Key Stage 3 Programme of study 2019-20€¦ · Key Stage 3 Programme of study 2019-20 Geography Year Autumn -term Spring-term Summer-term 7 Finding My Way including a focus on longitude

Key Stage 3 Programme of study 2019-20

Geography

Year Autumn-term Spring-term Summer-term

7

Finding My Way

including a focus

on longitude/

latitude, UK

physical

Geography and

world

continents &

oceans.

Weather &

Climate

including a focus

on measuring

the weather,

extreme

weather and

climate change.

Crime including

a focus on

presenting data

using a variety

of geographical

techniques.

Mega-cities

including a focus

on the problems

megacities are

faced with the

strategies used

to make them a

better place.

Kenya including

a focus on the

people, tribes

and squatter

settlements.

Festivals

including a focus

on map-skills

and the

geographical

location of

Glastonbury.

8

Rivers including

a focus on river

processes and

river landscapes,

river flooding

and

management of

river floods.

Antarctica as an

example of a

cold

environment

and Sustainable

development

Tectonic

Hazards

including a focus

on earthquakes

& volcanoes and

how these

disasters can be

managed.

Coasts including

a focus on

coastal

processes and

coastal

landscapes,

coastal erosion

and

management of

coastal erosion.

Globalisation &

Fairtrade

including the

impacts of Trans

National

Corporations.

Tourism

including a focus

on ecotourism,

mass tourism

and how these

can be used to

support

development.

9

Fantastic Places

and Rocks &

Landscapes

including a focus

on granite,

limestone and

chalk & clay

landscapes.

Rural

Environments

with a focus on

agriculture and

managing food

resources for

the future.

Ecosystems

including a focus

on Hot Deserts,

Rainforests &

Deciduous

Woodland.

Geography of

Conflict

including a focus

on refugees and

migration.

The Changing

Economic World

including a focus

on Indonesia

and the UK as

contrasting

economic

regions.

Urbanisation

with a focus on

a Decision

Making Exercise.

Key:

Each unit is assessed following our STEPs model. The course has been split into 5 themes or ‘strands’. These

strands have been highlighted above using the following colours:

Strand 1 Locational Knowledge

Strand 2 Place

Strand 3 Physical Processes

Strand 4 Human Processes

Strand 5 Skills & Fieldwork

Geography

Step Strand 1

Locational knowledge

World’s countries, maps of

world, environmental

regions, key characteristics,

key cities

(Equal weighting)

Strand 2

Place

Similarities,

differences and links

between places

through the study of

human and physical

geography of a

region

(Equal weighting)

Strand 3

Physical processes

Geological timescales,

plate tectonics, rocks,

weathering & soils,

weather & climate,

climate change,

glaciation, hydrology,

coasts

(Equal weighting)

Strand 4

Human processes

Population,

urbanisation,

international

development, economic

activity, use of natural

resources

(Equal weighting)

Strand 5

Skills and fieldwork

Globes, maps (including OS) and atlases

in the classroom and in the field, map

skills, aerial and satellite photographs,

Geographical Information System (GIS),

fieldwork in contrasting locations

(Equal weighting)

9

All of the below and…

can offer an outstanding

knowledge of the world’s

countries and major cities,

often learned

independently.


can evaluate whether

the similarities,

differences and links

between places are

typical or atypical.


can understand that

complex interactions can

cause physical processes

and landforms to change

over time.


can understand that

complex interactions

can cause human

processes and societies

to change over time.


can draw selectively on geographical

ideas and theories.

can complete geographical investigations

independently at different scales.

8


can recall a wide range of

specific detail relating to the

issue and to the location

being studied.


can link human and

physical processes

and explain how they

interact to influence

and change

landscapes,

environments and

the climate.


can explain changes in

the characteristics of

landforms over time in

terms of physical

processes.


can explain changes in

the characteristics of

societies over time in

terms of human

processes.


can use multiple sources of complex

primary and secondary data.

can independently sequence enquiries.

can offer substantiated conclusions based

on critical analysis and evaluation of all

available evidence.

7


can recall a range of specific

detail relating to the issue

and to the location being

studied.


can relate detailed

knowledge,

understanding and

conceptual ideas to

other places, often

with specific detail.


can use named examples

and place knowledge to

explain physical

processes with specific

detail.


can use named

examples and place

knowledge to explain

human processes with

specific detail.


can select and use accurately a wide

range of skills.

can evaluate sources of evidence, such as

from websites.

can start to plan their own fieldwork and

investigations.

