GEOGRAPHY - What You Will Learn

Key Stage 3

The following page gives details about what pupils will learn at Key Stage 3 from Year 7 to Year 9. For Key Stage 4 information click on the Key Stage 4 image in the top right corner.

Number of lessons per week: 1 lesson (1 hour)

Further information on Key Stage 3 Geography: National Curriculum Online

This page:
» Scheme of work
» Assessment
» Homework

Scheme of work

It is not statutory to cover all the units below and the Geography department will decide its own structure of work based on this material.

• Unit 1. Making connections

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.

• Unit 2. The restless earth - earthquakes and volcanoes

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 are left until year 9.

• Unit 3. People everywhere

In this unit pupils study different aspects of population - growth, structure and distribution - in different contexts.

They use OS maps to identify different types of settlement sites, developing their skills of map reading and drawing. They investigate a local housing development issue and its impact on the community.

• Unit 4. Flood disaster - how do people cope?

This unit focuses on flood hazards. Pupils consider the effects of flooding and how people deal with them. They compare the impact of flooding in a UK location with the impact of a similar flood in Bangladesh. They then broaden their study to look at how people respond to other natural disasters, such as earthquakes, forest fires and hurricanes.

Pupils do not learn about how valleys are formed; this is covered in unit 7 'Rivers - a fieldwork approach'. (If teachers wish to include this work, adjustments must be made in relation to expectations of pupils' geographical knowledge and understanding and their levels of literacy and numeracy so that they are appropriate for year 7, rather than year 8.) The unit encourages pupils to use and apply what they already know, to practise skills of classifying and comparing, and to consider value-laden questions about the effects of floods, thus developing their thinking skills.

• Unit 5. Exploring England

In this short unit pupils learn how England fits into the wider context of the UK and the British Isles. They examine their perceptions of England and those of people from other countries. They begin to investigate the geography of England by searching for thematic patterns and contrasts, using different types of maps, eg weather, relief, settlement, population origins/composition. Some of these themes are returned to in later units. The unit ends with a decision-making activity of planning a sightseeing trip for a group of tourists.

The unit builds on unit 1 'Making connections'. It is flexible and there is scope to vary the teaching activities so they more closely reflect the location and background of the pupils.

• Unit 6. World sport

This unit uses the context of association football to develop pupils' locational knowledge, their understanding of patterns and processes in relation to economic activities, environmental changes/issues, as well as developing their enquiry and geographical skills. There is a strong location element in the unit and pupils extend their locational knowledge at national and global scales. This requires them to use an atlas independently.

Although the unit focuses on association football, any major sport that operates at regional, national and global scales may be substituted.

• Unit 7. Rivers - a fieldwork approach

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. At the end of the unit 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.

The unit could build on work covered earlier in unit 4 'Flood disaster - how do people cope?' or be developed as the central part of a long unit as an alternative to unit 8 'Coastal environments'. It can be extended into a long unit on river processes and landforms, which might begin with the prior learning identified, and end by considering the characteristics of another river and the global patterns created by major river systems. The threats posed by pollution and major flooding events could also be added.

• Unit 8. Coastal environments

he 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. Through this work they are introduced to two techniques they may not have met previously - cost-benefit analysis and impact matrices. The unit draws heavily on the Optional tests and tasks for geography.

• Unit 9. Shopping - past, present and future

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.

• Unit 10. Weather patterns over Europe

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

Pupils are encouraged to work together to produce a weather forecast for a particular location and to choose a suitable holiday destination for a family with particular interests. 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.

• Unit 11. Investigating Brazil

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 shaped 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. Numerous writing activities offer the opportunity for pupils to develop their literacy skills.

• Unit 12. Images of a country

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. They learn to identify bias in different sources of information and how to use a framework to analyse information in texts and still/moving images.

This unit shows an unusual way of introducing a country. It can be used to complement unit 11 'Investigating Brazil' or any other place-focused unit. In itself, it is not a complete country study.

• Unit 13. Limestone landscapes of England

This unit develops pupils' knowledge and understanding of the patterns and processes associated with massive limestone landscapes (rather than softer limestones such as oolitic limestone and chalk). Pupils are involved in two problem-solving activities: one that asks them to consider the impact of quarrying on the local community; the other to consider sustainable development as the way forward.

This unit focuses on specific landforms above and below ground in the Yorkshire Dales National Park, although other areas could be substituted.

Throughout the unit pupils are encouraged to work collaboratively, to discuss issues and solve problems. There are also numerous opportunities for pupils to develop literacy skills.

• Unit 14. Can the earth cope? Ecosystems, population and resources

This unit is in two parts: ecosystems, population and resources; and global futures/resource issues. Pupils investigate the global distribution of one or more selected biome, populations and the resources of food production. They find out about the relationships between these three themes 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.

• Unit 15. Crime and the local community

This short 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.

• Unit 16. What is development?

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 unit ends with an investigation of the Department for International Development's development cooperation policy.

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.

• Unit 17. The changing economic geography of France

In this unit pupils learn about patterns of economic activity in France and their impact. Although the unit is based on France, the key questions and most of the activities could be adapted for any similar more economically developed country (MEDC). Pupils could also work in groups and study different MEDCs and compare their findings.

