disaster, e.g. Colombia, January 1999 . Widen this to include the part played by MEDCs in such work, using a teacher-prepared internet enquiry, e.g.

Which aid agencies provided support for the emergency? What types of aid were provided? How successful was the work of the aid agencies and why?

How do different organisations raise funds? These websites may be useful:

– www.oneworld.org/

– www.oxfam.org.uk/

– www.christian-aid.org.uk/

– www.dfid.gov.uk/

– www.ifrc.org/news

• identify how people’s lives and • Extension: higher-attaining pupils may environment in one place are affected by actions in another

• describe what aid agencies do in response to earthquake disasters in different parts of be encouraged to identify their own questions and lines of enquiry.

• Citizenship: this activity provides pupils with the opportunity to reflect on the world as a global community the world

• explain how places are interdependent in the global community (global citizenship) and the political, economic, environmental and social implications of this. the Standards Site at www.standards.dfee.gov.uk

© QCA 2000



68

Unit Virtual volcanoes and Internet earthquakes

Geography

Year 9


About the unit

In this unit pupils learn about the patterns and processes associated with tectonic activity.

They are encouraged to use the Internet to research the occurrence of tectonic events and the impact of these processes in countries at different states of economic development.

The unit offers a more analytical approach to the theme than is suggested in unit ‘The restless earth’

Key aspects


Pupils will:












Pupils will:


• Describe and explain physical/human features



Explored through:

• Tectonic process


Pupils will study:

• Environmental change and management the Standards Site at www.standards.dfee.gov.uk

Expectations


Most pupils will: describe and explain t he distribution of the earth’s earthquakes and volcanoes, the physical processes responsible for them and how people respond; recognise that these processes interact to produce the distinctive characteristics of ‘active zones’; recognise how conflicting demands on such environments may arise and describe and compare different ways people try to prepare themselves for hazardous events and for managing such environments sustainably; suggest relevant geographical questions and appropriate sequences for investigation of tectonic activity; select and use effectively a range of skills and sources of evidence, especially ICT; present their findings in a coherent way and reach conclusions that are consistent with the evidence

Some pupils will not have made so much progress and will: describe and begin to explain the distribution of the earth’s earthquakes and volcanoes, the physical processes that cause them and how people respond; describe how these processes and people’s responses can lead to similarities and differences in countries in different states of development and in the lives of people who live there; recognise how people try to manage such environments sustainably; begin to suggest relevant geographical questions to investigate tectonic activity; select and use appropriate skills and secondary sources of evidence, especially ICT; suggest plausible conclusions and present their findings both graphically and in writing

Some pupils will have progressed further and will: describe and begin to explain interactions within and between the physical processes which cause earthquakes and volcanoes and how people respond to them; explain how these interactions create geographical patterns of tectonic activity and help change places and environments in

‘active zones’; recognise that human actions may have unintended consequences, especially in less economically developed countries (LEDCs), and that appropriate planning is essential to save lives and manage such environments sustainably; identify geographical questions and establish their own effective sequence for investigation of tectonic activity; select and use accurately and effectively a wide range of skills and evaluate critically sources of evidence, especially ICT; present full and coherently argued summaries of their investigations and reach substantiated conclusions

© QCA 2000



69

Prior learning


• Previously carried out the components of geographical enquiry

• Studied issues relating to countries at different states of economic development

• Considered environmental issues and sustainable development

• Carried out fieldwork activities

• Some knowledge and understanding of changes in economic activity


Through the activities in this unit pupils understand, use and spell correctly words relating to:

• volcanoes and earthquakes, eg vent, magma, ash, tremor, aftershock, epicentre, focus, pyroclastics, igneous, lava, active, dormant, extinct, natural hazard, seismic waves, seismograph, Richter scale, magnitude, tectonic plates, crust, mantle, core, friction, constructive, destructive, conservative, cause, effect

• Words associated with economic development, eg more economically developed countries

(MEDCs), LEDCs, sustainable development, social/physical/human cost, aid agency

• The environment, eg climate, vegetation, physical



• Ask different sorts of questions to extend thinking and refine ideas

Reading


• Appraise texts quickly and effectively for their usefulness

• Identify what information is needed, then use different texts as sources


• Structure paragraphs to develop points, by using evidence and additional facts

Resources

Resources include:

• Earthquake maps and information, eg about the San Andreas Fault at www.abag.ca.gov/bayarea/eqmaps

• Current satellite images, eg images of Etna from www.ssec.wisc.edu/data/volcano/etna.gif

• Detailed reports and photos of a variety of recent earthquakes, eg from www.eqe.com/publications/disaster.html

• Useful websites, eg

– http://volcano.und.nodak.edu/

–

www.volcano.si.edu/gvp/ (Global Volcanism program, Smithsonian Institute)

–

http://vulcan.wr.usgs.gov/ (Cascades Observatory)

– www.educeth.ethz.ch/stromboli/ (two virtual field visits and numerous volcanoes)

–

www.geo.arizona.edu/tools/seismo (pupils can make their own seismograph on this site)

– www.fema.gov/mit/ (Federal Emergency Management Agency – site on mitigation)

–

www.city.kobe.jp/index-e.html (fixed-point observations of earthquake-damaged areas)


–

Geographical eye over Asia, programme 5: Indonesia

– Story of a volcano

(Channel 4

Education)

–

Geographical eye

– Disasters, programme 1: Earthquakes

(Channel 4 Education)

– Geographical eye special – Planet earth, programme 1: Tectonics (Channel 4 Education)

Future learning

This unit provides a foundation for GCSE work concerned with knowledge and understanding of tectonic processes.

Links


• Other geography units –

• ICT – producing a web page using multimedia packages, using word-processing and desktop publishing packages

• Citizenship – global community

• Science – work on the rock cycle the Standards Site at www.standards.dfee.gov.uk

© QCA 2000



70

What is an earthquake? Are all earthquakes identical?

What is a real volcano like?

• to use an extended • As a stimulus show pupils a video snippet/pictures of earthquake

• to ask geographical questions and to suggest an appropriate sequence of investigation

• to collect, record and present evidence

• to select and use secondary sources of evidence, eg

• Explain to pupils that they are to carry out a ‘virtual’ field visit to Stromboli

(locate on an atlas map) using an internet website at

• illustrate and describe the geographical features of a real

• Language for learning: this activity provides pupils with an opportunity to eg Richter ww w.educeth.ethz.ch/stromboli/. The purpose of the ‘visit’ is to gather volcano relevant information to produce an A4geographical features for tourists who visit the volcano or a web page for the same purpose. Ask pupils to discuss in groups what sort of questions they will need to ask and find answers to, size brochure of Stromboli’s eg details of altitude, relief,

• evaluate decisions about clothing and equipment extend thinking and refine ideas.

• ICT: pupils use ICT to find, select and

• identify the volcano’s potential danger spots evaluate information and to produce a brochure or web page. A number of software tools could be used to support the production of a brochure, photographs and ICT

• to make decisions about appropriate clothing/equipment for the visit

• to identify the main geographical features of a real volcano and assess its potential dangers

Mediterranean vegetation, hazards, eruption evidence, settlements and other human features . Remind them that they should plan the contents of a visitor’s rucksack for the time of year of the visit and to keep a note of potential dangers that tourists will need to be warned about.

• During the visit, at each station, ask pupils to gather the relevant information

(by copying/pasting into a word-processed document) and to draw annotated field sketches, eg Station 5

– view across Sciara del Fuoco (standard route) and station 13

– on the Vancori (scenic route).

Suggest that pupils download including a word processor, desktop publishing or multimedia package.

• The virtual field visit activities are most effective when carried out online, with enquiry questions and web links being provided in a wordand save useful images, Where do earthquakes and volcanoes occur? the m to sign the ‘summit guest book’ to receive an e-mail in return. processed file or on a page on the school’s intranet/network.

• use extended vocabulary • ICT: a word-processing or desktop accurately

• describe an actual earthquake

• compare the nature and publishing package could be used to present the newspaper report.

• Language for learning: this activity effects of earthquakes in countries at different states of economic development and other similar ones in the unit provide opportunity for pupils to identify what information is needed, then use different texts as sources.

• compile an accurate map of recent earthquakes and volcanic eruptions

• describe and explain patterns related to tectonic activity

• Language for learning: this activity and other similar ones in the unit provide opportunities for pupils to appraise texts quickly and effectively for their usefulness. are likely to need more structured guidance, eg a brochure template, prompts for writing and map/sketch outlines . Ask them also to evaluate for another time of year.

• Useful websites are: www.gsrg.nmh.ac.uk/gsrg.html (recent earthquakes in the UK compared with world earthquakes) and

Are all volcanoes identical?

• to use secondary sources of evidence, including ICT

• to identify characteristic features of volcanoes

• to identify and compare distinctive features of different

What causes earthquakes and volcanoes?

• Ask pupils to consider this question and to find similarities and differences • draw labelled diagrams to and to identify the main features, using labelled cross-sections, eg to show cone, crater, vent. eruptions www.geo.arizona.edu/tools/seismo (real seismic data).

• Alert pupils that the use of a very recent report may be misleading, eg casualty figures will probably be inaccurate in the early days following a volcanic eruption. volcanic eruptions and their effects

(explosive/gentle), and its products, eg lava, ash, pyroclastics.

Ask them to distinguish also between local effects, eg ash falls, lava flows, and global effects, eg climate, and short- and longer-term effects. Help them to share and compare their findings, eg in a table . conservative). abilities.

• Help pupils to examine the causes of the earthquake and volcanic eruption case studies (above) in relation to plate tectonics, using simple crosssections of the appropriate plate margins.

• illustrate, describe and explain the processes responsible for earthquakes and volcanic activity at plate margins

• Science: links with materials and their properties – rock formation.

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 15 Crime and the local community 71

How do people live with earthquakes and volcanoes?


• to prepare a presentation using ICT to share with other pupils

• to analyse and evaluate evidence and draw and justify conclusions

• to explain how places are interdependent

• to consider human responses to hazards posed by tectonic activity

• to explore the idea of sustainable development in the contexts of volcanoes and their environmental management

• The activities listed below may be taken on by different groups of pupils and shared through presentations to the rest of the class.

• Help pupils to examine ways of reducing the hazard of earthquakes. Ask them to use textbooks/articles to study building techniques and measures aimed at reducing the likelihood of building collapse. Ask them to compare measures in countries at different states of economic development.

• Ask pupils to explore the role of aid agencies in emergency care following earthquake disasters – see unit ‘The restless earth’ for listed websites.

• Ask pupils to investigate some strategies aimed at reducing the effects of an eruption, eg scientific monitoring (see Stromboli website and other internet websites in ‘Resources’).

• How should Stromboli be managed in the future? Suggest that pupils consider prevailing physical, economic and social factors and the various groups of people who ‘use’ the volcano, eg residents of Stromboli and

Ginostra, scientists such as Dr Jurg Alaean, tourists; the sustainability of the natural environment and Stromboli’s links with the rest of Italy, Europe and the world.

• Ask pupils to examine the advantages of volcanic activity, eg geothermal power, fertile soils.

Ask them to find evidence of why people choose to live in active zone areas.

• Discuss with pupils how they might plan and organise a piece of extended writing entitled ‘Living on the earth’s plate margins’. Discuss with them what they should include, eg What are plate margins? Where do they occur and why? Why do people choose to live there? How do they try to prepare themselves for such events? How successful are they?

Consider with pupils what maps and illustrations they would need to include. Suggest they might view the completed piece as an article for a glossy magazine, eg National

Geographic or the type produced as ‘in-flight’ magazines on airlines.

Weaker writers might be asked to select a series of pictures for which they write appropriate captions to cover the same questions, and organise these as a shared group display.

• describe and explain why people choose to live in ‘active zone’ areas

• describe various strategies for living in such areas and

• ICT: a range of tools can be used to support the development of the presentations. Pupils may use a desktop publishing package. Video cameras, audiotape, presentation evaluate their success

• suggest ways in which volcanic environments may be managed sustainably

• plan and write a piece, eg article, incorporating structured text, maps, and instructions packages or multimedia packages can be used to provide effective solutions.

• It is not envisaged that pupils will study both units on tectonic activity

• Citizenship: this activity provides pupils with an opportunity to reflect on the world as a global community and the political, economic, environmental and social implications of this.

• Language for learning: this provides pupils with an opportunity to structure paragraphs to develop points, by using evidence and additional facts.


Unit Crime and the local community

Geography

Year 9

About the unit

This unit explores patterns of criminal activity within the local area. It offers pupils a different perspective on the study of settlement, especially land use and layout.

Pupils learn through discussion, research and fieldwork where crime occurs locally and beyond. They also investigate possible causes, impacts and management of the issue. The unit focuses on:

• Classification of crime types

• Location of crime in the local area

• Variations in crime regionally, nationally and internationally

• Strategies used to combat the problem

There are opportunities to link with citizenship when developing pupils’ sense of right and wrong and exploring some of the issues underpinning our society.

Key aspects


Pupils will:






Pupils will:




Explored through:

• Settlement

Expectations


Most pupils will: understand that there are different categories of crime, that not all crimes are recorded and why committing criminal offences is wrong; describe and begin to explain locational patterns of crime in the local area and beyond; suggest how to modify environments to make them safer, and have some understanding of the value of education in trying to modify people’s values and attitudes to deter criminal activity; select and use appropriate skills and sources of evidence in their investigation of crime; suggest plausible conclusions and present their findings both graphically and in writing

Some pupils will not have made so much progress and will: understand some of the different types of crime and that not all crimes are recorded, and give some reasons why committing criminal offences is wrong; begin to recognise and describe locational patterns of crime in the local area and beyond; begin to suggest how to modify environments to make them safer and begin to understand the value of education in trying to modify people’s values and attitudes to deter criminal activity; use a range of skills and primary and secondary sources of evidence, and communicate their findings both graphically and in writing

Some pupils will have progressed further and will: understand the wide range of types of crime and why not all crimes are recorded, and justify why committing criminal offences is wrong; describe and begin to explain the interactions within and between physical and human environments and show how these interactions create locational patterns of crime in the local area and beyond; suggest different ways of modifying environments to make them safer and justify the value of education in trying to modify people’s values and attitudes to deter criminal activity; select and use accurately a wide range of skills and sources of evidence; begin to evaluate critically sources of evidence, present well-argued reports and begin to reach substantiated conclusions

Prior learning


• Used a large-scale OS map in fieldwork exercises

• Taken part in discussions on social issues

• Carried out research using a variety of sources, e.g. newspapers, the Internet

• Used a still or digital camera

• Designed and used questionnaires




• Crime and the community, e.g. crime (recorded and non-recorded), police, design and the built environment, vandalism, detection, prevention, fear of crime, gated communities, target hardening, defensible space, victim, offender, neighbourhood watch, CCTV, graffiti, decision making, values and attitudes

• Police categories of recorded crime, e.g. violence against the person, sexual offences, burglary, theft, handling goods, fraud, forgery, criminal damage, vehicle crime, risk assessment, perception of crime



• Listen for a specific purpose, note the main points and consider their relevance

Reading


• Undertake independent research using knowledge of how text, databases, etc are organised and appropriate reading strategies


• Group sentences into paragraphs that are clearly focused and well developed

• Link ideas and paragraphs into continuous text

Links



• Mathematics – using ratio and proportion

• ICT – using camera and Internet search engines

• Citizenship – work on legal human rights and responsibilities underpinning society, work on the basic criminal system

• PSHE – studying reducing crime in their neighbourhood

Resources

Resources include:

• Statistical reports – UK crime surveys, regional trends data or census CD-ROM and mapping package

• Chief constable reports

• Useful websites, e.g. www.police.uk, www.courier.evansville.net/crime/weeklycrime.html

Future learning

The unit provides a basis for future studies about how people interact with urban environments. It may provide prior experience to help fieldwork investigations at GCSE,

GNVQ and A level by introducing the idea that the location of crime is not always random and that there are specific areas where criminal activities are more prevalent.

ICT skills involved in processing and analysing data may be further developed using other types of geographical data.

Decision-making skills developed may be used in different contexts, allowing pupils to become more active citizens in adult life.


Would a better understanding of the geography of crime help people reduce its occurrence?

What do we know about crime? Is all crime recorded?