6


can recall specific facts

relating to the issue and to

the location being studied.


can explain fully how

places are linked and

can start to relate

knowledge,

understanding and

key ideas to other

places.


can explain physical

processes in detail using

a variety of key words.

can explain fully how a

variety of landforms have

been formed.


can explain human

processes in detail using

a variety of key words.


can use a wide range of map skills,

including GIS, to describe and explain

places and geographical patterns, such as

migration.

can carry out fieldwork accurately using a

range of methods/equipment.

Step Strand 1

Locational knowledge

(Equal weighting)

Strand 2

Place

(Equal weighting)

Strand 3

Physical processes

(Equal weighting)

Strand 4

Human processes

(Equal weighting)

Strand 5

Skills and fieldwork

(Equal weighting)

5


can recall some detail (at

times without facts and

figures) relating to the issue


studied.


can link places

together through

brief explanations (X

links to Y because…).


starts to explain physical

processes.

starts to explain how

major landforms have

been created, using

linked statements.


starts to explain human

processes.


can use other sources of evidence, such

as aerial photos and satellite images, to

describe places.

can suggest ways of carrying out

fieldwork.

4


can recall vague detail

(often without facts and

figures) relating to the issue


studied.


can start to link

places together in

simple descriptive

terms (X links to Y).


can recognise and

describe physical

processes, such as

erosion.

can start to suggest how

major landforms have

been created, although

detail might be vague.


can recognise and

describe human

processes, such as

urbanisation, although

detail might be vague.


can use more advanced map skills, such

as 6-figure grid references and contours,

to describe places.

can carry out a range of fieldwork

techniques, such as sketching and making

simple maps.

3


can offer generalised

statements relating to the


being studied.


can identify

similarities and

differences between

places.


can identify the

fundamental parts of

different landforms and

physical processes.


can identify the

fundamental parts of

human processes, such

as world population

trends.


can use atlases, globes and OS maps to

identify human and physical geography.

can use 4-figure grid references

accurately.

can describe data and maps.

2


can offer one or two simple

but perhaps incorrect

statements relating to the


being studied.


can identify basic

similarities and

differences within a

place.


can identify a range of

landforms.

can identify some

physical processes in

basic terms (such as air

rises and cools).


can identify some

human processes in

basic terms, such as

people move to cities.


can use atlases, globes and OS maps to

find places.

can carry out simple fieldwork, such as

traffic counts.

can pick out trends on graphs.

1

Can…

attempt to recall some

information about a place,

but is likely to be incorrect

or severely lacking in detail.

Can…

recognise and make

observations about

physical and human

features of localities.

Can…

identify a limited range of

basic landforms, such as

hills, mountains.

Can…

identify a limited range

of basic human

processes.

Can…

use some simple skills, such as find

countries in an atlas.

read simple data from a graph or table.

Year 7 – Finding My Way. Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs

• By the end of this unit all students

will know basic mapwork skills such as

recognising map symbols and using

compass directions.

• By the end of this unit most students

will understand more complex

mapwork skills such as 4- and 6-

figure grid references.


will be able to apply their mapwork

skills to recognise relief of the

landscape and plan a route using an

OS map.

Week 1 – An introduction to geography and types

of map

Week 2 – Basic navigation skills such as 8- and 16-

point compass directions and map symbols.

Week 3 – Using different scales to measure

distances on a map.

Week 4 – locating places on a map using 4- and 6-

figure grid references.

Week 5 – describing the relief of the landscape

using spot heights and contour lines.

Week 6 – Following a route-card description for a

walk on Bodmin Moor.

Strand 5 - Skills.

Steps 1-2: can use atlases, globes and OS maps to find

places.

Steps 3-4: can use 4- and 6-figure grid references

accurately along with accurately using contours to describe

the relief of a landscape.

Steps 5-6: can use more advanced map skills such as

measuring distances with accuracy and precision.

Key Vocabulary Links with other subjects Links to careers

Map

Ordnance Survey

Contour

Relief

Spot height

Grid reference

Grid square

Scale

1:25 000

1:50 000

Map symbol

Longitude

Latitude

Compass direction

Compass bearing

Cartography

Maths

English

Cartographer

Expedition leader

Tour guide

Travel writer

Hydrologist

Coastal engineer

Aerial Surveyor

GIS specialist

Town planner

Geomatics software designer

Surveyor

Environmental consultant

Estate agent

Enrichment Opportunities/ clubs in

the local area

Wider reading/ video/ website links Extension Opportunities

Join in with the Geo-orienteering club

after school each week during the

Autumn-term.