More able pupils could be given more freedom to organise their investigation, for example they could be asked to select a country, and a region within that country, that would be most suitable for the location of a factory of a transnational corporation (TNC).

• Unit 18. The global fashion industry

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

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

The activities are developed around the focus of the fashion industry, but if this topic is not suitable for pupils in a particular school an alternative could be used, eg toys, electrical equipment, processed foods.

Many of the activities rely on using material from development education centres and particular internet websites. These are listed in the 'Resources' section.

• Unit 19. Tourism - good or bad?

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 two case studies in contrasting economic contexts 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.

There are opportunities for pupils to analyse data and select their own methods for representing it.

• Unit 20. Comparing countries

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 unit aims to develop pupils' knowledge and understanding of places by encouraging them to explore their perceptions of the selected countries (see also unit 12 'Images of a country'). 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.

• Unit 21. Virtual volcanoes and internet earthquakes

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 2 'The restless earth' (carried out in year 7) and builds on unit 8H 'The rock cycle' in the science scheme of work. It is therefore more suitable for pupils in year 9.

• Unit 22. Mining on the internet

In this unit pupils compare the impact of change in a particular economic activity on two communities: one in England and one elsewhere in the world. Pupils develop their enquiry and ICT skills by using the internet to identify and research the overseas community.

By comparing two places some considerable distance apart, pupils can begin to understand better how similar economic experiences connect communities, helping to deepen their own geographical understanding. This contributes to key stage 3 citizenship education.

The unit focuses on coal mining, but the ideas can be transferred to a study of any area that has suffered recession/decline, eg cotton manufacture, shipbuilding. It could also provide a model for any comparative study of industrial growth, eg the mobile phone industry.

Ideas and activities here may be used as extension work in other units that focus on aspects of development.

• Unit 23. Local action, global effects

In this unit pupils investigate the conflict between increasing economic activity and conserving the environment and resources. They do this through four short case studies at different scales - a local river, the River Rhine, 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.

There is some overlap with unit 13 'Limestone landscapes of England', which focuses on the Yorkshire Dales National Park. If both units are studied, it is suggested that either a different national park is used here to avoid repetition, or that the impact of tourists on the park be considered instead of a limestone quarry.

• Unit 24. Passport to the world

This unit focuses on extending pupils' knowledge and understanding of places and identifying their geographical contexts.

The unit can be used throughout key stage 3. The activities can be used to broaden topics in other units, or as self-contained starting and finishing points for lessons. They can be used for the occasional lessons when the teacher does not want to embark on a long topic. They can also provide material for homework without the need for textbooks.

Assessment

The Geography Department is to introduce a new scheme for assessment starting in 2005.  The department will no longer depend on projects in the first 2 terms and a large exam at the end of the year, but will be assessing pupils on each topic (roughly every half term).  These smaller assessments will involve feedback given to each pupil on their strengths, their weaknesses and how they can improve their level.  The levels awarded will be explained to pupils before starting the assessment so that they know what they need to do to reach each level.

There will be no formal assessment in the final half term as teachers will be compiling the end of year reports. The final level awarded will be an average of the 5 half term marks.

Download further information on the assignment titles and the levelled mark schemes by right clicking on the PDF icon next to the assignment title and selecting 'Save Target As'.

Help downloading files

Year 7

• Map skills (PDF 19.7 KB)
• Environmental Enquiry (PDF 19.8 KB)
• City Planning Activity (PDF 67.5 KB)
• Little Drip and the Water Cycle (PDF 65.8 KB)
• River Poem/Rap (PDF 66.3 KB)

Year 8

• Population distribution photographs (PDF 20.8 KB)
• Brazil essay/poster (PDF 89.8 KB)
• Living Seismograph reading (PDF 67.2 KB)
• Volcano Case Study (PDF 68.6 KB)
• EU fact file (PDF 68.5 KB)

Year 9

• Location of industry  - decision making activity (PDF 69.5 KB)
• Tourism fact file (PDF 19.5 KB)
• Transport planning activity (PDF 69.5 KB)
• Country comparison  - Japan vs Britain (PDF 72.7 KB)
• Environmental protection in the Antarctic (PDF 67.7 KB)

(Some of the information required for these projects is not included in this website as it would be against copyright laws).

Homework

The department will also use 5 standard pieces of homework.  All classes will complete these 5 pieces  which will allow  the comparison and tracking of pupils as well as a comparison and tracking of how a whole class performs.  The 5 pieces of homework will be spread throughout the year with roughly one per half term.  These pieces of work link in with the topic areas studied in the targeted assessments.

Year 7

• What are the types of geography  -  categorisation activity
• Map skills  -  plotting symbols and grid references
• Settlement change  -   map comparison activity
• Weather terms  -  dictionary  research
• Ocean map  - locational activity

Year 8

• Population and development  -  map comparison
• Developing the rainforest -  sorting activity
• Earthquake survival guide  - presentation and selection activity
• Composite volcano diagram -  labelling activity
• Italy postcard  -  research

Year 9

• Employment structure questions  -  recall activity
• Tourist postcard  -  research
• Traffic calming plan  -  decision making activity
• Japan weather questions – selection and comprehension
• Wildlife protection letter  -  empathy and justifying opinions

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