Year Seven
GEOGRAPHY
Homework Booklet
2014-15
Geography
gets you there!
1
September 2014
Dear Parent, Guardians, Supporters and Pupils,
We hope that this comprehensive guide to this year’s geography homework will help
you understand the assignments that will be set.
The geography department is committed to creating independent and engaged
learners. Our range of research and enquiry based homework assignments will give
pupils the opportunity to practice skills which are relevant across the curriculum
and into their future life. We hope that our choice of subject matter will stimulate
an interest in ‘real-world’ geography and create lots of questions which will bring
our classroom activities to life and enhance learning.
If appropriate to the task, we always recommend that pupils conduct field
research with their parents or in small groups of 3-4.
This booklet has been created to help everyone get organised so that late and
unsatisfactory homework becomes a thing of the past. Pupil’s will be given clear
instructions about these activities in class when they are set, but some pupils may
want to get a head start! When assignments are set they will appear in each pupil’s
online homework diary (on the Student Learning Gateway), the deadline for these
assignments will also be published online. You will be able to access the Learning
Gateway and your child’s online homework diary with your password.
This booklet also contains websites that can support and extend learning away
from the classroom.
Please contact us with any queries that you may have.
Best wishes,
Mrs Loretta Lloyd
lyd@dorothy-stringer.co.uk
Mrs Rachel Akehurst
ake@dorothy-stringer.co.uk
Joint Heads of Geography
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DSHS Geography Department Homework Policy
1. All geography students will be set one homework task each half term. The homework
will have clear learning objectives which will help pupils progress. Most homework
assignments will take 1-2 hours to complete.
2. All homework will be detailed on the Student Learning Gateway (SLG). Pupils who are
absent from lessons when the homework is set are still expected to complete the work.
3. It is the responsibility of the students to get their work handed in on time.
Assignments should be printed (if appropriate) and ready to hand in during their
geography lesson on the date indicated on the SLG. If a pupil is finding the work hard
and would like support, they should ask their class teacher at least one week BEFORE
the deadline. We do not recommend that work is left the last minute!
4. Pupils will be given ONE paper copy of the assignment instructions. Duplicate copies
will be available on the SLG (along with a copy of this document).
5. E-homework cannot be accepted unless emailed from a parents account with a short
note. Most members of the Geography Department teach over 330 pupils; we cannot
be expected to print the homework for all these children! Computers and printers
are available at lunch time and afterschool in many different rooms around the
school. H5 is the geography computer room; pupils are welcome to use this room
after 3.15pm to complete homework or print their work.
6. We will be very happy to award achievement points to pupils who hand their work in on
time. If the deadline for a homework assignment is missed, pupils will be given a verbal
warning and asked to bring the work ready for the next lesson. For each subsequent
lesson that the homework is late a behaviour point will be recorded against the pupil.
7. We understand that life can sometimes be tricky. If there is a valid reason for
missing a homework deadline, pupils should bring a note from home in place of the
homework. In these instances, the class teacher will negotiate an extension to the
deadline.
8. The geography department will organise an hour-long detention for pupils who have
failed to hand in their work after repeated requests. Parents will be notified by email
about this detention. Geography teachers will be available to support students during
this detention. Failure to attend this detention will result in pupils being set a Senior
Detention.
9. The standard of the homework will be assessed independently of organisation. A pupil
may hand-in an excellent piece of work late OR an unsatisfactory piece of work on time.
This will be reported separately on the termly report cards.
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Supporting your child with their homework
General Advice:
 All students are different and have different needs. Some will require a lot of support from
you, others will require the minimum. It is most important that you have an honest discussion
with your child – “How can I support you?” Many children will be put off if you become overinvolved or controlling. Ensure you establish that you are there to support.
 Consider using a reward structure to motivate your child. This is not bribery; it is a reward just
as you are rewarded by a salary or bonuses for working when you don’t feel like it. Rewards
don’t have to be financial or very big; talk to your child about what they would value, an extra
night out, and extension to the time they can come in, a trip with friends, being let off
household chores etc. Don’t make rewards dependent on results, this can lead to added
disappointment if they don’t do as well as expected; rewards should be based on effort.
 Clear boundaries are vital. Whilst you do not want to be seen to ‘nag’ you also have a duty to
check that your child is doing their homework properly. Explain this to them from the outset.
This will help avoid unnecessary accusations of ‘nagging’.
 All pupils will fall behind, feel unmotivated or overwhelmed, or struggle with the balance of
social and school demands at times. When your child feels like this, getting cross can have a
negative effect. Talk to them about the issues, acknowledge their feelings, then help them to
find a solution, help them prioritise.
 Be flexible. Use the 80/20 rule (if your child is sticking to what they are supposed to be doing
80% of the time, they are probably doing alright!)
 Hours can quite happily be eaten up by online communications, and it is important that you set
boundaries for the use of Facebook and other social media, just as you would for going out or
watching TV.