Scouts and Cadets are great clubs

which will enhance the understanding

of map reading skills.

Ordnance survey website has loads of wider

reading materials -

https://www.ordnancesurvey.co.uk

They often have map sales such as 3 for 2. You can

even get an online subscription so you have access

to the OS maps on your mobile device.

A free website, which has access to OS Maps is

www.streetmap.co.uk

Go for a walk/ bike ride. Plan your route using a map. It

should be possible to identify the direction of travel,

distance, relief and key features that may be spotted along

the way.

Plan the next car trip using a UK road atlas. It should be

possible to identify direction of travel, nearby place names

and key features along the journey.

Year 7 – Weather and Climate Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs

• By the end of this unit all students will

know how we measure the weather,

forecast it, give examples of

microclimates and name examples of

extreme weather events.

• By the end of this unit most students will

understand the difference between

weather and climate, the causes of

microclimates, describe effects of

extreme weather events.

• By the end of this unit some students

will be able to apply specific causes,

effects and responses to named extreme

weather events.

Week 1 – Introduction to the terms weather and

climate, features of the weather, measuring the

weather

Week 2 – Collaborative learning with a focus on weather

forecasting.

Week 3 – Introduction to the term microclimate.

Examples of microclimates.

Week 4 – Introduction to the enquiry process and an

investigation into microclimates around school.

Week 5 – Focus on extreme event in Higher Income

Country (HIC) e.g. Boscastle Flood.

Week 6 – Focus on extreme weather event in (LIC) e.g.

Typhoon Haiyan.

Strand 5 - Skills.

Steps 1-2: Can offer knowledge of the world’s countries and

specific names of places/regions which are referred to in the unit

of work.

Steps 3-4: Can recall and apply a range of specific detail relating

to the issues and places being studied in the unit of work.

Steps 5-6: To evaluate whether the similarities, differences and

links between places associated with extreme weather events are

typical or atypical.

Steps 7-9: To Can link human and physical processes and explain

how they interact to influence and change landscapes,

environments and the climate.

Key Vocabulary Links with other subjects Links to careers Weather

Climate

Cause

Effect

Response

Wind vane/sock

Microclimate

Forecast

Precipitation

Barometer

Thermometer

Anemometer

Lower Income Country

(LIC)

Higher Income Country

(HIC)

Typhoon

Haiyan

Philippines

Boscastle

River Valency

Environment

Relief

Storm surge

Physics

Geology

Science

Meteorology

Meteorologist

Environment Agency Worker

Climate researcher

Aid Organisation Worker

Emergency Planner

Emergency Services

Financial risk assessor

Environmental consultant

Travel agent

Travel writer

TV researcher

Flood protection manager

Weather presenter

Aerial Surveyor

Management consultant


the local area


We take Year 7 students to Boscastle to

discuss and study the causes, effects and

responses to the Boscastle Flood event of

16th August 2006.

There is an array of books available in the LRC on the

topic of Weather and Climate.

There are lots of programmes available on various

internet TV platforms. These include: Britain’s Wildest

Weather on 4OD.

There are also thousands of extreme weather clips

available online.

A really useful website is www.bbc.co.uk/weather.

Compare (similarities) and contrast (differences) the Coverack

flood (2017) to the Boscastle (2004).

Investigate whether Britain’s weather is becoming more extreme.

Look on the BBC Weather website (www.bbc.co.uk/weather) for

information on this topic.

Research another example of a tropical storm (e.g. Hurricane

Irma). Go to the www.nhc.noaa.gov/ for more information.

Year 7 – Crime Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs


know how crime and Geography can be

clearly linked.


understand how crime links different

people and places.


will be able to assess different scenarios

and suggest ways of preventing crime.

They will be confident in sharing these

ideas will their peers.

Week 1 – Introduction to the links between crime and

Geography. Crime prevention strategies.

Week 2 – Investigation into how drugs related crime

links people and places. Using crime data – focus on knife

crime.

Week 3 – Collaborative problem solving – murder

mystery. Observation skills and writing a police

statement. Debating skills – Is graffiti a crime?

Week 4 – Introduction to the enquiry process and an

investigation into crime around school.

Week 5 – Feedback of findings into crime around school.