• about the existing knowledge of the class regarding crime

• that certain crimes could be

• Introduction – Walt Disney e.g. Basil the Great Mouse Detective.

Ask pupils for a definition of crime, e.g. an act punishable by law, an offence.

• Ask pupils to imagine that they are a member of the local council with a particular interest in crime prevention and to write a report to present at a extensive knowledge of crime through

Ask them to make a list of the types of crime (through a brainstorming activity) and to attempt to put them into categories. activity impersonal and objective. Weaker writers may need additional support to considered ‘offensive’ be taken if some pupils have firstagainst other people and society/community.

• Discuss with them why not all crime is recorded.

• Citizenship: this activity provides pupils with opportunities to learn about legal and human rights and responsibilities underpinning society and how they relate to young people.

• describe and explain patterns of crime in the local area and suggest ways in which it might

be reduced

• plan and write a wellstructured report in which points are supported with evidence and language and tone are suitably formal for the purpose

• Remind pupils about work on density

• Language for learning: this activity provides pupils with an opportunity to group sentences into paragraphs that are clearly focused and well developed, in a piece of continuous writing. Pupils may need reminding of the characteristics of formal impersonal writing using the third person.

Are there areas of the locality where we expect more or less crime?

• to identify attitudes towards and values attached to different areas.

• Ask pupils to speculate where crime is most/least prevalent in the local community.

• grade areas according to personal impressions

Are their patterns of crime?

.

• that crime has a national dimension and that offending rates vary from region to region

• Arrange for pupils to present their report to representatives of the local community invited to the school, e.g. police officers, members of the local crime panel, or ask them to produce a crime prevention leaflet targeted at different members of the community. Is it possible to map certain crimes in our locality?

• how to record and plot data on

• Sue Warn – Fieldwork Investigations 5 - Investigating people’s behavioural patterns page 21-23 large-scale maps to locate patterns of crime

• how to take and interpret photographs

• to identify physical and human features of areas where crime is most prevalent

Enquiry “ A study of the distribution of crime and criminals in the local area” –

New Milton, Christchurch . Data Handling Project involving ICT. Ask pupils to plot on a street/town map where crime including graffiti and vandalism occur in areas of the locality. Secondary data may be collected from local newspaper reports e.g. New Milton Advertiser and plotted on the same map in different colours.

• Ask them to relate the distribution to street layout, design of buildings, open spaces and vegetation cover with the help of an OS map/aerial photographs/fieldwork. This provides opportunity to consolidate earlier work linking maps and photos.

• locate areas of crime on a

– ICT

• Give pupils data of offending rates at a variety of scales and ask them to plot large-scale map and decide

• UK crime is often difficult to pinpoint, as crime location data for these on maps using ICT packages or to construct spreadsheets. Ask them on suitable methods of neighbourhoods is often sensitive. to write an analysis to accompany the maps and spreadsheets. presentation of data about

• ICT: this activity provides an crime

• describe and explain why opportunity for pupils to take photographs of parts of the local area crime may be more prevalent in some areas than others to illustrate their work.

• explain the importance of planning in crime reduction

• use ICT accurately to show patterns of crime and analyse their findings in writing

• For useful comparison ensure that offending rates are comparable, e.g. rate per 100,000 . Stress how local variations are not discernible when regional and national figures are used.

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 16 What is development? 75

Unit What is development?

Geography

Year 9

About the unit

This unit focuses on the theme of development. The concept is difficult and care will be needed in pitching the activities appropriately for pupils of differing abilities. One way of doing this may be to focus initially and repeatedly on development issues within pupils’ own experiences.

Pupils are asked to consider What is development?

and their perceptions of familiar places.

They use a range of indicators to analyse world patterns of development and go on to evaluate the effectiveness of similar indicators in assessing the quality of life of different people in particular locations. By participating in a trade game they consider the impact of trade between more economically developed countries (MEDCs) and less economically developed countries (LEDCs) on the latter, from different perspectives.

The whole unit makes a substantial contribution to citizenship. Pupils are encouraged to clarify their own values and attitudes and to consider how other people’s values and attitudes affect contemporary issues.

Key aspects


Pupils will:









Pupils will:






Explored through:

• Development

Knowledge and understanding of environmental change and sustainable development

Pupils will study:



Expectations


Most pupils will: describe and explain the characteristics of places at different states of development; describe ways in which development processes operating at different scales create geographical patterns of development and may lead to changes in places; appreciate the many links and relationships that make places at different states of development dependent on each other; appreciate that different values and attitudes, including their own, result in different approaches to development that have different effects on people and places; appreciate the need to manage environments sustainably; suggest relevant geographical questions for investigation of development issues; select a range of skills and sources of evidence and use them effectively in their studies; present their findings in a coherent way and reach conclusions that are consistent with the evidence

Some pupils will not have made so much progress and will: begin to recognise and describe the characteristics of places at different states of development; recognise and begin to describe how development processes can lead to similarities and differences in the environments of different places and in the lives of people who live there; recognise some of the links and relationships that make places at different states of development dependent on each other; appreciate that different people have different views about development; suggest suitable geographical questions and a sequence of investigation into development issues; use a range of skills and secondary sources of evidence, suggest plausible conclusions and present their findings both graphically and in writing

Some pupils will have progressed further and will: describe interactions within and between places at different states of development and show how these interactions create geographical patterns and help change places and environments; understand that many factors, including people’s values and attitudes, influence decisions made about development, and use this understanding to explain disparities that exist within and between places; appreciate that the lives of people who live in LEDCs are affected by actions and changes in MEDCs; recognise that human actions, including their own, may have unintended consequences and that change sometimes leads to conflict; appreciate that considerations of sustainable development may have far-reaching effects on their own lives; identify geographical questions and issues to establish their own sequence of investigation into development issues; select and use accurately a wide range of skills; evaluate critically sources of evidence, present well-argued summaries and begin to reach substantiated conclusions

Prior learning


• Considered the ways in which the countries they have studied may be judged to be more or less developed

• Practised asking and answering geographical questions

• Interpreted a wide range of statistical, graphical and cartographical information and constructed choropleth maps

• Explored people’s differing values and attitudes about issues in a local context



• Economic development, eg MEDC, LEDC, development indicator, stereotype, trade, interdependence, globalisation, sustainable development, aid, transnational corporation

(TNC), quality of life, gross national product (GNP), gross domestic product (GDP), human development index (HDI), gender development index (GDI)


• Ask different sorts of questions to extend thinking and refine ideas, eg Does that imply that…? Does that mean…? Would we need to…?

• Follow an argument or demonstration, making notes which are then used in another task


• Organise content into a whole piece with relationship between points/paragraphs clearly signalled, eg therefore, nevertheless

• Structure paragraphs to develop points by using evidence, additional facts

Resources

Resources include:

• World maps, atlases

• Development indicators for countries, regions and small areas

• Development compass rose (DCR) framework from Development Education Centre

(DEC), Birmingham

• Photographs of two contrasting localities from an MEDC and an LEDC

• Contrasting images of the same place

• Trade game


Future learning

This unit provides a basis for future work on development-related issues and globalisation and later for GCSE work on economic activities, development, trade, aid and interdependence. It also provides a foundation for future work on global citizenship and

PSHE programmes.

Links



• Mathematics – interpreting data, making comparisons, drawing inferences, using correlation

• ICT – using a mapping package or a geographic information sytstem (GIS), using spreadsheets, using Internet search engines

• Key skills – working with others

• Citizenship – global community, topical issues, justifying personal opinion, contributing to discussion, participating in responsible action

• PSHE – respect for differences between people


What is development? What factors do we need to consider? What is development? How do we measure development and identify differences?

• to consolidate understanding of geographical vocabulary

• to use an atlas to locate places studied

• to identify geographical questions and issues

• to use secondary sources of evidence, including photographs

• to think critically about the concept of

‘development’

• to describe and explain the physical and human features that give rise to the distinctive character of places

• to consider the effects of differences in development on the quality of life of different groups of people

• to appreciate how places are linked proves to be difficult.

“ Diamond ranking activity.

ICT

• explain why it is difficult to • PSHE: this activity provides agree a definition of opportunities for pupils to show eg GNP, GDP, HDI, and measures, respect for the differences between geographical context people. .

• The development compass rose framework might be a useful way for pupils to record their notes. questions package/GIS. Pupils can search for patterns or classify the data and look for

• analyse photographs of eg best for MEDCs, contrasting localities to identify As a summary, ask pupils to record and

• identify, describe and attempt to explain patterns of development at various scales

• transform development statistics into maps and diagrams

• evaluate the usefulness of indicators and terms used

• describe and explain what

• ICT: this activity provides pupils with the opportunity to use ICT to analyse information using a mapping package or GIS. If such software is not available, providing the data in a spreadsheet where pupils can be in control of ranking and graphing the data provides a powerful technique for

Economic (E); Social (S) and Who decides?

– political (W)). Then ask them to reflect on their analyses. Are there questions in common? What are the development might mean to different groups of people within a country and for producers and consumers in countries at different states of analysis.

• To make the work meaningful for pupils use real situations and case studies wherever possible.

• Mathematics: pupils interpret data, make comparisons and draw in all localities different groups of people interpret these terms? same place, eg Bangladesh to generate their own geographical enquiry countries are linked in a global eg Are the questions for investigation and then to answer them, eg Where is this place? context messages do the photographs give? Do they tell the whole story about it?

Fact or fiction? factors/processes, including experiences of some people more visible than those of others? Are there dangers of generalising and, therefore, of stereotyping people from particular places? Are economic measures necessarily a good indicator of ‘quality of life’?

“ Geog 3 pages 8 – 27 Case study Ghana development

• suggest reasons for differences in development at different scales and in different inferences, and begin to understand correlation.

• ICT: as an extension activity pupils could access additional case study contexts

• evaluate the contribution made by a particular TNC or development organisation to development in an LEDC material via the internet, eg information about particular TNCs and development organisations . parts of the world

– Concept pinboard. countries, that influence

• Organise a class debriefing to consider such questions as

If the rest of the

(higher-attaining pupils) do we, as UK residents, affect life in other parts of the world?

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 20 Comparing countries 79

LEARNING OBJECTIVES

CHILDREN SHOULD LEARN

POSSIBLE TEACHING ACTIVITIES

What is development? How do we measure development and identify differences? (Cont.)

• Organise pupils into groups to play ‘world trade game’. This provides a framework for understanding the complex relationships of international trade and will raise issues about inequalities. Carry out a debriefing. Draw out real examples of situations that occurred while the game was being played, stressing possible reasons for differences in development. What are the different perspectives of people in MEDCs and LEDCs? What are the key questions from the point of view of producers in LEDCs? It may be appropriate to discuss with some higher-attaining pupils some of the causes of differences in states of development.

LEARNING OUTCOMES

CHILDREN SHOULD

POINTS TO NOTE


LEARNING OBJECTIVES


POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES

CHILDREN SHOULD

POINTS TO NOTE

What is development? Why are different perspectives important?

• to appreciate how people’s values and attitudes, including their own, affect contemporary social, economic and political issues, and to clarify and develop their own values and

• As a synthesising exercise help pupils to plan a piece of written work that might take the form of a report for a radio programme entitled ‘Development

– how I would try to rid the world of its inequalities’ or ‘Development – how I would make the world a fairer place for everyone’. Suggest to pupils that they explain the term ‘development’, select five or six key actions, prioritise attitudes about such issues


• to explore the idea of sustainable development and recognise its implications for them and justify their particular choices; they should end by stating how the proposed actions will affect their own lives. It may be helpful if the selection and prioritising of action points are conducted in groups, followed by group presentations to the whole class, during which pupils have an opportunity to make notes prior to writing their reports. This strategy will provide support for lower-attaining pupils. people, places and environments and for their own lives

• question and challenge some commonly held views about development

• identify factors that contribute to differences in development and resulting inequalities

• reflect on how their actions might help or hinder development in other countries

• select and justify possible actions to reduce inequalities on a global scale and present them clearly in speaking and writing

• explain how people’s values and attitudes, including their own, affect development issues

• Language for learning: a group activity provides pupils with the opportunity to follow an argument or demonstration, making notes which are then used in another task.

• Language for learning: this synthesising activity provides the opportunity for pupils to ask different sorts of questions to extend thinking and refine ideas. Pupils could also organise content into a whole piece with the relationship between points and paragraphs clearly signalled, and structure paragraphs to develop points, by using evidence and additional facts.

• Key skills: links with working with others, where pupils work on a one-to-one or group basis and plan with others what needs to be done, confirm their understanding of the objectives, their responsibilities and working arrangements, and carry out tasks and review progress.


LEARNING OBJECTIVES


POSSIBLE TEACHING ACTIVITIES

Unit Comparing countries

LEARNING OUTCOMES

CHILDREN SHOULD

POINTS TO NOTE

About the unit

The focus of this unit is a comparative study of two countries at national scale; either two more economically developed countries (MEDCs), or one MEDC and one less economically developed country (LEDC).

The un it aims to develop pupils’ knowledge and understanding of places by encouraging them to explore their perceptions of the selected countries. Throughout this unit pupils develop their skills of independent geographical enquiry.

Although based around a national-scale study, the key question structure of the unit may be adapted for regional or smaller-scale studies.

Key aspects


Pupils will:



• Analyse evidence/to draw conclusions





Pupils will:




• Investigate changes in places



Explored through:

• Two countries in different states of economic development

Geography

Year 9


Expectations


Most pupils will: compare two selected countries and show how physical and human processes interact to produce their distinctive characteristics and how they may lead to changes; appreciate the many links and relationships that make these countries dependent on others; suggest relevant geographical questions and appropriate sequence of investigation of their selected countries; select and use effectively a range of skills and sources of evidence; present their findings in a coherent way and reach conclusions that are consistent with the evidence

Some pupils will not have made so much progress and will: describe and begin to explain geographical patterns in two selected countries; describe how physical and human processes can lead to similarities and differences within and between them; recognise some of the links and relationships that make countries dependent on others; begin to suggest relevant questions and begin to select and use appropriate skills and sources of evidence to help them investigate their selected countries; begin to suggest plausible conclusions and present their findings both graphically and in writing

Some pupils will have progressed further and will: compare two countries and describe interactions within and between physical and human processes; begin to explain how these interactions create geographical patterns and help to explain changes in these countries; identify the many links that make countries dependent on others; identify geographical questions and establish their own sequence of investigation of the selected countries; select and use accurately a wide range of skills and evaluate critically sources of evidence; present well-argued summaries of their investigations and begin to reach substantiated conclusions

Prior learning


• Considered the characteristics of more/less economically developed countries

(MEDCs/LEDCs)

• Practised asking and answering geographical questions and carried out mini-enquiries

• Interpreted a wide range of statistical, graphical and cartographical information, and constructed choropleth maps


Through the activities in this unit pupils understand, use and spell correctly words relating to:

• Comparison, e.g. similarity, difference, probable, preferred, links


• Organise content into a whole piece with the relationship between points/paragraphs clearly signaled

Reading


• Appraise texts quickly and effectively for their usefulness

Resources

Resources include:

• Atlases

• World map outlines

• Class wall map

• Newspapers

• Recordings of television and radio news broadcasts

• Internet access to a variety of sites including newspapers

• Information texts

• CD-ROMs

• Comparison grids

• Websites to help find link schools:

– Central Bureau (British Council) www.britcoun.org/cbeve/

– North South School linking (formerly Education Partners Overseas) www.oneworld.org/epo/

– Windows on the World www.wotw.org.uk

– Virtual Teachers’ Centre http://vtc.ngfl.gov.uk/resource/cits/geog

Future learning

The unit develops the skills of independent learning which are fundamental to many aspects of GCSE Geography, especially its coursework components. It provides a foundation of useful geographical knowledge about countries and their regions, which can be drawn on to illustrate case studies at GCSE level.

Links



• ICT – using e-mail and Internet search engines

• Thinking skills – developing criteria

• Citizenship – identifying links between countries


Which countries are we going to compare and why?

• to select two countries for comparison

• Explain to pupils the purpose of the unit and ask them to choose two countries (excluding the UK) they would like to compare from a list compiled by the teacher and pupils to reflect departmental resources and pupil interests. Ask pupils to explain their choice briefly to the rest of the class.

• give valid reasons for their choice of countries

• Both countries could be MEDCs, e.g. so that major economic nations are compared , or one could be an MEDC and the other an LEDC.