Setting your child up for homework:
 Talk to your child about how you can support them and what they would find helpful.
 Help your child to plan a realistic homework timetable. It will take an investment of your time
(probably an hour or so), but it will make a big difference to their work. Plan in favourite TV
shows, dinner time, time with friends and family, chores, etc. It must be realistic if you want it
to work.
 If possible try to create a clutter free area in which your child can do their homework or agree
a dedicated time when they can use the dinner/kitchen table to work. Try to keep this time and
area quiet.
 Check the Student Learning Gateway. All pupils have an online homework diary which you can
access to check homework assignments and deadlines.
Supporting your child while they do their homework:
 Provide snacks and drinks during extended homework periods
 Be flexible – if they want to go out to out during an agreed homework time, discuss when they
will make the time up.
 Be sensitive to the pressure your child may be feeling, let them know that if they are really not
up to it on odd days, it isn’t the end of the world. Let it go when it really matters to them, and
remind them of all the good work they have done and will continue to do.
 Keep up with regular ‘check-ins’ and don’t nag in between times. Show an interest on how their
homework is going, talk through any difficulties and be prepared to help them if necessary.
 Keep things in perspective. Your child may not be doing things the way you would do them, or as
often as you would like, but they are doing the best they can.
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YEAR SEVEN Geography Homework Assignments
All pupils are asked to cover their exercise books at the beginning of each year. We find that this practice gives pupil’s
ownership of their books, encourages them to take pride in their work, discourages unsightly graffiti and makes their book
easy to distinguish at the beginning of each lesson when books are being collected from the front of the room.
Note: The first Y7 assignment is shorter than usual to slowly introduce Y7 pupils to the workload of secondary school. This is in line
with the whole school homework policy.
Term
Approx.
dates
Description of Homework Assignment
Learning Objective
1.1
Sep
Oct
1.2
Nov
Dec
Online quiz: http://www.sheppardsoftware.com/Europe/Eur_G0_1280_800.html
Pupils should repeat the quiz until they are happy with their score. They should
print out a copy of the completed quiz (with their final score!) to hand in to their
geography teacher on the date published on the SLG.
Contour Model: Pupils should use contour lines to create a 3D model of Cereal
Island. Please refer to the detailed instruction sheet on Page 8 of this
booklet.
2.1
Jan
Feb
To learn the location of European
countries; to become familiar
with the political geography of
our continent.
To demonstrate that pupils
understand contours can show
gradient and altitude on OS
maps.
To show understanding of
geographical theory by designing
a field experiment to capture
primary data which could be used
to test geographical theory.
Longshore Drift Experiment: Pupils will be asked to design an experiment to
measure Longshore Drift (the movement of material along a beach) in class. Please
refer to Page 9 of this booklet for in-class instructions. Pupils have a choice
for this homework assignment:
Option 1: Individually present their proposed experiment in a poster format that
could be displayed in the classroom. Pupils should include clear instructions, images
and/or diagrams (drawn or from the internet) to explain their experiment design.
Option 2: With parental consent, pupils should work in small groups to try out the
experiment they designed in class. Their experiment should be documented in video
or photographs. Their evidence should be accompanied by a short critique of their
experiment outlining the problems they incurred while doing their field research.
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2.2
Mar
Apr
3.1
Apr
May
3.2
Jun
Jul
Urbanisation & Population Keywords in Pictures: Pupils should copy & paste from
the internet, cut & stick from magazines or newspapers or draw by hand a relevant
image into each of the boxes on the template provided to illustrate the keywords
associated with our China unit of work. A copy of the template is on Page 10 of
this booklet (the first box has been completed as an example – it should be
replaced!).
Haikus: Pupils should identify 3 contrasting locations within Brighton or Hove.
They should go to each location and write a haiku which reflects the characteristics
of each different environment. (Haikus are 3 line poems, formatted with 5 syllables,
7 syllables, 5 syllables). Pupils should present their three poems on one sheet of A4
paper and select images or illustrate their work so that it could form part of a
classroom display. (See example Haiku on Page 11 of this booklet)
Fuel Debate Research: Pupils will debate the advantages and disadvantages of a
variety of different energy sources. Pupils should use the information sheet
provided to research the energy source allocated to them. Pupils should bring their
research notes to class and be ready to discuss their energy source within a small
group.
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To demonstrate an understanding
of the vocabulary associated with
the geographical topics of
Population and Urbanisation.
To explore the contrasting
geography of their city. To
identify characteristics of
different places. To enhance
vocabulary by describing
locations with limited words.
To research and debate the
controversial, but essential, topic
of energy sources. To present a
balanced argument.