Week 6 – Focus on wildlife crime. Opportunity for

independent learning.

Strand 2 - Place.

To understand the interactions that can cause human processes

and crime within society to change over time.

To evaluate whether the similarities, differences and links

between places associated with crime are typical or atypical.

Strand 5 – Skills & Fieldwork.

Can offer knowledge of the world’s countries and specific names of

places/regions which are referred to in the unit of work.

Use multiple sources of primary and secondary data and offer

substantiated conclusions based on critical analysis and evaluation

of all the evidence.

Key Vocabulary Links with other subjects Links to careers Criminal

Burglary

Vandalism

Prevention

Cannabis

Heroin

Cocaine

Graffiti

Discussion

Observation

Describe

Distribution

Explain

Assess

Motive

Suspicion

Who

Where

What

Why

When

How

Environmental

Pangolin

Science

English

Morality & Ethics

PSHE

Police Officer

Forensic Scientist

Urban Planner

Local Government

Community Worker

Charity Worker

Cartographer

Criminologist

Prison Service

Teacher

Conservation Worker


the local area


The students have an opportunity to work

with the local PCSO and the school

Premises Team to share their findings /

ideas to prevent crime.

There are books available in the LRC on the topic of

Crime.

There are lots of programmes available on various

internet TV platforms including: Famous and fighting

crime on All 4.

BBC Spotlight website and the following:

www.data.gov.uk

www.ukcrimestats.com

www.police.uk/devon-and-cornwall

Compare (similarities) and contrast (differences) the crime data in

North Cornwall to that of a city such as Plymouth. There is a great

(free) app, which shows local crime statistics – crimemap.

Investigate whether the UK’s crime rate has worsened in recent

years.

Research global crime. Which countries and cities are the safest

to travel to? www.numbeo.com/crime could be a useful website.

Year 7 – Megacities & China. Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs


will know what a megacity is.


will understand a range of issues

which exist in megacities.


will be able to apply their knowledge

and understanding of issues in

megacities to China.

Week 1 – What is a megacity?

Week 2 – The location and distribution of megacities.

Week 3 – Issues and challenges in megacities.

Week 4 – Issues and challenges in megacities.

Week 5 – The geography of China.

Week 6 – Life in China’s megacities.

Strand 1 – Locational Knowledge.

Steps 1-3: Generalised statements relating to megacities

and to the location being studied Steps 4-6: can recall specific facts relating to the issue and

to the location being studied. Steps 7-9: can offer an outstanding knowledge of the

world’s countries and major cities, often learned

independently. Strand 4 – Human Processes

Steps 1-3: can identify the fundamental parts of human

processes, such as megacities. Steps 4-6: can explain human processes in detail using a

variety of key words. Steps 7-9: can understand that complex interactions can

cause human processes and societies to change over time. Key Vocabulary Links with other subjects Links to careers

Megacity

Population

Air pollution

Water pollution

Waste

Traffic

Population density

Diarrhoea

Cholera

Impetigo

Squatter settlement

Kampung

Tokyo

Jakarta

Beijing

Citarum

China

Indonesia

Maths

English

History

Demography

Politics

Travel agent

TV researcher

Environmental organiser

Pollution analyst

Aid worker

Planner

Cartographer

Location analyst


the local area


Explore a local urban area and compare

the issues in a megacity with a local

town or city.

Visit our largest city in the UK –

London and experience some of the

issues

A brilliant set of videos is available from the BBC –

Andrew Marr’s Megacities. This video covers many of

the issues which are explored in the unit. The video is

available online at vimeo and youtube.

Have a go at locating places using an Atlas.

Try plotting the location of other cities using different

presentation techniques e.g. chloropleth maps/

topological maps etc.

Year 7 – Kenya. Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs


will know the location of Kenya and

its key features.


will understand life in Kenya for two

different tribes.


will be able to apply their knowledge

and understanding of Kenyan tribes

to make meaningful comparisons with

other societies.

Week 1 – The location of Kenya and its physical

geography.

Week 2 – The location of Kenya and its human

geography.

Week 3 – Exploring life in Kenyan tribes.

Week 4 – Comparing life in Kenya tribes with that

of people in Kenyan squatter settlements.

Week 5 – Comparing life in Kenyan tribes with that

of people in the UK.

Week 6 – Tourism in Kenya.

Strand 2 – Place.