• This framework could also be used for comparing regions or localities.

• ICT: school links or e-mail links could be a valuable method of exchanging information. If e-mail links are used, this will need to be planned in advance. There are a number of sites to help find link schools, see

‘Resources’ section.

Where are the countries I am going to compare?

• to use atlases, globes and maps at a range of scales

• to determine the geographical contexts of places

• Ask pupils to locate and label their chosen countries, the UK and the continents on a map of the world, and add relevant lines of latitude and longitude.

• accurately locate their countries on a world map and describe their global context

• use latitude and longitude to delimit the extent of countries

• Chosen countries may be marked on a wall display.

What image do I have of these countries?

• to think critically about images and to challenge stereotypes


• Help pupils to use their general knowledge to answer a set of basic questions about their chosen countries, rainfall, per capita GNP, adult literacy, e.g. area, population, temperature,

and to write down their two or three main images of/ideas about the two countries.

• Ask them to check their answers and images/ideas, using atlases and basic reference books, to determine their level of accuracy. What might explain the

• recall some basic facts about their chosen countries

• understand that images of other countries are often based on partial knowledge and more research is often answers they gave? Which questions/images/ideas do they need to find out more about? necessary

• Pupils who have chosen the same countries may work together.

© QCA 2000

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Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 12 Images of a country

How are my countries portrayed in the media?

• to use secondary sources of evidence, including evidence from ICT sources

• Ask pupils to search a run of newspapers (three–four weeks) and make a note of the stories about their chosen countries. Ask them to display the headlines and to decide whether the images created by these stories are positive, negative or neutral. Arrange for some pupils in turn to monitor television and/or radio news broadcasts and for others to analyse the top 10 websites about their chosen countries, using an internet search engine. The findings of both groups may be listed and classified.

• describe how and why their countries are portrayed in the media

• The school librarian may be able to help with the newspaper task.

• A representative selection of the headlines may be added to the class wall map.

• ICT: searches of newspaper and television sites can be made on the web.

What do I need to find out about these countries?

• to select and use secondary sources of evidence

• to analyse evidence and draw and justify conclusions

• to describe and explain the physical and human features that give rise to the distinctive character of countries

• to identify differences in development within/between countries

• Pupils should produce geographical profiles for each of their chosen countries in terms of physical and human features, levels of development

– economic, social.

• produce a detailed geographical profile of the physical, human and developmental characteristics of their chosen countries, using a range of resources

• ICT: to gain information, pupils could use internet search engines, or e-mail and fax to communicate with people in another country.

• Language for learning: this activity provides an opportunity for pupils to appraise texts quickly and effectively for their usefulness.

How and why are these countries similar and different?

• to compare two countries and identify main similarities and differences

• Ask pupils to complete a grid to highlight similarities and differences between • identify, describe and explain the countries. Ask them to select what they think are the three main similarities and the three main differences and to suggest explanations for them, in writing. Some pupils may need more support with explanations. the main similarities and differences between their chosen countries

© QCA 2000

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Are these countries connected a) with each other, b) with the UK? Why?

• to select and use secondary sources of evidence, including

• Ask pupils to produce a topic web, to suggest what sort of links there might be between countries, e.g. political links, trade links, travel links, sporting the internet

• to select and use appropriate techniques to present evidence

• to explore how countries are interdependent links, cultural links and environmental links . Ask them to identify the links between the two countries and with the UK. Alternative the links may be presented diagrammatically.

• identify ways in which their countries are linked

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Unit Images of a country

About the unit

This unit aims to improve pupils’ understanding of places by helping them to question their initial impressions of a country. They explore how stereotypes are created and how these views can be deconstructed.

This unit shows an unusual way of introducing a country, in itself it is not a complete country study.

Key aspects


Pupils will:





Pupils will:



Explored through:

• Two countries in different states of economic development


Pupils will study:


Geography

Year 9

Expectations


Most pupils will: describe and explain that a text/image does not show the complete picture; use a variety of methods to interpret images, eg Development Compass Rose (DCR); suggest relevant geographical questions using the DCR; identify both positive and negative images of their own locality and of Brazil/India; accurately use the terms ‘stereotype’ and

‘sustainable development’; recognise how they might improve their observational skills

Some pupils will not have made so much progress and will: recognise that a text/image does not show the complete picture; use a number of different methods to interpret images, including the DCR; begin to suggest relevant geographical questions using the DCR; describe similarities and differences in images of Brazil/India/UK describe physical/human features shown on photographs; suggest positive and negative images of their own locality and explain their own views; appreciate the meaning of ‘stereotype’ and ‘sustainable development’; begin to recognise how they might improve their observational skills

Some pupils will have progressed further and will: suggest the purpose and point of view of different texts/images; use effectively a variety of methods to interpret images eg.DCR identify their own relevant geographical questions using the DCR; appreciate how people’s different values and attitudes are reflected in their choice of positive and negative images; use accurately and exemplify the terms ‘stereotype’ and ‘sustainable development’; identify ways of improving their observational skills

Prior learning


• Experience of using photographs

• Previously followed an enquiry approach

© QCA 2000

87




• Perception and values, eg social economics, feelings, justify, quality of life, favela, sustainable, positive, negative, observer, messages, media, misinformed, lifestyle images, lifestyle, bias, stereotypes, feelings

Reading


• Understand information that is not explicitly stated or that the reader is assumed to understand

Resources

Resources include:


–

The geography programme

– Brazil 2000

(BBC Schools)

– Japan 2000 (the teacher’s resource pack that supports these programmes considers

Japanese pupils’ views of the UK)

– Notes from a small island by Bill Bryson (BBC)

• Websites, eg http://darkwing.uoregon.edu/~sergiok/boaviagem.html

; www.ibge.gov.br/english/

Future learning

This unit prepares pupils for a study of the quality of life and different perspectives on the world. It provides a basis for GCSE work in geography on population, development and skills

– analysing data and images

Links



• ICT – using different types of cameras, using Internet search engines

• Key skills – improving own learning and performance

© QCA 2000

88


Who has chosen these views? Why these views?

• to clarify and develop their “ Video – Beyond the Brochure – Gambia

Do the images tell the whole story about a place?

• how to question initial perceptions

• to understand perceptions are often misinformed

• to examine images for evidence of sustainability

• to reflect on and evaluate their own performance

“ Images of……Mental mapping of a country - Display country,or any other own values and attitudes

• how to examine carefully the

• Ask pupils to analyse and evaluate perceptions/stereotypes of their own e.g. how pupils in Japan and Kenya might view Britain

Discuss with pupils who selects the information used in books, brochures, websites, moving images (film and documentary programmes), etc, and perceptions of a place, appreciating that perceptions

• Teachers could access alternative internet. News and government sites from films/media/myth familiar context

• Discuss with them what they would include in an information pack to counter misinformed perceptions.

“ ‘Bodies’ – Create stereotypical images of countries based on personal can be misinformed

• offer alternative images to challenge other people’s can use a large screen to project and reflection-research and correct misconceptions. perceptions of places

• Key skills: links with improving own e.g., school

• appreciate how other people’s learning and performance where a lifestyles may be more more considered interpretation of an sustainable than their own image is the target. Pupils use the

• identify ways in which their plan

–do–review cycle; confirm their interpretation of images is improved understanding of targets and how these will be met, follow plans using support and review achievements and progress.

Safety


• explain why a particular image is chosen, in relation to

• Homework activity: ask pupils to analyse at least three sources interest, bias and implicit values

• select images of their own locality for a specific purpose

(textbook, website, brochure) on the same topic

• Language for learning: this activity provides pupils with an opportunity to understand information, which is not explicitly stated, or that the reader is assumed to understand.

• ICT: this activity provides pupils with an opportunity to use an ordinary camera/digital camera/video camera to produce an information pack/video on the local area.

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 11 Investigating Brazil 89

Unit Investigating Brazil

Geography

Year 9

About the unit

In this unit pupils carry out a detailed study of Brazil as an example of a less economically developed country (LECD). They use their geographical skills to investigate Brazil’s location, its distinctive character (regional differences) and the physical and human processes that sha ped the country. They begin to learn how to evaluate a country’s state of economic development and also consider important environmental issues within the context of sustainable development.

Many of the activities involve pupils in active learning.

Key aspects


Pupils will:












Pupils will:







Explored through:

• Countries in different states of economic development

• Population distribution and change

• Development



Pupils will study:




Expectations


Most pupils will: suggest ways in which Brazil is linked with the UK; describe Brazil’s location and geographical context; describe and begin to explain how physical and human processes operating within Brazil create distinctive features and geographical patterns at a range of scales and how these processes or scales may lead to changes in places

(including changes in population); recognise how conflicting demands on the rainforest have arisen and describe and compare different approaches to managing that environment; describe and begin to explain Brazil’s state of economic development and how it compares with other selected countries; suggest how Brazil might change in the future; suggest relevant geographical questions and an appropriate sequence of investigation; select and use appropriate skills and sources of evidence; suggest plausible conclusions to their investigations and present their findings both graphically and in writing

Some pupils will not have made so much progress and will: recognise some of the ways in which Brazil is linked with the UK; begin to describe Brazil’s location; begin to recognise and describe how some physical and human processes operating within Brazil can lead to similarities and differences between Brazil’s regions; begin to understand how these can change the features of places, including changes in the population of regions, and how these changes affect the lives of people living there; understand how people can both damage and improve the environment; explain their own views and the views other people hold about environmental change; begin to recognise and describe Brazil’s state of economic development and how it compares with other selected countries; offer some suggestions as to how Brazil might change in the future; suggest suitable geographical questions and use a range of skills and sources of evidence to help them investigate and communicate their findings both graphically and in writing

Some pupils will have progressed further and will: identify ways in which Brazil is linked with the UK; accurately describe its location and geographical context; begin to describe interactions within and between physical and human processes in Brazil and show how these interactions create geographical patterns at a range of scales and help change places, environments and population; begin to recognise how Brazil’s links with other countries have affected its historical and economic development; understand that many factors, including people’s values and attitudes, have influenced decisions about the use of the rainforest and use this understanding to explain how it has changed and is changing; appreciate how the rainforest environment and the lives of its inhabitants are affected by actions and events in other places; recognise that human actions may have unintended environmental consequences and that conflict may ensue at different scales; appreciate the need for considerations of sustainable development in planning and management of the rainforest for the future; identify geographical questions and establish their own sequence of investigation; select and use, with increasing accuracy, a wide range of skills and begin to critically evaluate sources of evidence; present well-argued summaries and begin to reach substantiated conclusions

© QCA 2000

Prior learning


• A knowledge of longitude and latitude

• An ability to measure distances

• A knowledge of employment structure – primary, secondary, tertiary

• An ability to use percentages

• An understanding of drawing and interpreting graphs

• A knowledge of ecosystems



• Population,

eg migration, intramigration, diversity, population pyramids, indigenous population

• Differences between more economically developed countries (MEDCs) and LEDCs, eg inequalities, economic activities, GNP, indicators (social, economic), viewpoints

• Links between countries, eg interdependence, debt, transnational companies (TNCs),

World Bank, colonial, conflict

• The environment, eg sustainable, deforestation, ecosystems, interactions, resources, impact, management, management strategies

• Techniques of analysis, eg time line, flow map, patterns, processes



• Listen for a specific purpose, note down the main points and consider their relevance

Reading


• Select relevant information and link to other information from a range of sources

Writing


• Organise facts/ideas/information in an appropriate sequence

Resources

Resources include:

• Suitable websites, eg:

–

www.rainforest-alliance.org/

– www.undp.org/hdro

–

www.worldbank.org

– www.ibge.gov.br/

–

www.oneworld.org/sejup

– http://edcwww.cr.usgs.gov/earthshots/slow/tableofcontents

• A class set of atlases

• Supporting video programme: The geography programme – Brazil 2000 (BBC Schools)

Future learning

This unit gives an introduction to:

• Measuring development

• An LEDC case study, which can be used as a comparison when studying an MEDC

• Environmental issues and management strategies

Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 11 Investigating Brazil 91

This unit provides a basis for GCSE units concerned with population, development and management.

Links



• Mathematics – using and interpreting scales, ratios and proportions (maps), measuring accurately, solving problems, interpreting data (graphs and tables)

• ICT – using word-processing, video presentation and dtp packages; using CD-ROMs and GIS

• Citizenship – learning about the global community, desktop publishing, justifying a personal opinion


What do we already know about Brazil?

• about the existing knowledge and perceptions of the class

• how to record and classify information

• to identify links between ideas

• Ask pupils to brainstorm the word ‘Brazil’ and collate the results on the board.

• Using the results, ask the class to discuss and propose, in-groups, how ideas can be linked and grouped (concept mapping).

• Ask pupils to produce a concept map and write paragraphs linking three to five ideas.

• link and classify information about Brazil correctly

How are our lives in the UK linked to Brazil?

• to appreciate that places are linked

• to explore the idea of the world as a global community

• Ask pupils to investigate how life in the UK is linked to Brazil, eg food, clothes, work, leisure, and music.

• Help pupils organise a classroom wall display from their findings. This can be added to throughout the unit.

• Homework activity: to produce a mental map of Brazil.

• give examples of how the UK and Brazil are linked

• The school/department might like to link with a school in Brazil. The

Central Bureau (supports curriculum development p rojects up to £5k) has a website with information and supports the establishment of e-mail and other links

• Citizenship: this activity provides the opportunity for pupils to appreciate the world as a global community, and the political, economic, environmental and social implications of this.


© QCA 2000 Browse, save, edit or print Schemes of

Geography - Unit 23 Local action, global effects 93

Where is Brazil located?

• to use atlases and globes to give details of a country’s location and global context

• to communicate in different ways including using ICT

• to compile an information booklet by following the route for enquiry

• Video – Brazil 2000 series.

Alternative

– Geog 2 - Oi Brazil - Or

Ask pupils to imagine that there is an important conference on the environment in the Brazilian capital and that a group of British environmentalists will be attending. Their task is to prepare a briefing booklet, which provides the delegates with important factual details of location, in preparation for their visit. Ask pupils to consider the sort of detail it would be essential to include, before embarking on the task.

• Make sure pupils have a sound grasp of the geographical skills required to complete the task, eg drawing maps to show location, understanding how to use latitude and longitude, using scale to measure distance between cities in the UK and Brazil and working out time differences. Discuss with pupils what the booklet might look like. Weaker writers may need more structured guidance.

• use atlas skills to describe and • ICT: this activity provides pupils with locate Brazil in a continental and global context an opportunity to use a wordprocessing or desktop publishing package.

• Telephone directories provide information on countries and cities’ time zones based on GMT.

• Mathematics:

– use and interpret maps and scales

– measure accurately

– solve problems using ratio and proportion

What is it like?


• to investigate the physical and human features that give rise to the distinctive character of places

• to identify and describe physical and human

• Assign pupils, in-groups, to research a particular aspect of Brazil’s geography, eg rivers, industry, population, climate, ecosystems. Provide a variety of stimuli, textbooks eg CD-ROM, internet sites, videos, travel brochures,

, to enable them to gather the information. Remind pupils of reading strategies for successful research.

• Ask groups to give a presentation of their findings to the class. Provide them with a frame/structure to complete a fact file when listening to the presentations. A neat version of this could be added to their briefing booklet processes, and their impact on places and environments

(see above).

• After the presentations, lead a class discussion to consider the interactions between the human and physical environment. As environmentalists, ask them to note, in particular, how the environment affects people and how people’s activities have intended and unintended impacts on the natural environment. Ask them to make a brief summary of the discussion using a preferred method of note making.

• access, select and record relevant information from a

• Presentation: remind pupils that there should be a different presenter from variety of sources for the presentations on Brazil

• locate and describe key features of Brazil’s natural and human environment

• demonstrate understanding of interactions between the last time.

• ICT: there are a number of opportunities to enhance the activity with ICT, such as using a video camera or a presentation package to develop a concise but effective multimedia project. natural and human environments in a summary diagram




How developed is Brazil?

• to use an extended geographical vocabulary

• to identify differences in development within and between countries

• to evaluate the effects of differences in development on the quality of life of different groups of people

• Ask groups to brainstorm the concept of ‘development’. Discuss with pupils the various ways of identifying development/lack of it, including the advantages and disadvantages of common development indicators, eg gross domestic product (GDP), alongside others. Help them to appreciate the problems of accurate definition.