Recommended geography websites to support and extend classroom learning
Term 1.1: The British Isle & Europe
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Term 2.2: Urbanisation & Population
http://www.quia.com/hm/164946.html?AP_rand=673296684
http://www.purposegames.com/game/727
http://www.purposegames.com/game/2306
http://www.triviaplaza.com/uk-irish-cities-quiz/
http://www.purposegames.com/game/your-game-name-quiz4ee99ca2
http://www.purposegames.com/game/uk-mountains-quiz
http://www.rgs.org/webcasts/activities/eu_countries/eu_countries.html
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Term 1.2: OS Map Skills
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Term 3: Sustainability & Ecosystems
http://mapzone.ordnancesurvey.co.uk/mapzone/
http://www.bbc.co.uk/schools/gcsebitesize/geography/geographical_skills/
http://www.rgs.org/webcasts/activities/grid_references/grid_references.html
http://www.rgs.org/webcasts/activities/os_snap/os_snap_rev.html
http://www.rgs.org/webcasts/activities/scale_distance/scale_distance.html
http://www.rgs.org/webcasts/activities/contours/contours.html
http://www.rgs.org/webcasts/activities/toolbox/toolbox.html
Term 2.1: Coasts
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http://www.geography.learnontheinternet.co.uk/topics/popn.html
http://www.geography.learnontheinternet.co.uk/topics/settlements.html
http://www.geography.learnontheinternet.co.uk/topics/empstruct.html
http://www.bbc.co.uk/schools/gcsebitesize/geography/urban_environments/
http://www.bbc.co.uk/schools/gcsebitesize/geography/population/
http://geography.about.com/od/chinamaps/a/china.htm
http://kids.nationalgeographic.com/explore/countries/china.html
http://www.bbc.co.uk/bitesize/ks3/geography/places/contrasts_within_contin
ent/revision/3/
http://www.bbc.co.uk/schools/gcsebitesize/geography/coasts/
http://www.geography.learnontheinternet.co.uk/topics/coasts.html
http://www.geography.learnontheinternet.co.uk/topics/erosion_and_weathering
.html
http://www.georesources.co.uk/ws.htm
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http://www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/
http://www.geography.learnontheinternet.co.uk/topics/resources.html
http://www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/
http://www.bbc.co.uk/schools/gcsebitesize/geography/wasting_resources/
http://www.geography.learnontheinternet.co.uk/topics/ecosystem.html
http://www.bbc.co.uk/schools/gcsebitesize/geography/ecosystems/
CEREAL ISLAND CONTOUR MODEL HOMEWORK
To make a contour model of Cereal Island, shown below, you will need:
a) Paper or cardboard
c) Glue
e) Scissors
b) Tracing paper
d) Colours
Instructions
1. Draw and cut out a rectangle 13cm by 10cm. This is your base, the Rye Sea.
Colour it blue.
2. Trace the outline of Cereal Island (the sea level line). Put the tracing onto your
card and cut out this shape. Glue this to your rectangle.
3. Now trace and cut out each of the contour lines in turn. Keep them the right
way up and glue them to your island. You can check their positions from the
map below.
4. Colour the model and add the landmarks shown on the map.
5. Add the scale and a title to your model.
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Design an experiment to test the direction of
transportation along a beach.
Working in groups of 4-6 people you need to discuss the following
points and then write an individual report that includes the following
information:
Purpose/Introduction:
 What is the purpose of your experiment?
(What geographical process are you testing?)
Hypothesis:
 What would you expect to see?
(This should include a written explanation of the process of Longshore Drift)
Site Information:
 Where are you going to conduct your experiment?
 What conditions do you need? Why?
(Weather conditions? Wind direction?)
Equipment:
 What equipment will you need to conduct your experiment?
Methods: (Bullet Point List of Instructions)
 How are you going to monitor how the beach material moves?
 How are you going to monitor the pattern and direction in which the
beach material is transported along the beach?
 Are you going to repeat your experiment(s) to make sure your
results are accurate?
Extension Activity (Homework Option 2)
1. With your parent’s permission, go to the beach in small groups and
try out your experiment. Document your field work (photos or film).
2. Answers the following questions (in writing or on the film)
 What problems did you have while doing the experiment?
 How might you improve your experiment if you were going to do it
again?
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Homework Objective: To demonstrate an understanding of keywords associated with Population & Urbanisation.
Task: Copy & Paste / Cut & Stick / Draw an image into each of the below boxes to
illustrate the keyword in each box. (A duplicate copy of this template is in Class Resources on the
SLG if you would like to use the computer for this assignment.)
POPULATION & URBANISATION KEYWORDS:
Name…………………………………
Class: …………
Due Date:……………….…
Densely Populated
Sparsely Populated
Urbanisation
Death Rate
Birth Rate
Migration
Pull Factor
Push Factor
Primary Industry
Secondary Industry
Tertiary Industry
Quaternary Industry
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Example Haiku
Churchill Square
(5 syllables)
Shoppers carry bags
(7 syllables)
Smell of pizza in the air
(5 syllables)
Buses wait in line
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