Steps 1-3: Similarities & differences between places

Steps 4-6: Linking places through description and

explanation

Steps 7-9: Explaining how human and physical processes

interact to influence and change landscapes

Key Vocabulary Links with other subjects Links to careers

Tourism

Kikuyu

Maasai

Tribe

Safari

Longitude

Latitude

Squatter Settlement

Polygamous

Shamba

Kenya

Nairobi

Maasai Mara

Rift Valley

Indian Ocean

History

English

Travel & Tourism

Expedition leader

Travel agent

Eco Tour guide

Travel writer

International charity

fundraising

Aid worker

Cartographer

Location analyst

SSSI warden

Environmental impact

officer


the local area


Visit a museum such as in Truro or

Plymouth and compare your life with

that of other cultures.

Scouts/ Guides & Cadets are all great

clubs which develop the skills

associated with place knowledge.

Example tourism site for a Kenyan safari -

https://www.porini.com/kenya/porini-camps/mara-porini-

camp/

There are a number of documentaries available on the

topic of Kibera slum. Comic Relief has a number of clips

available e.g. famousrichslums.

https://www.youtube.com/watch?v=DVGDn8w1DT8

Research what is meant by fundamental British values and

how these compare with the values of other cultures.

Explore how the Kenyan tribes differ from other African

tribes such as the Pygmies of Congo.

Year 7 – Festivals Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs


know what is meant by the term festival,

where the Glastonbury festival is

located, what factors are important

when locating a festival.


understand the impacts on the

environment of the Glastonbury festival,

the causes of festival flooding.


will be able to apply the term

sustainability and how festivals can

become more sustainable.

Week 1 – Introduction to festivals and location factors.

Week 2 – Applying key map skills through collaborative

learning. Focus on locating a festival in North Cornwall.

Week 3 – The impact of Glastonbury on the environment

and ways in which Glastonbury is becoming more

sustainable.

Week 4 – Causes of flooding and the impact flooding can

have on festival sites. Assessing various festival sites

Week 5 – Evaluating different festival sites.

Week 6 – Working in collaboration to plan an actual

festival including: pricing strategies, costings,

entertainment, transport and sustainability.

Strand 5 - Skills.

Steps 1-2: can link human and physical factors to help explain the

choice of festival sites. Can offer a detailed description of the

Glastonbury festival site in relation to the rest of the UK.

Steps 3-4: can use 4- and 6-figure grid references accurately

along with accurately using contours to describe the relief of a

landscape.

Steps 5-6: can use more advanced map skills such as measuring

distances with accuracy and precision. Can use maps, satellite

images from Google Earth to help justify the location of a festival

site.

Steps 7-8: can offer substantiated conclusions based on critical

analysis and evaluation of all available evidence.

Key Vocabulary Links with other subjects Links to careers Site

Settlement

Situation

Hamlet

Village

Town

City

Conurbation

Scale

Relief

Contour line

Key

Land use

Ordnance survey

Spot height

Cartography

Sustainability

Eco-friendly

Environment

Infrastructure

Physical factors

Human factors

Flood risk

Environment agency

Cartography

Business Studies

Travel & Tourism

Maths

Events organiser

Cartographer

Environmental survey officer

Farmer

Charity Officer

Advertising executive

Urban planner

Meteorologist

Surveyor

Location analyst

Transport officer

Marketing


the local area


In Year 8 students will have the

opportunity to work towards their Bronze

Award for the Duke of Edinburgh scheme.

In Year 7 students have the opportunity to

take part in map based activities with the

after-school orienteering club.

There are some books in the LRC about the different

festivals found around the world.

There are also thousands of Glastonbury festival clips

available online. YouTube and BBC iPlayer are

particularly useful.

A useful website is: www.glastonburyfestivals.co.uk. The

history section is especially interesting and charts the

growth of the Glastonbury Festival from 1970 to the

current year.

Compare (similarities) and contrast (differences) the Glastonbury

Festival this year to the original festival in 1970.

Investigate the criminality that often arise at festivals. How can

the risks of going to a large festival (like Glastonbury) be

reduced?

Research an example of a festival that takes place abroad e.g. Day

of the Dead in Mexico, Octoberfest in Germany, Primavera Sound

in Spain or South by South-West in the USA.

Documents

Key Stage 3 Programme of study 2019-20€¦ · Key Stage 3 Programme of study 2019-20 Geography Year Autumn -term Spring-term Summer-term 7 Finding My Way including a focus on longitude