• Ask pupils to choose some development indicators and, using a ranking exercise, to compare Brazil with the UK and another chosen country. Ask them to present the results as graphs or in tables. A spreadsheet can be use

• describe two different lifestyles, showing a sensitive awareness of massive inequalities masked by statistics used to speed up the ranking process and provide data in a form, which can be graphed quickly.

• Discuss with pupils the question of wealth distribution and how statistics

• use development indicators to assess Brazil’s global position and critically evaluate their mask this. Using a range of resources, eg tables, graphs, maps, and photo and textbook images, ask them to describe a typical day in the life of two very different people, eg an indigenous rainforest inhabitant and a bank manager in São Paulo.

Ask them to include their own views about such inequalities.

• Inequalities within Brazil can be shown using Lorenz curves

• ICT: this activity provides an opportunity to use CD-ROM to access development statistics and to use a geographic information system (GIS) to map distributions of variations in the quality of life.

• Mathematics: interpret data in graphs or tables and draw conclusions.




How does Brazil compare with the UK?

• to identify similarities and differences between countries

• The class could be divided into two halves – one half to investigate similarities and the other differences. They will need access to a range of appropriate resources.

• Pair one pupil from each group. Ask them to share their findings and to record these in a summary table. Ask them to conclude whether the similarities outweigh the differences or vice versa, and justify their conclusion in a paragraph.

• give appropriate examples of similarities and differences in a table

• present conclusions consistent

• Homework activity: write up conclusions. with evidence in a summary paragraph




Who will be making the decisions about Brazil’s future?

• to use an extended geographical vocabulary

• to identify groups of people/ organisations involved in decision making and to assess their relative influence

• to consider issues related to environmental change and its management

• Introduce pupils to a current issue in Brazil, eg reducing the gap between rich and poor.

Ask pupils to suggest who/which groups might be involved in solving problems/making decisions about Bra zil’s future, eg TNCs, World

Bank, environmentalists, government, residents, neighbouring countries, world powers .

• Provide pupils, in-groups, with a worksheet that presents the viewpoints of different groups. Ask pupils to match views to named groups. Ask pupils, ingroups, to focus on a particular issue, to talk about it and make notes about how this particular issue should be managed. They may add their own views/suggestions. Then ask them to evaluate the relative powers of those involved and predict how the issue might be resolved.

• name different groups of people likely to be involved in decision making at a national scale

• recognise that different groups

• Language for learning: this activity provides pupils with the opportunity to listen for a specific purpose, note the main points and consider their relevance and validity. will have different views about the same issue and how it might be managed

• explain how some groups have more influence than others in the decision-making process







Unit Local action, global effects

Geography

Year 9

About the unit

In this unit pupils investigate the conflict between increasing economic activity and conserving the environment and resources. They do this through short case studies at different scales an

English National Park and Antarctica.

The unit encourages pupils to think about how individual action taken at a local level may have positive or negative effects at a variety of scales. This provides a strong link with citizenship. There are numerous opportunities for pupils to practise their research and enquiry skills.

Key aspects


Pupils will:












Pupils will:

• Locate place and environments




Explored through:


• Resource issues


Pupils will study:






Expectations


Most pupils will: describe and explain how physical and human processes interact to produce distinctive characteristics of places and environments; recognise how conflicting demands on different types of environment may arise and describe and compare different approaches to managing these environments sustainably; appreciate that different values and attitudes, including their own, result in different approaches that have different effects on people and places; suggest relevant geographical questions and appropriate sequences of investigation of environmental issues; select and use effectively a range of skills and sources of evidence; present their findings in a coherent way and reach conclusions that are consistent with the evidence

Some pupils will not have made so much progress and will: describe and begin to explain how physical and human processes can lead to similarities and differences in the environments of different places and in the lives of people who live there; suggest explanations for the ways in which human activities cause changes to different types of environment and the different views people hold about them; recognise how people try to manage environments sustainably; begin to suggest relevant questions to investigate environmental issues; select and use appropriate skills and sources of evidence; suggest plausible conclusions to their investigations and present their findings both graphically and in writing

Some pupils will have progressed further and will: describe interactions within and between physical and human processes and explain how these interactions help change different types of environments; begin to explain that human actions, including their own, may have unintended environmental consequences and that change sometimes leads to conflict; appreciate that consideration of sustainable development can affect their own lives as well as the planning and management of all environments and resources; identify geographical questions and establish their own sequence of investigation of environmental issues; select and use accurately and effectively a wide range of skills; evaluate critically sources of evidence, present full and coherently argued summaries of their investigations and reach substantiated conclusions



• Sustainability, eg conservation, honeypot site, impact matrix, cost

–benefit analysis

, National Park, World Park

• Geology, eg impermeable rock, permeable rock

Writing


• Organise content into a whole piece, with the relationship between points/paragraphs clearly signalled, eg therefore, nevertheless

• Use correctly full stops, commas, brackets, semicolons, dashes

• Understand the effect of different aspects of formality, eg passive verbs, third person, abstract nouns

Resources

Resources include:

• Atlases

• Maps

• Photographs of land use and employment activities in national parks, in

• Newspaper articles on conservation issues in national parks, the North Sea, Antarctica

• Video footage to show landscapes, landforms, economic activities, leisure activities in selected case studies

• Textbooks and other book resources

• Access to the Internet

Future learning

This unit provides a base for later enquiries and decision-making exercises at key stage 4, for

GCSE coursework enquiries and for units on environmental issues. It provides helpful illustrations for future work on citizenship, linked to PSHE programmes.

Prior learning


• Prior knowledge and understanding of environmental relationships and issues

• Undertaken and practised geographical enquiries, asked and answered questions, developed their research skills

• Developed their map skills, especially in relation to the use of OS maps and photographs

• Practised formal report writing

Links



• ICT – using a mapping package or geographic information system (GIS), using Internet search engines


• Citizenship – considering other people’s experiences, expressing and explaining views, understanding the responsibilities of central and local governments

• PSHE – taking responsibility for own actions




What is a national park?


• to select and use appropriate techniques to present evidence

• to identify how conflicting demands on the environment

How do people use national parks?

What conflicts of interest result from their use?

• Invite pupils to suggest a definition of a national park and then define it correctly. Involve pupils in a mapping exercise to record the locations and names of all national parks, motorways and conurbations in England and

Wales. Discuss patterns and relationships evident.

What is a ‘honeypot’ site?

How might the pressures on national parks be managed ?

• Conduct a case study of a ‘honeypot’ site. Identify the attractions and the arise

• how and why attempts are made to plan and manage environments

• to evaluate different strategies used to manage an area

• to evaluate the effect on the environment of the use of a pressures of tourism on the site.

• Ask pupils to put forward a plan which allows people to access the area but also makes suggestions about reducing their impact.

“ Essay ‘Should the New Forest become a national park?’ resource

• to identify the effects of environmental planning and management on people, places and environments

Alternative Geog 3 Pages 90

– 97 - Case Study – Britains National Parks.

• produce a map of Britain's national parks showing national parks

• discuss the complexity of decision making

• describe the work, roles and responsibilities of different

• Citizenship: this activity provides pupils with an opportunity to learn important links to motorways and conurbations

• identify landscape features from photographs and maps of different scales

• identify and explain different views, opinions and solutions to development issues in about central and local government, and the public services they offer..

• Key skills: links with working with others, where pupils work on a one-toone or group basis and plan with others what needs to be done, confirm their understanding of the objectives, their responsibilities and working arrangements, and carry out tasks and review progress. local, national and environmental agencies

© QCA 2000Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Geography - Unit 23 Local action, global effects 101

Why is Antarctica a fragile environment?


• to communicate appropriately

• to identify how conflicting demands on an environment arise

• how and why attempts are made to plan and manage environments

• to evaluate the effect of environmental planning and management on people, places and environments

• to explore the idea of sustainable development and recognise its implications for people, places, environments and their own lives

“ Video – Ice bound or DK Artic/Antarctica

Why is Antarctica under threat? What is a world park?

How can Antarctica be conserved and managed to sustain its environment?

• Provide pupils with a range of resources that require careful interpretation, eg map, photographic and video evidence, textbooks, to suggest an answer to the question Why is Antarctica important and how is it used by people?

• Ask pupils to draw annotated sketch maps and diagrams of Antarctica and its landscape.

• Plan a role-play to present a case for developing and exploiting the mineral resources of Antarctica. Organise pupils into groups to research and present the case on behalf of various groups, eg a mining operator, government official from a less economically developed country (LEDC), member of

• interpret information from a range of sources and transform it to show the landscape of Antarctica

• identify, describe and explain the most appropriate strategy for managing Antarctica

• describe how and why responsible action at a local level can be beneficial at a

Greenpeace, scientist with special interest in the ecology and environment, government representative opposing development, tour operator, United

Nations representative.

• Ask pupils to produce a report to the United Nations outlining the importance of Antarctica as a world park and which describes and explains different strategies for protecting its fragile environment. The report may be substantial and well structured, coming towards the end of year 9. It builds on report writing in previous units, and headings and topic sentences may be identified for weaker writers. Tone should be formal, objective and impersonal. Pupils’ attention should be drawn to the specific features of formal writing eg passive verbs, third person, abstract words.

Remind pupils of the correct use of punctuation, eg full stops, commas, brackets, semicolons and dashes.

larger scale

• write a well-structured, impersonal formal report, drawing upon skills practised in earlier units

Alternative

– Geog 3 pages 98 – 103 – Case Study - Antarctica.

• Homework activity: ask pupils to imagine they are a scientist working at one of the bases in Antarctica or a fieldworker on the ice floes and to write a diary about their experiences.

• Citizenship: this activity provides pupils with an opportunity to reflect on the world as a global community and the political, economic, environmental and social implications of this.

• More able pupils may be asked to write role cards for others to use.

• Language for learning: this activity provides pupils with an opportunity to organise content into a whole piece with the relationship between points/paragraphs clearly signalled, eg therefore, nevertheless, and to use correctly full stops, commas, brackets, semicolons and dashes

• Science: links with materials and their properties

– possible effects of burning fossil fuels in the environment.



3

4

5

6

7

8

9

Lesson

1

2

10

Population Skills

Skill

Note taking on observation and sound – are they the same?

Mathematical calculations

Flow diagram construction

ICT

Mathematical skills

Map interpretation

Atlas skills

Literacy - report writing

Graphing and graph interpretation

Debating skills

Literacy - Newspaper article

Video skills

Drama skills

Literacy – play script

Listening and recall skills

Empathetic writing.

Art skills and knowledge recall

Activity

Introductory activity – People Everywhere - power point.

Population video – World Population Issues

– use the section on World Population

Trends. HWK – title page & / or mnemonic.

The Population Clock starter activity. Then watch the whole of the video World

Population Issues. Students complete the

Consequences Chart. HWK – look at www.ibiblio.org/lunarbin/worldpop e.g. find out data on different countries and the world from the population clock.

The Most, Biggest and Densest activity.

Then using the two world maps compare and contrast them (population density map with a ‘traditional’ world map).

Compile the Population Fact File using the

Atlas.

Using the population fact file compare and contrast LEDCs with MEDCs. Think about differences between rural and urban areas, for example people who depend on farming with those who work in industry and services.

People Count activity. Population pyramid construction. HWK – construct a population pyramid for East Dorset and then compare it with the one for the U.K.

China Population debate. HWK – choose one side of the debate and write a news article for a paper.

Video Population Pressure, then produce a drama sketch about this. HWK – produce a play script.

Read to class Tahona’s story. Students to answer the questions based upon the story and then produce a story board. HWK – produce an empathetic piece of writing from the point of view of Tahona.

Produce a poster on Population Pressures.


Geography Year 7

Autumn Term Curriculum Map

WEBSITES www.upmystreet.co.uk www.multimap.com www.ordsvy.gov.uk www.geoexplorer.co.uk

ENRICHMENT

Fieldwork - Coastal

Orienteering

ICT

TEXTBOOKS

Geography 1

Direct 1

Earthworks 1



Spring Term Curriculum Map

WEBSITES www.bbc.co.uk/weather www.metcheck.com

TEXTBOOKS

Geography 2

Direct 3

Earthworks 1

ENRICHMENT

Practical / Construction of a weather instrument

ICT - Weather Watch

School Weather Reporter



Summer Term Curriculum Map WEBSITES www.multimap.com www.upmystreet.com

TEXTBOOKS

Geography 1

Direct 1

Earthworks 1

ENRICHMENT

Fieldwork; local - neighbourhood shopping parade

Southampton / Bournemouth




TEXTBOOKS

Geography 1

Direct 2

Earthworks 2

WEBSITES www.environment-agency.gov.uk www.waterways.org

ENRICHMENT

Fieldwork - River Study

Simulations




TEXTBOOKS

Geography 2

Direct 1 & 2

Earthworks 2

WEBSITES www.census.gov/ipc/www/world www.enchantedlearning.com/subjects/rainforest www.stevensonpress.com/animals

ENRICHMENT

ICT presentations

Simulations



Summer Term Curriculum Map

TEXTBOOKS

Geography 2 & 3

Direct 2

Earthworks 2

WEBSITES www.travelbritain.com www.nfu.org.uk www.energy-agency.gov.uk

ENRICHMENT

ICT investigation

Project work




Textbooks

Geography 1

Direct 1

Earthworks 3

WEBSITES www.volcanoworld.org http://geohazards.cr.usgs.gov

Enrichment

ICT News Report




WEBSITES www.dorsetpolice.org www.idrc.ca

Textbooks

Geography 2

Direct 1, 2 & 3

Earthworks 1, 2 & 3

Enrichment

ICT project

Trading Game



Summer Term Curriculum Map

WEBSITES www.sustainabledevelopment.

org

Textbooks

Geography 3

Direct 2 & 3

Earthworks 1, 2 & 3

Enrichment

ICT presentations

Mappping


The Humanities Faculty

The Presentation of Work

All students are expected to present their work to the very best of their ability

PUPIL RESPONSIBILITIES

1.

No exercise book or file should be written on in any way beyond the work done in class and at home. Pupils defacing books will be required to replace them.

2.

All written work should be in ink (blue or black only) and should not include rough working.

3.

Each piece of work should begin with a date and title. Both should be underlined using a ruler.

4.

A line should be left between the headings and the body of the work. Page space not to be wasted unnecessarily at the end of a piece of work.

5.

Homestudy should be labelled as such.

6.

All diagrams/maps should be drawn using a sharp pencil and ruler where appropriate. The labelling should warrant special care.

7.

After each piece of work check for mistakes and state the time taken to complete the task.

Equipment List Extras

1. Pen- blue or black ink 7 Pair of compasses

2 Pencil-HB sharp 8 Protractor

3 Ruler-30cm clear 9 Set Square

4 Rubber 10 Calculator

5 Coloured pencils-blue,green,red,brown 11 String/cotton

and any one other 12 Dictionary

6 Pencil sharpener 13 Atlas

14 Scissors

15 Glue

Mapwork Guidelines a. Coastline -inked b. Highland -brown shading c. Lowland - green shading d. Water areas - blue shading e. Settlement (towns, cities) - red dots f. All names on maps must be printed


ABOUT THE GEOGRAPHY ATTAINMENT TARGET AND

LEVEL DESCRIPTIONS

The attainment target in geography sets out the knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of each key stage. Attainment targets consist of eight level descriptions of increasing difficulty, plus a description of exceptional performance above level 8.

Each level description describes the type and range of performance that pupils working at that level should characteristically demonstrate.

The level descriptions provide the basis for making judgements about pupils' performance at the end of key stages 1, 2 and 3.

The majority of pupils are expected to work at:

 levels 1-3 in key stage 1 and attain level 2 at the end of the key stage

 levels 2-5 in key stage 2 and attain level 4 at the end of the key stage

 levels 3-7 in key stage 3 and attain level 5/6 at the end of the key stage.

By indicating expectations at particular levels and by charting broad progression in the subject, the level descriptions can also inform planning, teaching and assessment.

Please note, the level descriptions are not designed to be used to 'level' individual pieces of work.


ATTAINMENT TARGETS

Attainment target for Geography

Level 1

Pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations about physical and human features of localities. They express their views on features of the environment of a locality. They use resources that are given to them, and their own observations, to ask and respond to questions about places and environments.

Level 2

Pupils show their knowledge, skills and understanding in studies at a local scale. They describe physical and human features of places, and recognise and make observations about those features that give places their character. They show an awareness of places beyond their own locality. They express views on the environment of a locality and recognise how people affect the environment. They carry out simple tasks and select information using resources that are given to them. They use this information and their own observations to help them ask and respond to questions about places and environments. They begin to use appropriate geographical vocabulary.

Level 3

Pupils show their knowledge, skills and understanding in studies at a local scale. They describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. They are aware that different places may have both similar and different characteristics. They offer reasons for some of their observations and for their views and judgements about places and environments. They recognise how people seek to improve and sustain environments. They use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate their findings.

Level 4

Pupils show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world. They begin to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places. They recognise and describe physical and human processes. They begin to understand how these can change the features of places, and how these changes affect the lives and activities of people living there. They understand how people can both improve and damage the environment. They explain their own views and the views that other people hold about an environmental change. Drawing on their knowledge and understanding, they suggest suitable geographical questions, and use a range of geographical skills from the key stage 2 or 3 programme of study to help them investigate places


and environments. They use primary and secondary sources of evidence in their investigations and communicate their findings using appropriate vocabulary.

Level 5

Pupils show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world. They describe and begin to explain geographical patterns and physical and human processes. They describe how these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there. They recognise some of the links and relationships that make places dependent on each other. They suggest explanations for the ways in which human activities cause changes to the environment and the different views people hold about them. They recognise how people try to manage environments sustainably. They explain their own views and begin to suggest relevant geographical questions and issues. Drawing on their knowledge and understanding, they select and use appropriate skills and ways of presenting information from the key stage 2 or 3 programme of study to help them investigate places and environments. They select information and sources of evidence, suggest plausible conclusions to their investigations and present their findings both graphically and in writing.

Level 6

Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world. They describe and explain a range of physical and human processes and recognise that these processes interact to produce the distinctive characteristics of places. They describe ways in which physical and human processes operating at different scales create geographical patterns and lead to changes in places. They appreciate the many links and relationships that make places dependent on each other.

They recognise how conflicting demands on the environment may arise and describe and compare different approaches to managing environments. They appreciate that different values and attitudes, including their own, result in different approaches that have different effects on people and places. Drawing on their knowledge and understanding, they suggest relevant geographical questions and issues and appropriate sequences of investigation. They select a range of skills and sources of evidence from the key stage 3 programme of study and use them effectively in their investigations. They present their findings in a coherent way and reach conclusions that are consistent with the evidence.

Level 7

Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world. They describe interactions within and between physical and human processes, and show how these interactions create geographical patterns and help change places and environments. They understand that many


factors, including people's values and attitudes, influence the decisions made about places and environments, and use this understanding to explain the resulting changes. They appreciate that the environment in a place and the lives of the people who live there are affected by actions and events in other places. They recognise that human actions, including their own, may have unintended environmental consequences and that change sometimes leads to conflict. They appreciate that considerations of sustainable development affect the planning and management of environments and resources. With growing independence, they draw on their knowledge and understanding to identify geographical questions and issues and establish their own sequence of investigation. They select and use accurately a wide range of skills from the key stage 3 programme of study. They evaluate critically sources of evidence, present wellargued summaries of their investigations and begin to reach substantiated conclusions.

Level 8

Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world. They offer explanations for interactions within and between physical and human processes. They explain changes in the characteristics of places over time, in terms of location, physical and human processes, and interactions with other places. They begin to account for disparities in development and understand the range and complexity of factors that contribute to the quality of life in different places. They recognise the causes and consequences of environmental issues and understand a range of views about them and different approaches to tackling them. They understand how considerations of sustainable development can affect their own lives as well as the planning and management of environments and resources. They use examples to illustrate this. Drawing on their knowledge and understanding, they show independence in identifying appropriate geographical questions and issues, and in using an effective sequence of investigation. They select a wide range of skills from the key stage 3 programme of study and use them effectively and accurately. They evaluate critically sources of evidence before using them in their investigations. They present full and coherently argued summaries of their investigations and reach substantiated conclusions.

Exceptional Performance

Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at the full range of scales, from local to global, and in different parts of the world. They explain complex interactions within and between physical and human processes. They refer to a wide range of geographical factors to explain and predict change in the characteristics of places over time. They understand alternative approaches to development and the implications of these for the quality of life in different places. They assess the relative merits of different ways of tackling environmental issues and justify their views about these different approaches. They understand how considerations of sustainable development can affect their own lives as well as the planning and


management of environments and resources. They illustrate this with a full range of examples. They draw selectively on geographical ideas and theories, and use accurately a wide range of appropriate skills and sources of evidence from the key stage 3 programme of study. They carry out geographical investigations independently at different scales. They evaluate critically sources of evidence and present coherent arguments and effective, accurate and well-substantiated conclusions. They evaluate their work by suggesting improvements in approach and further lines of enquiry.

Top of page


PROGRESSION IN GEOGRAPHY

1. Progression by levels

There are four aspects of geography:

Introduction to geography in action

1. geographical enquiry and skills;

2. knowledge and understanding of places

3. knowledge and understanding of patterns and processes

4. knowledge and understanding of environmental change and sustainable development.

About the geography attainment target and level descriptions

The level descriptions

Making a judgement

Expected performance in each aspect has been outlined below for the following levels:


Glossary of terms



Levels 1-2 (typical key stage 1)



Levels 3-4 (high level key stage 1/typical key stage 2)



Levels 5-6 (high level key stage 2/typical key stage 3)

ICT learning

ICT statutory requirements



Level 7-Exceptional (high-level performance for key stage 3)

.

ICT opportunities

Hardware and software

Performance at levels 1-2 is characterised by pupils demonstrating that they have studied at local scale and showing the following attributes in their work: Search for pupils' work by a variety of criteria.


 drawing on limited experience and on resources provided to ask and respond to simple geographical questions and to express their own views, using basic geographical vocabulary; (geographical enquiry)

 using simple techniques and skills to undertake straightforward tasks, as demonstrated and supported by the teacher

(use of skills)

Discuss examples of pupils' work with other teachers.

Innovating with Geography

NC programme of study

Schemes of work - primary

Schemes of work - secondary

Statutory assessment (key stage 3 only)

Places

 recognising and describing 'where things are' in the simple contexts of the classroom, school grounds or local area, and being aware of some places in the wider world;

(location and context)

 identifying and beginning to offer descriptive observations about simple recognisable features of places (features and character)

 making simple comparisons between


individual features of different places and recognising how places are linked to other places in the world (contrasts and relationships)

Patterns and Processes

 responding to questions about 'where things are' by making observations about features in the environment and recognising simple patterns (patterns)

 responding to questions about 'why things are like that' by recognising and making appropriate observations about some physical and human processes (processes)

Environmental change and sustainable development

 identifying and describing easily recognisable examples of the ways people affect the environment and of attempts to manage these interactions (environmental change and management)

 recognising some ways in which change may damage or improve environments and affect their own lives. (sustainable development)

Performance at levels 3-4 is characterised by pupils demonstrating that they have studied at local scale (for level 3) or a range of places and environments at more than one scale and in different parts of the world (for level 4) and showing the following attributes in their work:


 asking and responding to geographical questions and offering their own ideas in the course of undertaking tasks set by the teacher, and being able to identify and give simple explanations for views held by others

(geographical enquiry)

 using a range of simple pieces of equipment and secondary sources to carry out tasks supported by the teacher (use of skills)

Places

 knowing the location and contexts of places they study and some significant other places


 describing a range of physical and human features of places studied, using appropriate geographical terms and beginning to offer reasons for the distinctive character of


places (features and character)

 making simple comparisons between individual features of different places and recognising how places are linked to other places in the world (contrasts and relationships)


 responding to questions about patterns in the landscape around them and making appropriate observations about the location of features relative to others (patterns)

 beginning to explain, why things are like that, and how things change by referring to physical and human features of the landscape (processes)


 identifying changes in the environment and beginning to understand how people both damage and improve the environment

(environmental change and management)

 recognising how and why people may try to improve and sustain environments and identifying opportunities for their own involvement. (sustainable development)

Performance at levels 5-6 is characterised by pupils demonstrating that they have studied a range

(wide range for level 6) of places and environments at more than one scale (various scales for level 6) and in different parts of the world, and showing the following attributes in their work:


 drawing on their own experience and on secondary sources provided to identify geographical questions, recognise and explain the views and opinions of others, follow a structured sequence of enquiry and present a consistent geographical argument


 becoming aware of and selecting a range of appropriate skills and techniques, and demonstrating competence in using the skills specified in the PoS (use of skills)

Places

 knowing the location and context of a wide range of places they study and other significant places at a range of scales in UK,


Europe and the wider world (similar to p.25/26 of the PoS); (location and context)

 describing the physical and human features of a range of places studied and being aware of how physical and human processes interact to produce the distinctive characteristics of these places (features and character)

 drawing out similarities and differences between places and recognising the different ways in which places are interdependent (contrasts and relationships)


 describing and explaining patterns and relating these to the location and character of places and environments in different parts of the world (patterns)

 identifying, describing and explaining selected physical and human processes and the way in which they affect places and environments and can cause change

(processes)


 describing and explaining a range of examples of environmental change with varied management responses at a range of scales (environmental change and management)

 beginning to understand how and why people seek sustainable solutions to environmental, economic and social problems. (sustainable development)

Performance at levels 7-E is characterised by pupils demonstrating that they have studied a wide range (full range for E) of places and environments at various scales and in different parts of the world, and showing the following attributes in their work:


 demonstrating independence in identifying appropriate questions and issues, appreciating the significance of attitudes and values (including their own), planning investigations, and providing coherent arguments, substantiated conclusions and critical evaluation of sources of evidence


 demonstrating confidence in selecting skills


and strategies appropriate to the task and applying them effectively and accurately

(use of skills)

Places

 having a secure knowledge of the location of a wide range of places and environments at different scales in the UK, Europe and the wider world (greater than on p.25/26 in

PoS), and being able to appreciate the significance of some of these locations


 appreciating how changes in physical and/or human processes may be reflected in the changing character and distinctiveness of places, and how different viewpoints

(including their own) may influence decisions (features and character)

 explaining why places are similar or different and evaluating how this affects their character, their future development and their interdependence with other places

(contrasts and relationships)


 making connections between locations, distributions and patterns of features, and understanding how and why these change and with what impacts on people and places (patterns)

 understanding how interactions between physical and human processes at different scales can influence the character and development of places and environments

(processes)


 explaining the origins and character of complex issues and evaluating the impact of relevant management strategies


 understanding the range of factors that contribute to quality of life, and the ways in which strategies for sustainable development have social, economic and environmental effects, including impacts on their own lives. (sustainable development)

2. Progression by aspect

Progression through the levels is set out below for each aspect of geography:


1.

geographical enquiry and skills

2.

places

3.

patterns and processes

4.

environmental change and sustainable development

.


Pupils progress from:

(Levels 1-2)

 drawing on limited experience and on resources provided to ask and respond to simple geographical questions and to express their own views, using basic geographical vocabulary (geographical enquiry)

 using simple techniques and skills to undertake straightforward tasks, as demonstrated and supported by the teacher

(use of skills) to

(Levels 3-4)

 asking and responding to geographical questions and offering their own ideas in the course of undertaking tasks set by the teacher, and being able to identify and give simple explanations for views held by others


 using a range of simple pieces of equipment and secondary sources to carry out tasks supported by the teacher (use of skills) to

(Levels 5-6)

 drawing on their own experience and on secondary sources provided to identify geographical questions, recognise and explain the views and opinions of others, follow a structured sequence of enquiry and present a consistent geographical argument


 becoming aware of and selecting a range of appropriate skills and techniques, and demonstrating competence in using the skills specified in the POs (use of skills) to

(Levels 7-E)

 demonstrating independence in identifying


appropriate questions and issues, appreciating the significance of attitudes and values (including their own), planning investigations, and providing coherent arguments, substantiated conclusions and critical evaluation of sources of evidence


 demonstrating confidence in selecting skills and strategies appropriate to the task and applying them effectively and accurately

(use of skills)

Places


(Levels 1-2)

 recognising and describing 'where things are' in the simple contexts of the classroom, school grounds or local area, and being aware of some places in the wider world


 identifying and beginning to offer descriptive observations about simple recognisable features of places (features and character)

 making simple comparisons between individual features of different places and recognising how places are linked to other places in the world (contrasts and relationships) to

(Levels 3-4)

 knowing the location and contexts of places they study and some significant other places

(similar to p.21 in POs) (location and context)

 describing a range of physical and human features of places studied, using appropriate geographical terms and beginning to offer reasons for the distinctive character of places (features and character)

 making geographical comparisons between places studied, beginning to offer reasons for the differences and recognising how places are interdependent (contrasts and relationships) to

(Levels 5-6)

 knowing the location and context of a wide range of places they study and other significant places at a range of scales in UK,

Europe and the wider world (similar to


p.25/26 of the POs) (location and context)

 describing the physical and human features of a range of places studied and being aware of how physical and human processes interact to produce the distinctive characteristics of these places (features and character)

 drawing out similarities and differences between places and recognising the different ways in which places are interdependent (contrasts and relationships) to

(Levels 7-E)

 having a secure knowledge of the location of a wide range of places and environments at different scales in the UK, Europe and the wider world (greater than on p.25/26 in

POs), and being able to appreciate the significance of some of these locations


 appreciating how changes in physical and/or human processes may be reflected in the changing character and distinctiveness of places, and how different viewpoints

(including their own) may influence decisions (features and character)

 explaining why places are similar or different and evaluating how this affects their character, their future development and their interdependence with other places.

(contrasts and relationships)



(Levels 1-2)

 responding to questions about 'where things are' by making observations about features in the environment and recognising simple patterns (patterns)

 responding to questions about 'where things are' by making observations about features in the environment and recognising simple patterns (patterns) to

(Levels 3-4)

 responding to questions about patterns in the landscape around them and making appropriate observations about the location


to

(Levels 5-6)

 describing and explaining patterns and relating these to the location and character of places and environments in different parts of the world (patterns)

 identifying, describing and explaining selected physical and human processes and the way in which they affect places and environments and can cause change

(processes) to of features relative to others; (patterns)

 beginning to explain, why things are like that, and how things change by referring to physical and human features of the landscape (processes)

(Levels 7-E)

 making connections between locations, distributions and patterns of features, and understanding how and why these change and with what impacts on people and places

(patterns)

 understanding how interactions between physical and human processes at different scales can influence the character and development of places and environments.

(processes)



(Levels 1-2)

 identifying and describing easily recognisable examples of the ways people affect the environment and of attempts to manage these interactions (environmental change and management)

 recognising some ways in which change may damage or improve environments and affect their own lives (sustainable development) to

(Levels 3-4)

 identifying changes in the environment and


beginning to understand how people both damage and improve the environment


 recognising how and why people may try to improve and sustain environments and identifying opportunities for their own involvement (sustainable development) to

(Levels 5-6)

 describing and explaining a range of examples of environmental change with varied management responses at a range of scales (environmental change and management)

 beginning to understand how and why people seek sustainable solutions to environmental, economic and social problems (sustainable development) to

(Levels 7-E)

 explaining the origins and character of complex issues and evaluating the impact of relevant management strategies


 understanding the range of factors that contribute to quality of life, and the way in which strategies for sustainable development have social, economic and environmental effects, including impacts on their own lives. (Sustainable development)



Geography – stepping stones

HOW DO YOU REACH THE NEXT LEVEL

To get to level 4 you need to:



Write about places and explain why things happen





Write about patterns on maps and in graphs

Write about how nature can shape the land



Pick out the ways that people can change the landscape



Say what you think about environmental issues



Suggest questions when you want to look at something more deeply



Use a range of skills, eg map drawing, descriptive and explanatory writing, producing diagrams and flow charts




Explain why certain processes (things) happen in the natural and human world



Pick out the similarities and differences found in a variety of places



Come up with ideas why people change their environment



Understand what sustainability involves



Come up with questions and issues linked to topics you study



Use the right skills when you want to research something




Say why places around the world are so distinctive



Say how natural or human processes can create patterns in places and can cause changes in places



Understand what makes places interdependent



Pick out a range of demands that people make on the environment



Compare the different ways an environment can be managed



Understand that different people have different views on environmental matters



Use your knowledge from previous work to explain and investigate things



Having researched something you should come up with a conclusion




Say how natural and human processes can combine (interact) to create patterns and change places or environments



Understand that most things that happen in geography are the result of a combination of processes



Appreciate that people in one area can affect the environment somewhere else



Pick out that some plans can have unintended results and can cause conflict



Apply sustainable management approaches to your ideas when solving problems



Be able to do your own research

Able to be critical with information given to you when yo9u come up with your conclusions

Tags and Targets

Organisation skills are excellent.

Work has shown real improvement.

Complete and handed in on time.

Excellent use of relevant case studies which back up your ideas.

Accurate interpretation of data available.

A real improvement in your spelling.

Marking


Well researched.

Good source work.

Good empathy.

Objectivity shown in note taking.

Objectivity shown in written work.

Become more selective in research tasks.

Try to increase the sensitivity of your empathy work.

Try to demonstrate a greater open mindedness in your approach to the subject.

When considering argument – show both sides.

Use key words.

Use subject specific terminology.

Use relevant case studies in your work to back up your ideas.

Use evidence to support your decisions.

Extend your studies with further research.


Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils.

This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. It sets out three principles that are essential to developing a more inclusive curriculum:

A.

Setting suitable learning challenges

B.

Responding to pupils' diverse learning needs

C.

Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Applying these principles should keep to a minimum the need for aspects of the

National Curriculum to be disapplied for a pupil. Schools are able to provide other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of pupils such as speech and language therapy and mobility training.

Three principles for inclusion

In planning and teaching the National Curriculum, teachers are required to have due regard to the following principles.

A Setting suitable learning challenges

1.

Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The National Curriculum programmes of study set out what most pupils should be taught at each key stage - but teachers should teach the knowledge, skills and understanding in ways that suit their pupils' abilities.

This may mean choosing knowledge, skills and understanding from earlier or later key stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier key stage, there may not be time to teach all aspects of the age-related programmes of study. A similarly flexible approach will be needed to take account of any gaps in pupils' learning resulting from missed or interrupted schooling [for example, that may be experienced by travellers, refugees, those in care or those with long-term medical conditions, including pupils with neurological problems, such as head injuries, and those with degenerative conditions].

2.

For pupils whose attainments fall significantly below the expected levels at a particular key stage, a much greater degree of differentiation will be necessary. In these circumstances, teachers may need to use the content of the programmes of study as a resource or to provide a context, in planning learning appropriate to the age and requirements of their pupils.

3.

For pupils whose attainments significantly exceed the expected level of attainment within one or more subjects during a particular key stage, teachers will need to plan suitably challenging work. As well as drawing on materials from later key stages or higher levels of study, teachers may plan further differentiation by extending the breadth and


depth of study within individual subjects or by planning work which draws on the content of different subjects.

B Responding to pupils' diverse learning needs

4.

When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils with disabilities, pupils from all social and cultural backgrounds, pupils of different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers need to be aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn. Teachers should plan their approaches to teaching and learning so that all pupils can take part in lessons fully and effectively.

5.

To ensure that they meet the full range of pupils' needs, teachers should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability.

Teachers should take specific action to respond to pupils' diverse needs by: f.

creating effective learning environments g.

securing their motivation and concentration h.

providing equality of opportunity through teaching approaches i.

using appropriate assessment approaches j.

setting targets for learning.

Examples for B/3a - creating effective learning environments,

Teachers create effective learning environments in which:

 the contribution of all pupils is valued

 all pupils can feel secure and are able to contribute appropriately

 stereotypical views are challenged and pupils learn to appreciate and view positively differences in others, whether arising from race, gender, ability or disability



 pupils learn to take responsibility for their actions and behaviours both in school and in the wider community all forms of bullying and harassment, including racial harassment, are challenged



 pupils are enabled to participate safely in clothing appropriate to their religious beliefs, particularly in subjects such as science, design and technology and physical education.

Examples for B/3b - securing motivation and concentration

Teachers secure pupils' motivation and concentration by:

 using teaching approaches appropriate to different learning styles using, where appropriate, a range of organisational approaches, such as setting, grouping or individual work, to ensure that learning needs are properly addressed








 varying subject content and presentation so that this matches their learning needs planning work which builds on their interests and cultural experiences planning appropriately challenging work for those whose ability and understanding are in advance of their language skills using materials which reflect social and cultural diversity and provide positive images of race, gender and disability

 planning and monitoring the pace of work so that they all have a chance to learn effectively and achieve success

 taking action to maintain interest and continuity of learning for pupils who may be absent for extended periods of time.

Examples for B/3c - providing equality of opportunity

Teaching approaches that provide equality of opportunity include:

 ensuring that boys and girls are able to participate in the same curriculum, particularly in science, design and technology and physical education



 taking account of the interests and concerns of boys and girls by using a range of activities and contexts for work and allowing a variety of interpretations and outcomes, particularly in English, science, design and technology, ICT, art and design, music and physical education avoiding gender stereotyping when organising pupils into groups, assigning them to activities or arranging access to equipment, particularly in science, design and technology, ICT, music and physical education

 taking account of pupils' specific religious or cultural beliefs relating to the representation of ideas or experiences or to the use of particular types of equipment, particularly in science, design and technology, ICT and art and design

 enabling the fullest possible participation of pupils with disabilities or particular medical needs in all subjects, offering positive role models and making provision, where necessary, to facilitate access to activities with appropriate support, aids or adaptations. (See Overcoming potential barriers to learning and assessment for individuals and groups of pupils .)

Examples for B/3d - using appropriate assessment approaches

Teachers use appropriate assessment approaches that:

 allow for different learning styles and ensure that pupils are given the chance and encouragement to demonstrate their competence and attainment through appropriate means





 are familiar to the pupils and for which they have been adequately prepared use materials which are free from discrimination and stereotyping in any form provide clear and unambiguous feedback to pupils to aid further learning.


Examples for B/3e - setting targets for learning

Teachers set targets for learning that:

 build on pupils' knowledge, experiences, interests and strengths to improve areas of weakness and demonstrate progression over time

 are attainable and yet challenging and help pupils to develop their self-esteem and confidence in their ability to learn.

C Overcoming potential barriers to learning and assessment for individuals and groups of pupils

A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described in sections A and B and, if not addressed, could create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil's progress in learning English as an additional language.

36.

Teachers must take account of these requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During end of key stage assessments, teachers should bear in mind that special arrangements are available to support individual pupils.

Pupils with special educational needs

2.

Curriculum planning and assessment for pupils with special educational needs must take account of the type and extent of the difficulty experienced by the pupil. Teachers will encounter a wide range of pupils with special educational needs, some of whom will also have disabilities (see paragraphs C/4 and C/5). In many cases, the action necessary to respond to an individual's requirements for curriculum access will be met through greater differentiation of tasks and materials, consistent with school-based intervention as set out in the SEN Code of

Practice. A smaller number of pupils may need access to specialist equipment and approaches or to alternative or adapted activities, consistent with school-based intervention augmented by advice and support from external specialists as described in the SEN Code of Practice, or, in exceptional circumstances, with a statement of special educational need. Teachers should, where appropriate, work closely with representatives of other agencies who may be supporting the pupil.

3.

Teachers should take specific action to provide access to learning for pupils with special educational needs by: a.

providing for pupils who need help with communication, language and literacy b.

planning, where necessary, to develop pupils' understanding through the use of all available senses and experiences c.

planning for pupils' full participation in learning and in physical and practical activities d.

helping pupils to manage their behaviour, to take part in learning effectively and safely, and, at key stage 4, to prepare for work


e.

helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Examples for C/3a - helping with communication, language and literacy

Teachers provide for pupils who need help with communication, language and literacy through:

 using texts that pupils can read and understand

 using visual and written materials in different formats, including large print, symbol text and Braille using ICT, other technological aids and taped materials 

 using alternative and augmentative communication, including signs and symbols

 using translators, communicators and amanuenses.

Examples for C/3b - developing understanding

Teachers develop pupils' understanding through the use of all available senses and experiences, by:

 using materials and resources that pupils can access through sight, touch, sound, taste or smell

 using word descriptions and other stimuli to make up for a lack of first-hand experiences

 using ICT, visual and other materials to increase pupils' knowledge of the wider world

 encouraging pupils to take part in everyday activities such as play, drama, class visits and exploring the environment.

Examples for C/3c - planning for full participation

Teachers plan for pupils' full participation in learning and in physical and practical activities through:

 using specialist aids and equipment



 providing support from adults or peers when needed adapting tasks or environments

 providing alternative activities, where necessary.

Examples for C/3d - managing behaviour

Teachers help pupils to manage their behaviour, take part in learning effectively and safely, and, at key stage 4, prepare for work by:

 setting realistic demands and stating them explicitly

 using positive behaviour management, including a clear structure of rewards and sanctions







 giving pupils every chance and encouragement to develop the skills they need to work well with a partner or a group teaching pupils to value and respect the contribution of others encouraging and teaching independent working skills teaching essential safety rules.


Examples for C/3e - managing emotions

Teachers help individuals manage their emotions and take part in learning through:

 identifying aspects of learning in which the pupil will engage and plan short-term, easily achievable goals in selected activities

 providing positive feedback to reinforce and encourage learning and build self-esteem



 selecting tasks and materials sensitively to avoid unnecessary stress for the pupil creating a supportive learning environment in which the pupil feels safe and is able to engage with learning

 allowing time for the pupil to engage with learning and gradually increasing the range of activities and demands.

Pupils with disabilities

4.

Not all pupils with disabilities will necessarily have special educational needs. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids which they use as part of their daily life, such as a wheelchair, a hearing aid or equipment to aid vision. Teachers must take action, however, in their planning to ensure that these pupils are enabled to participate as fully and effectively as possible within the National Curriculum and the statutory assessment arrangements. Potential areas of difficulty should be identified and addressed at the outset of work, without recourse to the formal provisions for disapplication.

5.

Teachers should take specific action to enable the effective participation of pupils with disabilities by: d.

planning appropriate amounts of time to allow for the satisfactory completion of tasks e.

planning opportunities, where necessary, for the development of skills in practical aspects of the curriculum f.

identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.

Examples for C/5a - planning to complete tasks

Teachers plan appropriate amounts of time to allow pupils to complete tasks satisfactorily through:

 taking account of the very slow pace at which some pupils will be able to record work, either manually or with specialist equipment, and of the physical effort required



 being aware of the high levels of concentration necessary for some pupils when following or interpreting text or graphics, particularly when using vision aids or tactile methods, and of the tiredness which may result allocating sufficient time, opportunity and access to equipment for pupils to gain information through experimental work and detailed observation, including the use of microscopes


 being aware of the effort required by some pupils to follow oral work, whether through use of residual hearing, lip reading or a signer, and of the tiredness or loss of concentration which may occur.

Examples for C/5b - developing skills in practical aspects

Teachers create opportunities for the development of skills in practical aspects of the curriculum through:

 providing adapted, modified or alternative activities or approaches to learning in physical education and ensuring that these have integrity and equivalence to the National Curriculum and enable pupils to make appropriate progress

 providing alternative or adapted activities in science, art and design and design and technology for pupils who are unable to manipulate tools, equipment or materials or who may be allergic to certain types of materials



 ensuring that all pupils can be included and participate safely in geography fieldwork, local studies and visits to museums, historic buildings and sites.

Examples for C/5c - overcoming specific difficulties Teachers overcome

specific difficulties for individuals presented by aspects of the programmes of study and attainment targets through: using approaches to enable hearing impaired pupils to learn about sound in science and music



 helping visually impaired pupils to learn about light in science, to access maps and visual resources in geography and to evaluate different products in design and technology and images in art and design providing opportunities for pupils to develop strength in depth where they cannot meet the particular requirements of a subject, such as the visual requirements in art and design and the singing requirements in music

 discounting these aspects in appropriate individual cases when required to make a judgement against level descriptions.

Pupils who are learning English as an additional language

6.

Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupil's age, length of time in this country, previous educational experience and skills in other languages. Careful monitoring of each pupil's progress in the acquisition of

English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.

7.

The ability of pupils for whom English is an additional language to take part in the National Curriculum may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subject areas.

8.

Teachers should take specific action to help pupils who are learning

English as an additional language by:


f.

developing their spoken and written English g.

ensuring access to the curriculum and to assessment.

Examples for C/8a - developing spoken and written English

Teachers develop pupils' spoken and written English through:

 ensuring that vocabulary work covers both the technical and everyday meaning of key words, metaphors and idioms

 explaining clearly how speaking and writing in English are structured to achieve different purposes, across a range of subjects







 providing a variety of reading material [for example, pupils' own work, the media, ICT, literature, reference books] that highlight the different ways English is used, especially those that help pupils to understand society and culture ensuring that there are effective opportunities for talk and that talk is used to support writing in all subjects

 where appropriate, encouraging pupils to transfer their knowledge, skills and understanding of one language to another, pointing out similarities and differences between languages



 building on pupils' experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another.

Examples for C/8b - ensuring access

Teachers make sure pupils have access to the curriculum and to assessment through: using accessible texts and materials that suit pupils' ages and levels of learning providing support by using ICT or video or audio materials, dictionaries and translators, readers and amanuenses using home or first language, where appropriate.

Top of page

National


1.

Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding.

Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

Writing

2.

3.

In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

4.

5.

In speaking, pupils should be taught to use language precisely and cogently.

Listening

6.

7.

Pupils should be taught to listen to others, and to respond and build on their ideas and views constructively.

Reading

8.

9.

In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.

10.

11.

Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject [for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop arguments].


1.

Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects (at key stage 1, there are no statutory requirements to teach the use of ICT in the programmes of study for the non-core foundation subjects. Teachers should use their judgement to decide where it is appropriate to teach the use of ICT across these subjects at key stage 1.

At other key stages, there are statutory requirements to use ICT in all subjects, except physical education).

2.

Pupils should be given opportunities to support their work by being taught to: c.

find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility d.

develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy e.

exchange and share information, both directly and through electronic media f.

review, modify and evaluate their work, reflecting critically on its quality, as it progresses.


1.

2.

This statement applies to science, design and technology, information and communication technology, art and design, and physical education.

3.

4.

When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, pupils should be taught: e.

about hazards, risks and risk control f.

to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others g.

to use information to assess the immediate and cumulative risks h.

to manage their environment to ensure the health and safety of themselves and others i.

to explain the steps they take to control risks.


ICT LEARNING

ICT helps pupils learn in geography by providing and extending access to large quantities of information. It can help them investigate, organise, edit and present information in many different ways.

Introduction to geography in action

About the geography attainment target and level descriptions Using ICT can help pupils to:

 access, select and interpret information (see examples

)

The level descriptions

Making a judgement

 recognise patterns, relationships and behaviours (see examples

)


Glossary of terms

 model, predict and hypothesise (see examples

)

 test reliability and accuracy (see examples

)

ICT learning

 review and modify their work to improve the quality (see examples

)

ICT statutory requirements

ICT opportunities

 communicate with others and present information (see examples

) Hardware and software

 evaluate their work (see examples

)

 improve efficiency (see examples

)

 be creative and take risks (see examples

)

 gain confidence and independence (see examples

)

Search for pupils' work by a variety of criteria.

In geography, ICT can help pupils:

Discuss examples of pupils' work with other teachers.

 enhance their skills of geographical enquiry

 extend their graphical and mapping skills, and their skills in statistical and spatial analysis

 provide a range of information to enhance geographical knowledge and provide raw material for investigation

Innovating with Geography

NC programme of study

Schemes of work - primary

Schemes of work - secondary

Statutory assessment (key stage 3 only)

 provide access to images of people, places and environments and how environments change

 support the understanding of geographical patterns and processes and environmental and spatial relationships

 enable them to simulate or model abstract or complex geographical systems or


processes

 enable them to communicate and exchange information with other pupils and adults in their own school and in similar/contrasting regions

 contribute to pupils' awareness of the impact of ICT on the full range of human activities and the changing patterns of economic activities


ICT LEARNING

ICT helps pupils learn in geography by providing and extending access to large quantities of information. It can help them investigate, organise, edit and present information in many different ways.

Using ICT can help pupils to:

 access, select and interpret information (see examples

)

 recognise patterns, relationships and behaviours (see examples

)

 model, predict and hypothesise (see examples

)

 test reliability and accuracy (see examples

)

 review and modify their work to improve the quality (see examples

)

 communicate with others and present information (see examples

)

 evaluate their work (see examples

)

 improve efficiency (see examples

)

 be creative and take risks (see examples

)

 gain confidence and independence (see examples

)

In geography, ICT can help pupils:

 enhance their skills of geographical enquiry

 extend their graphical and mapping skills, and their skills in statistical and spatial analysis

 provide a range of information to enhance geographical knowledge and provide raw material for investigation

 provide access to images of people, places and environments and how environments change

 support the understanding of geographical patterns and processes and environmental and spatial relationships

 enable them to simulate or model abstract or complex geographical systems or processes

 enable them to communicate and exchange information with other pupils and adults in their own school and in similar/contrasting regions

 contribute to pupils' awareness of the impact of ICT on the full range of human activities and the changing patterns of economic activities


ICT STATUTORY REQUIREMENTS

Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning. Here are the statutory requirements to use ICT in the geography programme of study:

Key stage 1

There is no statutory requirement to teach the use of ICT.

Key stage 2


2f: to use ICT to help in geographical investigations (for example, creating a data file to analyse fieldwork data)

Key stage 3


2d: to select and use secondary sources of evidence, including photographs (including vertical and oblique aerial photographs), satellite images and evidence from ICTbased sources (for example, from the internet)

2e: to draw maps and plans at a range of scales, using symbols, key and scales (for example, annotated sketch maps) and to select and use appropriate graphical techniques to present evidence on maps and diagrams (for example, pie charts, choropleth maps), including using ICT (for example, using mapping software to plot the distribution of shops and services in a town centre)

2f: to communicate in different ways, including using ICT (for example, by writing a report about an environmental issue, exchanging fieldwork data using e-mail)

2g: decision-making skills, including using ICT (for example, by using a spreadsheet to help find the best location for a superstore)


ICT OPPORTUNITIES

Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning. Here are the opportunities to use ICT in the geography programme of study:

Key stage 1


2c: use globes, maps and plans at a range of scales (for example, following a route on a map)

 pupils could use a programmable toy to develop instructions for following a route

2d: use secondary sources of information (for example, CD-ROMs, pictures, photographs, stories, information texts, videos, artefacts)


4a: make observations about where things are located (for example, a pedestrian crossing near school gates) and about other features in the environment (for example, seasonal changes in weather)

 pupils could use a digital camera to record people, places and events observed outside the classroom


6b: Pupils should be taught the knowledge, skills and understanding through the study of two localiities: a locality either in the United Kingdom or overseas that has physical and/or human features that contrast with those in the locality of the school

 pupils could use CD-ROMs or the internet to investigate a contrasting locality

Key stage 2


1e: communicate in ways appropriate to the task and audience (for example, by writing to a newspaper about a local issue, using e-mail to exchange information about the locality with another school)

2d: to use secondary sources of information, including aerial photographs (for example, stories, information texts, the internet, satellite images, photographs, videos)

 pupils could use a database to sort, question and present information about different countries


3d: to explain why places are like they are (for example, in terms of weather conditions, local resources, historical development)

 pupils could use the internet to access comparative weather information about different locations

3f: to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world (for example, comparing a village with a part of a city in the same country)


 pupils could use the internet to access comparative weather information about different locations


6d: how settlements differ and change, including why they differ in size and character

(for example, commuter village, seaside town), and an issue arising from changes in land use (for example, the building of a new housing or a leisure complex)

 pupils could use e-mail to exchange information about features of settlements with another school

Key stage 3


1c: collect, record and present evidence (for example, statistical information about countries, data about river channel characteristics)

 pupils could use a digital camera to record appropriate images to support fieldwork

1f: communicate in ways appropriate to the task and audience (for example, by using desktop publishing to produce a leaflet, drawing an annotated sketch map, producing persuasive or discursive writing about a place)


5a: describe and explain environmental change (for example, deforestation, soil erosion) and recognise different ways of managing it

 pupils could use the internet to obtain Earth observation, satellite and other information about rainforest depletion and sustainable use


6b: tectonic processes and their effects on landscapes and people

 pupils could use the internet to access resources that explain and explore tectonic processes

6d: how and why weather and climate vary

 pupils could use an automatic weather station for datalogging weather information for comparison with similar data from other places

6g: the changing characteristics of settlements

 pupils could collect information from ICT-based sources about different settlements and select and revise some of this for a report, using presentation software

6h: changing distribution of economic activity and its impact

 pupils could consider the increase in telecommuting and its impact on the distribution of economic activities

6j: environmental issues

 pupils could use a spreadsheet to collate transport management information and graph the findings


Pupils who are gifted in geography are likely to: understand concepts clearly so that they can apply this understanding to new situations in order to make interpretations, develop hypotheses, reach conclusions and explore solutions they understand geographical ideas and theories, and apply them to real situations; communicate effectively using both the written and spoken word they communicate knowledge, ideas and understanding in ways that are appropriate to the task and audience (for example, writing formal letters and reports, producing brochures representing particular groups). They learn subject-specific vocabulary, use it accurately and are able to define words; reason, argue and think logically, showing an ability to manipulate abstract symbols and recognise patterns and sequences they use and apply mathematical principles (such as area, shape, spatial distribution) and formulae (such as Spearman's rank correlation coefficient) to solve geographical tasks and problems. They identify their own geographical questions and establish sequences of investigation. They understand, and are able to explain, complex processes and interrelationships (for example, within and between physical and human environments); enjoy using graphs, charts, maps, diagrams and other visual methods to present information they transform relief shown by contour lines into three-dimensional models in their minds. They are competent and confident in using the wide range of visual resources required in geography -- aerial photographs, satellite images, maps of different types and scales, GIS systems and so on; be confident and contribute effectively when taking part in less formal teaching situations they take part readily in role-play situations or simulations and enjoy contributing to outdoor fieldwork; relate well to other people, showing an ability to lead, manage and influence others, appreciating and understanding others' views, attitudes and feelings.

they are willing to share their knowledge and understanding, and steer discussion; have a more highly developed value system than most pupils of their age they have well-considered opinions on issues such as the environment and the inequalities of life in different places; have a wide-ranging general knowledge about the world


they have good knowledge of where places are in the world and of topical issues; be able to transfer knowledge from one subject to another they transfer their knowledge of physics, for example, to understanding climate. Or they transfer knowledge of the industrial revolution from history to help explain the location of industry in the UK; be creative and original in their thinking, frequently going beyond the obvious solution to a problem for example, if faced with the problem of storm pipes being unable to cope with sudden storm surges in an area, they might suggest taking measures like afforestation to reduce storm surges, rather than proposing technical improvements to the pipe system. If faced with the problem of congested roads, they might suggest taxing cars more heavily, improving public transport or changing land use patterns, rather than building bigger roads.

At the primary level, pupils can only reveal their knowledge, understanding and skills if they are given the necessary experiences and opportunities. So at key stages 1 and

2, it is probably more appropriate to concentrate on providing the types of teaching and learning that challenge gifted pupils than to focus on identifying criteria for defining abilities. Teachers might, for example, choose to emphasise an enquiry approach that encourages pupils to plan their own learning, bearing in mind what they might move on to next.



Tape

Number

V1

HUMANITIES FACULTY VIDEO RESOURCES

Title

The Geography Programme World 2000 Tape 1

Duration Subject

V2

V3

V4

V5



Place & People AMAZONIA

Place & People ASIA PACIFIC

30 minutes each programme





First tape of three units that provide a global perspective on the major issues facing the world today.

1.

Globalisation

2.

Trade, Debt and Aid

3.

Work & Technology

4.

Urbanisation

Second tape of three units that provide a global perspective on the major issues facing the world today.

1.

Population

2.

Agriculture

3.

Water – global differences in supply

4.

Ecosystems – global distribution and nature of ecosystems

Third tape of three units that provide a global perspective on the major issues facing the world today.

1.

Energy – The growing pressure on energy resources

2. Climate change

A view of the rain forest in Amazonia. Development is essential and parts of the rainforest will be destroyed; but is the development sustainable? The programmes explore the problem and looks at the alternatives.

1.

How the forest works

2.

Living in the forest

3.

Exploiting the forest

4.

The city in the forest

5.

The forest: A global challenge

Programmes explore current geographical issues including trade & industry, urban & rural development, tourism and the environment in the pacific rim.

1.

Thailand: Bangkok, Gridlock city

2.

Philippines: Rice against time

3.

Korea: Microchip Miracle

V6

V7

V8

Geography World Physical

Geographical Eye – Planet Earth

V9 Geographical Eye – Weather & Climate

V10

Place & People CHANGING CHINA

Place & People – Coast to Coast


2 hours

For section timings see insert with tape

4 x 15 minute programmes


2 x 20 minute

4.

Vietnam: Tourism Take-off

5.

Singapore: Hard drive city

Programmes investigate the staggering rate of change in the

Peoples Republic of China and the effects throughout the country. In modern coastal cities and remote villages what exactly is changing and who will see the benefits.

1.

Farming North & South

2.

The Three Georges Dam

3.

Forestry, Flooding & Farming

4.

Township Enterprises and Migration

5.

Urban Development in Shanghai

Focused on physical geography programmes explore the way our land and atmosphere behave.

File 1 Plates

File 2 Rivers

File 3 Ice

File 4 Coast

File 5 Rain

File 6 Ecosystems

Programmes demonstrate how ICT can be used in combination with video to illustrate some of the more complex concepts in physical geography.

1.

Tectonics

2.

Weather & Climate : Temperature

3.

Weather & Climate : Precipitation and prevailing winds

4.

Water on the land : The water cycle

Covers the key physical processes affecting weather and climate from Europe to the tropics.

1.

The air around us

2.

Differences in temperature

3.

Why does it rain

4.

Climates in the Tropics

5.

Climates in Europe

Demonstrates the importance of coastal geography in the evolution of modern economies and shows why coasts are so

V11

V12

V13

Pl@net .com

Place & People – ITALY

Place & People ANTARTICA ON THE EDGE

World 2000

Japan 2000

Geographical Eye over Europe programmes highly rated as locations for settlement.

1.

Coastal Economies

2.

Coastal Environment


Environmental case studies chosen for their interest and relevance to children that highlight the scale and impact of problems in the world as a whole and in their own locality.

1.

Water

2.

Biodiversity

3.

Natural Resources and Recycling

4.

Energy

5.

Foods & Farming

6.

Cars

7.

Rich World/Poor World


1 x 20

Each programme provides a case study of recent geo-political trends in Italy.

1.

The Deep South

2.

The Third Italy

3.

Alps Under Stress

4.

Land

5.

Newcomers to the City

Programmes deal with the impact of Global warming on the physical structure of Antarctica. minute

(part two only)

2 x 30 minutes

3 x 20 minutes

A global perspective on the major issues facing the world

1. Energy

2.

Climate Change

How Japan has overcome its geographic problems to achieve economic success and in doing so has created a set of new challenges.

1.

Against all odds

2.

The high-tech road

3.

Changing lifestyles

7 x 20 A snap shot of important geographical trends taking place in V14

V15

V16

Investigating Asia

Geography in Animation

V17

V18

V19

V20

Eyewitness Island

Eyewitness Weather

Eyewitness Mountain

Coastal Processes and Landforms minute programmes

6 x 20 minutes

Europe.

1.

Emigration culture of Portugal’s rural north

2.

Structural changes in Bilbao

3.

Water issues in Andalucia

4.

The rebuilding of Berlin

5.

Progress in a remote part of the New Germany

6.

A special economic zone in Romania

7.

Contrasts in development in Romania

Five case studies on environmental management in Asia.

1.

India : the prawn wars

2.

Burma / India / Thailand: the hidden cost of heroin

3.

Solomon Islands : trouble in paradise

4.

Nepal : the Everest trail

5.

Indonesia : forced migration into Kalimantan

6.

Water is for fighting over ( The shape of the world)

12 x 10 minutes

Programmes exploring the processes in physical geography.

1.

Coastal erosion

2.

Coastal deposition

3.

River hydrology

4.

Coastal management

5.

British climate

6.

Woodland ecosystem

7.

Climatic changes

8.

European climates

9.

Ground water hydrology

10.

Flood

11.

France (Flightpaths)

12.

Brazil (Flightpaths)

35 minutes Island journeys that give the viewer an insight into the wildlife, history, myths and legends of the some of the worlds islands.

35 minutes

A tour of the world’s turbulent atmosphere from hurricanes to heat waves and why the weather can still baffle us.

35 minutes Programme explores the formation of mountains and the creatures that inhabit them.

20 minutes Classroom video examining the coastline of Norfolk, Dorset,

V21 Geography skills

V22

V23

Geography skills

Earth’s Crust / Rocks and Soil

V24

V25

V26

V27

Earthquakes

Volcanoes

Climates

Water Cycle / Oceanography

V28

V29

Beyond the Brochure

Eyewitness Natural Disasters

4 x 10 minutes

4 x 10 minutes

Cornwall and Fingal’s cave in Scotland

1.

Distance

2.

Directions

3.

Contours

4.

Theme Maps

1.

Map Symbols

2.

Map Grids

3.

Latitude

4.

Longitude

2 x 26 minutes

Bill Nye the Science Guy Series

1.

An explanation of the earth’s surface and inner mantle

2.

Facts on volcanoes, landslides, tectonic plates, rivers, weather and their effect on the creation of rocks and soil.

26 minutes


What causes earthquakes

26 minutes


What are volcanoes, how are they formed and what are the different types

26 minutes


How different climates are created and how they affect our planet

2 x 26 minutes


1.

Evaporation, condensation, precipitation and collection

2.

Exploration of the oceans, why are the salty, why are there currents

20 minutes The Gambia

1.

A travel brochure picture of The Gambia

2.

A young Gambian talks about her perception of tourism

3.

A look at Gambia beyond the package holiday hotels

35 minutes Natural Disasters

Explores the forces that shape the planet and affect our lives, hurricanes, volcanoes, twisters and avalanches rare footage of the earth at its most violent.

V30

V31

V32 National Geographic – The Violent Earth

V33 Ice Bound

V34

V35

V36

V37

V38

Rag Pickers

Population Pressure

Street Children

Plate Tectonics

Eyewitness – Arctic & Antarctic

Dante’s Peak

Biodiversity / Garbage

20 minutes UNICEF video about children in Bangalore who set up a business sorting rubbish.

26 minutes Mexico City

A case study examining the problems facing the thousands of people who pour into Mexico City.



Migration



Settlement



Urbanisation

50 minutes Take a journey into the maw of the Nyiragongo Volcano in

Zaire. See the lava lake in it’s fuming interior and explore the rim of the crater to see what clues can be found about the earth’s inner nature.

6 x 26 minutes

Discover the world of Antarctic science. Each section blends interviews, stories and facts about the icy continent.

1.

The great explorers

2.

Whaling

3.

The second world war

4.

International co-operation

5.

Women

6.

Science & conservation

20 minutes UNICEF video exploring the growing problem of street children in cities around the world. Footage from Bagota

Colombia show what daily life is like street children.

Interviews with the children give an insight into their experiences.

18 minutes The puzzle of the continents.

35 minutes Explores the life & legends of the polar kingdoms. Explore the challenge to survival of the climate and meet the animals who live out in the cold.

104 minutes Hollywood movie where a long dormant volcano is about to erupt with devastating force.

46 minutes Biodiversity

Discovery the plants and animals living together in different environments (ocean, forest & field). Examine what happens to the ecosystems when one link falls out of nature’s chain.

V39

V40

V41

V42

Deserts

Earth’s Seasons

BBC Video Plus – Rivers of the World

BBC Video Plus – follow the River Severn

V43

V44

Eyewitness – Volcano

The Earth Day Special 1991

Place & People – Earthquakes & Volcanoes V45

V46 Horizon

Garbage

From the landfills of New York to Florida an exposure of the vast amounts of nonbiodegradable waste that humans create.

26 minutes In the Sonoron desert Arizona study the ways native plants and animals flourish.

26 minutes The reasons for the seasons.

100 minutes Programmes look at five world rivers in five different continents each with a specific geographical theme.

1.

The Orinoco: the natural river

2.

The Angara: power from the river

3.

The Danube: transport on the river

4.

The Nile: river of life

5.

The Mississippi: taming the river

100 minutes A journey along Britains longest river from the Welsh mountains through England to the sea.

1.

The course of the river

2.

Places on the river

3.

Travelling along the river

4.

Water from the river

5.

Caring for the river

35 minutes A journey to the most inhospitable regions of the earth, where rock melts and life trembles. See the destructive effects of volcanoes and earthquakes – and the life giving results of their aftermath.

90 minutes Cheesy American earth day video. A-list celebrities of the day and Hollywood special effects are used to highlight the effect that human development has had on the earth and our environment. Robin Williams stars.

20 minutes What is happening in a Volcano ?

Energy Transfer, Pressure, Gas, Rock formation

What is Lava ? What produces lava ?

How hot is the earth beneath or feet ?

45 minutes The Runaway Mountain (KS4/A Level)

Investigation of the vast Rock Movement – the Frank Slide.

How could rocks move up hill ? What could happen in the

V47 Volcano

Equinox

Volcano

V48 Landmarks – BBC Education

V 49 Landmarks – BBC Education

V50 The Geography Programme

V51 What about waste

55 minutes

60 minutes

55 minutes

6 x 18 minutes

1 x 30 minutes

4 x 18 minutes future ?

Volcano Pt1 (Channel 4)

The Yasur Volcano in the South Pacific.

Two scientists descend into the volcano crater to collect samples for lab analysis.

Equinox (Channel 4) Whirlpools

Volcano Pt 2 (Channel 4)

A look at the worlds most dangerous volcano in Japan.

1.

Egypt

2.

Migration from the UK

3.

Mountains & Minerals UK

4.

Caverns & Clay UK

5.

Gateway to the North

6.

Wading in the wash

7.

Children at War (Evacuees) – 35 minutes

The Living Forest

Peoples of the Forest

Destroying the Forest

Saving the Forest

USA 2000 Los Angeles (KS4)

Overcrowding, Crime, Pollution, Riots, Immigration

Introducing the UK (KS3/4)

Countries, Location, Mountains, Rivers, Weather, Population,

Africa – a tale of two families (KS4)

Compares different lifestyles and looks at agricultural developments

The River Detective (KS3)

Looks at the Tay from source to mouth

USA 2000 Lifeblood of the West (KS4)

The Colorado river – problems of water

Place & People Coastlines (KS4)

Sea level changes, coastlines under threat, coastal erosion and protection schemes.

28 minutes BNFL film that deals with nuclear waste. Looks at the techniques the nuclear industry has developed in order to

V52

V53

V54

Bournemouth in the Past

Horizon

Landforms

V55 Place & People Series 2

V56

V57

V58

V59

Getting Started (Field Studies)

Hampshire – population growth

Nature Special – Living with El Nino

Global Environment

V60

V61

Tropical Circulation

Investigating Europe

V62 Climate in Crisis contain & store its waste products.

45 minutes Explores the development of Bournemouth since Victorian times. Visits the town through films made for the tourism department and contains footage of soldiers during WW 1.

50 minutes

50 minutes

3 x 20 minutes

3 x 20 minutes

Iceman (KS4) – Discovery of the iceman. A Level

Cairo (KS3) - Mother of Mega Cities, the growth of a settlement.

1.

Rivers – the river Tees from source and the river features

2.

Ice – Britains ice age & glacial landforms

3.

Coast – The Dorset/Hampshire coastline, erosion, deposition & economy.

1.

Rivers & Catchments (KS4) – The Mississippi flood protection and prevention.

2.

Upland Glaciation – Glacial environment material & features

3.

Weather Systems – Forecasting, air masses, fronts, depressions.

30 minutes Provides ideas & guidance for the first stage of any fieldwork enquiry.

15 minutes Programme explores how the quality of life in Hampshire can be protected from population growth.

50 minutes (KS4) A level

Cause & effects of El Nino

5 x 20 minutes

13 minutes

1.

Cities

2.

Soil Erosion

3.

Water

4.

Timber

5.

Greenhouse Effect

5 x 20 minutes

From textiles to TGV – Lille France

Out on the Edge – Galicia North West Spain

The Big Clean Up – Leipzig Region Germany

Industrial Gear Change – Setubal Portugal

Alpine Squeeze – Tyrol Austria

90 minutes BBC 2 documentary presented by Michael Buerk. Climate

V63

V64

V65

V66

V67

Hurricanes Tornadoes & other Weather

Acid Rain – Who cares ?

Tides of nature & man

The Perfect Storm

Coast to Coast – Place & People Special

Eyewitness - Desert

Amazon Rainforest

V68

V69

V70

Captain Planet & the Planeteers

Geography Programme

Geography Casebook Energy 2000

Geography Today

16 minutes

30 minutes

15 minutes

125 minutes

20 minutes change and its implications. (16+)

Extreme weather documentary

Educational study of the causes & effects of acid rain

Study of the Dorset coast

Hollywood Blockbuster based on a true story.

Additional 20 minute documentary about the freak weather systems and the effects used to bring the story to the screen.

2 x 20 minutes

1.

Coastal Economies

2.

Coastal Environments

35 minutes Meet the inhabitants of the desert and witness their strategies to capture and conserve the most precious resource – water.

23 minutes 16 – 18 years

The Amazon ecosystem is under threat from oil companies & settlers who are upsetting the delicate balance of the environment. The Huaorani Indians speak frankly about the impact of the development and changes they witness. The video also looks at how permaculture techniques from Australia may provide a sustainable alternative to land degradation.

48 minutes Cartoon Film where the hero fights a never ending battle with eco villains who are out to destroy the world.

19 minutes

23 minutes

19 minutes

17 minutes

15 minutes

11 minutes

10 minutes

19 minutes

1.

Images of earth – maps and why they are used

2.

Maps & landscapes – collecting information to draw maps

3.

Pressures on green belt – Case study Edinburgh football stadium

4.

Coastline – Estuaries, ports eco balance

5.

Ice age – Scotland Glaciation and its effects

6.

Global Warming – melting of the ice caps & sea levels

7.

Coastal Management – erosion & deposition

8.

Shifting sands – as per 7

9.

Le Rhone – movement of the river

10.

Le Rhone – valleys & lakes

19 minutes

18 minutes

10 minutes

10 minutes

1.

Britains Power supplies - Future alternatives (KS4)

2.

Glacial deposits comparison UK Switzerland (KS4)

V71

V72

Introducing Eurotunnel

Geography Bitesize 1

V73

V74

V75

Twister

Eyewitness – Rock 7 Mineral

Eyewitness – Volcano

Geography Bitesize 3

V76

V77

BBC Country file

Place & People – Weather Systems

10 minutes

5 minutes

15 minutes

3.

Slopes, types, profiles enquiry approach (KS4)

4.

Going Place – Water Britain v India cycle, uses & storage

5.

Dispatches – Battle of Twyford Down M3 extension construction & conservation

5 minutes Promotional Video of the Channel Tunnel

90 minutes How to revise tips & suggestions

1.

The growth of cities a) Nairobi b) L.A. c) Osake & Kobe d)

Rio de Janeiro

2.

Cities & the quality of life

3.

Economic & industrial change

4.

Weather & Climate

5.

Retailing – Merry Hill Birmingham

6.

Foreign Investment in Britain

7.

Air Masses, rainfall & the impact of the weather on people

& places

90 minutes Hollywood movie about storm chasers

35 minutes Rock & Mineral

Discover how rocks are changing and how minerals are at the

35 minutes

90 minutes core of our civilisation.

A study of volcanoes

Global Issues

1.

Development Issues

2.

Population Issues

3.

Tourism Issues

4.

Energy Issues

30 minutes John Craven presents debate & reports of Shetland Oil Disaster.

19 minutes

10 minutes

Wind around the world

Your World – Water

18 minutes

19 minutes

9 minutes

16 minutes

19 minutes

USA 2000 – moving form cities to urban towns

Zimbabwe – Tourism, Poverty

Rain – extreme weather

Japan 2000 – Natural disasters, Energy & transport

The New Russia – Volga river

V78

V79

Meteorology

WWF Only One Earth

V80

V81

V82

A Duty of Care

Fragile Ecosystems

Smart Moves

V83

V84

V85

V86

Spaceship Earth – Episodes 1 –5

Spaceship Earth – Episodes 6 -10

The Sun / The Planets

Brazil 1980 – Brazil 2000

Changes over time

V87 BBC Bitesize 1

22 minutes

12 minutes

5 x 25 minutes

1.

Global Environmental Problems

2.

Urbanisation in Peru

3.

Desertification in Kenya

4.

Tropical Forests in Sri Lanka

5.

Ocean Fisheries in the Soloman Islands

6.

Industrial Pollution in California

20 minutes What happens to UK waste ?

What dangers does it pose ?

How is it controlled ?

What should we be doing about minimisation and recycling?

25 minutes KS2 & KS3

A Study of the ecosystem of the Palau Islands in the Pacific.

Coral reefs, climate, nutrients, impact of tourism and pollution.

Strategies for sustainable development.

15 minutes Freight Distribution in the UK.

Aims & Goals

Getting goods to the shops

Alternatives to road haulage

Lorry safety and regulations

How lorries are driven

The future of road haulage

52 minutes Solar Flares, eclipses, energy and how the sun is the source of energy for all living things on earth.

Go planet gazing with a look Jupiter’s features, the earth’s orbit and the distances between the planets.

120 minutes 1.

Skyscrapers & slums

2.

Rio de Janeiro

3.

City of Newcomers

4.

Work São Paulo

5.

Drought on the Island

6.

Farming big & Small

90 minutes How to revise tips & suggestions

V88 Place and People

V89

V90

V91

V92

V93

V94

V95

V96

Eyewitness - Seashore

Eyewitness – Shell

Eyewitness – Planets

Geopacks – Studying Rivers

Eyewitness – Jungle

Geopacks – Studying Sediments

World Population issues

Geography Programme – Images of the earth

5 x 20 minutes

8.

The growth of cities a) Nairobi b) L.A. c) Osake & Kobe d)

Rio de Janeiro

9.

Cities & the quality of life

10.

Economic & industrial change

11.

Weather & Climate

12.

Retailing – Merry Hill Birmingham

13.

Foreign Investment in Britain

Air Masses, rainfall & the impact of the weather on people & places

1.

The Deep South – Narrowing the gap between north and south

2.

The Third Italy – Industrial development in north-central

Italy

3.

Alps Under Stress - The impact of tourism

4.

Land – EU and global influences on the farmers in

Basilicata and Calabria

5.

Newcomers to the City – Drastic changes in Genoa in the last ten years

35 minutes Discover what makes our coastlines so alluring to the masses of wildlife and humans who gather there.

35 minutes Find out why the shell can prove that for survival in nature slow and steady does win the race.

35 minutes

Explore the alien worlds of earth’s close neighbours in space which continue to inspire myths and legends

60 minutes Documentary with practical clips of the study of rivers

28 minutes Explore the changing perception of this invaluable resource and

60 minutes its significance as a refuge for the richest variety of plant and animal life, vital in maintaining our planets ecological balance.

27 minutes Historical background to world population growth with different perspectives on how many people the planets

8 x 20 resources can support. The video uses case studies in India,

Rwanda and China.

1.

Maps make sense

V97

V98

Water World

Geographical Eye

V99

V100

Geography

Place & People

V101

V102

V103

V104

V105

Geography Casebook

Geographical Eye

The Geography Programme - Industry

010 for Europe

Savage Earth minutes 2.

Maps & Landscapes

3.

Reporting Scotland – pressure on the greenbelt

4.

Coastal Environment

5.

Scotland Ice Glacation

6.

Erosion

7.

La Rhone Savage 1

8.

La Rhone Savage 2

30 minutes BBC Documentary from the weird nature series

Puzzling partners – strange wild animal relationships

8 x 20 minutes

Channel 4 Educational programme

1.

North sea

2.

Germany

3.

Italy

4.

Spain

5.

Belgium

6.

Norway/Sweden

7.

Finland

8.

Poland

2 x 40 minutes

Waves & Beaches

Disappearing Sea

On the Map

1. Points of view – City

2 x 55 minutes

2 x 20 minutes

2. The Grid

3.

Relief & Contours

4.

Out of the Map Room

After Metal Bashing

Part 1 & 2

Baltic

1. The Fishing Industry

2. Storms and their effect on the coastline

20 minutes South Wales

Iron & Steel Industry

20 minutes All about the European Parliament

3 x 50 1. Hells Crust

minutes 2. The Restless Planet

3. Out of the Inferno

Teaching and Learning Strategies in Geography

As a teacher you should plan opportunities for a variety of teaching and learning strategies because:



Students learn in different ways



Students have different learning needs



Some topics lend themselves to particular approaches



Preparation for lifelong learning requires a flexible approach.



Styles of assessment dictate styles of learning.



Some approaches are distinctive to Geography e.g. Fieldwork, mapwork.

A variety of styles will ensure that Geography is exciting, dynamic and stimulating.

Teaching Styles



Didactic approach: Lecturing

Presentation



Reading: Fiction/Non-fiction



Fieldwork: Individual investigation

Group investigation

Interviewing

Questionnaire

Surveys

Field sketching



Problem-solving: Decision making



Assignment: Resolving a problem with multiple objectives



Experiential: Visual, kinesthetic, scientific, logical



Creative: response to stimuli



Discussion: Teacher led

Group discussion

Dialogue in pairs



Action drama: Role playing

` Simulation



Games: Odd one out

Risk

Taboo

Bingo



Experimental Work: Structured experiments



Observations: Environmental

Photographic

Work produced



Written

Report, Diary, Log, Essay, Story, Questionnaire, Letter, Notes, Newspaper, Storyboard,

Magazine, Display



Visual

Picture, Poster, Diagram, Cross-Section, Transect, Film, Video, Photograph, Graph, Chart,

Table, Cartoon, Speech bubbles, Map



Oral

Performance, Role play, Discussion, Debate, Conversation, Interview, Radio Programme



3 – Dimensional

Model, Sculpture, Artifact, Weather equipment, Experiment

Effective Learning a Summary.



Students have a broad and balanced experience of Geographical knowledge, understanding and skills.



Students can apply basic skills to their Geographical learning.



Students can draw upon their knowledge and understanding of Geography in new learning contexts.



Students make successful transitions from one school or Key Stage to another and from year to year.



Students can respond at an appropriate level of expectation. Standards of achievement are raised.



Students understand what they are expected to do and why. As a consequence they are more motivated and independent.



Students understand their strengths and weaknesses and have a clear idea of what they need to do to improve.



Students have a secure knowledge of standards and expectations.



Students are able to show their knowledge and understanding of Geography in a variety of ways and can meet the full range of assessment criteria.



Students learning can be matched to their level of achievement.



Students benefit from home – school partnership.

The importance of geography

PROGRAMME OF STUDY

Knowledge, skills and understanding

Breadth of study

MATRIX: Geography National Curriculum Course Outline

2003 – 2004

Unit making connections

Unit Coastal environments

Unit Weather and climate

Unit Settlement/Shopping – past, present and future

Unit Rivers – a fieldwork approach

Unit Flood disaster – how do people cope? /

How are rivers misused by people?

Unit Can the earth cope? Ecosystems

Unit Global industry

Unit Tourism – good or bad?

Unit The restless earth – earthquakes and volcanoes

Unit Virtual volcanoes and Internet earthquakes

Knowledge and understanding of environmental change and sustainable development

Unit Crime and the local community

Unit What is development?

Knowledge and understanding of environmental change and sustainable development

Unit Comparing countries

Unit Images of a country

Unit Investigating Brazil

Unit Local action, global effects

Population Skills

Geography Year 7

Geography Year 7

The Humanities Faculty

The Presentation of Work

1.

No exercise book or file should be written on in any way beyond the work done in class and at home. Pupils defacing books will be required to replace them.

ATTAINMENT TARGETS

HUMANITIES FACULTY VIDEO RESOURCES

Volcanoes

Bill Nye the Science Guy Series

Bill Nye the Science Guy Series

Bill Nye the Science Guy Series

Bill Nye the Science Guy Series

Bill Nye the Science Guy Series

Geography Casebook

2. The Grid

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