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KS3 Geography
Please click on the links below to find out more about each unit.
| Year Long Term Objective: To create Geographers who take an interest in and have a desire to change the world that they live in. | ||||||
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| 7 | What is Geography & Africa | Map Skills | Restless Earth | Restless Earth | Development | Hot deserts |
| 8 | Food Distribution | Food | Weather & Climate | Extreme Weather | Globalisation | Tsunamis |
| 9 | Rainforest Biome | Deforestation in Brazil | Population | Megacities | Glaciation | Energy |
What is Geography & Africa
Overview
Challenging our misconceptions around the development of Africa.
FBV: Democracy – learning that some countries in Africa don’t have this privilege.
Cultural Capital: This is an important topic to start off the year because it helps pupils to know that the world isn’t black and white. It isn’t simply good or bad, poor or rich but it is complex and an ever changing landscape. The continent of Africa has 54 countries that are classically misunderstood or over simplified. We want to students to look at a context that is very different to Swanmore and try and understand the rapid changes and therefore opportunities that are occurring in Africa.
UN Human Rights:
Summary-of-the-UNCRC.pdf (unicef.org.uk)
2 – non discrimination
6 – life, survival, and development
14 – freedom of thought belief and religion
24 – health and health services
27 – adequate standard of living
28 – right to education
Example Key Words
Mass Tourism
Large numbers of people visit the same place at any one time.
Continent
A group of countries.
Country
A defined political region within a continent.
Physical Geography
The study of features made naturally.
Human Geography
The study of man-made features.
Websites
Map Skills
Overview
FBV: Rule of law – Maps that we analyse show that there are certain laws that must be followed in the UK and an order to our infrastructure.
Cultural Capital: Students investigate the importance of using maps to understand places around them. They will be able to interpret symbols and land use to show how the physical geography can affect people’s homes, leisure, and employment. Class discussion about the types of map projections and the significance they can have on our perception of the world.
UN Human Rights:
31 – leisure, play and culture
Example Key Words
Grid references
A map reference indicating a location in terms of a series of vertical and horizontal grid lines
Contour lines
A line on a map joining points of equal height above or below sea level.
Spot Height
The altitude of a point, especially as shown on a map.
Scale
A way of measuring distance on a map
Compass
Shows the direction of north on a map
Websites
Restless Earth
Overview
FBV: Individual liberty – People have their freedom taken from them when a natural disaster occurs in their country. We look at how freedom is restored to these people.
Cultural Capital: This will develop the habit of empathy as they will be asked to imagine themselves in a situation such as an earthquake and to decide the best course of action. Some student may have also experienced such hazards and it would benefit them to understand them more fully. Lastly, students will be able to understand what they hear on the news more.
They will be more well-rounded individuals as they understand the types of difficulties that other people face in countries that experience natural hazards on a regular basis.
UN Human Rights:
3 – best interest of the child
8 – protection and preservation of identify
10 – family reunification
12 – respect the views of the child
17 – access to information from the media
20 – children unable to live with their family
23 – children with a disability
24 – health and health services
25 – social security
27 – adequate standard of living
28 – right to education
39 – recovery from trauma and reintegration
Example Key Words
Tectonic Plates
Segments of the earths crust
Continental drift
The movement of tectonic plates over a long time
Convection Currents
Mmovement in the mantle due to the heat of the core
Mantle
Section of the earth under the crust
Crust
Section of the earths crust on the surface
Websites
Development
Overview
FBV: Mutual respect & Tolerance – Looking at the need for people from different countries and of different backgrounds to support each other in order to develop.
Cultural Capital: Simply by living in the UK, in particular Hampshire we find ourselves in a position of privilege comparatively with the rest of the world. We have opportunities that many others would never have. We want to give students an appreciation for the position they find themselves in as well as being able to offer explanation as to why LIC’s have found themselves in this position.
UN Human Rights:
|
3 – best interests of the child 6 – life, survival, and development 12 – respect for the views of the child 24 – health and health services 26 – social security 27 – adequate standard of living 28 – right to education 31 – leisure, play and culture 32 – child labour |
38 – war and armed conflicts
Example Key Words
LIC
Low income country
HIC
High income country
NEE
Newly emerging economy
GDP
Gross domestic product
Literacy rate
Percentage of people who read and write in a country
Websites
Hot Deserts
Overview
FBV: Individual liberty – This is taken away when deserts expand through desertification and farmland is removed from the rural poor.
Cultural Capital: They will be introduced to climate graphs which is a key skill in Geography. This will be built upon in year 8 in the climate topic. This is will give students the chance to study a biome that may be very different to one they may have experience or one that they currently live in.
UN Human Rights:
| 6 – life, survival, and development |
Example Key Words
Desertification
The expansion of the desert
Arid
A dry region
Adaptation
The ability to change depending on your surroundings
Biome
A large-scale ecosystem
Precipitation
Rainfall
Websites
Food distribution
Overview
FBV: Democracy – how this can lead to increased food security
Cultural Capital: This helps students to understand their carbon footprint and their impact on the planet around them. They will also get to see countries that are unlike their own and build a knowledge of the global marketplace and their effect on it. This is increasingly important as issues such as climate change come to the forefront of culture.
Developing ability to assess situations, provide evidence, analysis and suggest solutions is essential moving forward. Transferable skills developed to help in the workplace.
UN Human Rights:
|
6 – life, survival, and development 22 – Refugee children 19 – protection against violence, abuse and neglect 26 – social security 27 – adequate standard of living 38 – war and armed conflicts |
Example Key Words
Distribution
How resources are spread out
Surplus
More than is needed
Deficit
Less than is needed
Famine
Extreme scarcity of food
Agriculture
Farming, including cultivation of the soil for the growing of crops
Websites
Food
Overview
FBV: Rule of law – when this breaks down through war or political instability, famine can ensue.
Cultural Capital: This topic is showing the impact of global warming on the global food market. Students have the opportunity to understand how their eating habits have an impact on the world around them and what the potential solutions to this could be.
UN Human Rights:
|
6 – life, survival, and development 19 – protection against violence, abuse and neglect 26 – social security 27 – adequate standard of living |
Example Key Words
Urban greening
Using spaces in urban areas for farming
Local sourcing
Purchasing food from local places to minimise food miles
Organic Farming
Not using fertilisers or chemicals to grow crops
Subsistence Farming
Growing enough crops to feed yourself or your family
Commercial Farming
Growing enough crops to sell for a profit
Websites
Weather & Climate
Overview
FBV: Tolerance – to understand that there are places in the world that are different to our biome.
Cultural Capital: This topic aims to take a closer look at climate and see exactly how it works, how to predict it and how it changes over time. This leads well into looking at weather becoming more extreme across the world. This is a vital part of culture with climate change coming to the forefront of culture and therefore is important that students have a deep understanding of it.
UN Human Rights:
| 31 – leisure, play and culture |
Example Key Words
Climate
Average changes in the weather over 30 years
Weather
The day to day changes in the atmosphere
Fossil fuels
Coal, oil or gas
Climate zones
A world area or region distinguished from a neighbour by a major physical climatic characteristic
Gulf stream
An body of warm water moving from the gulf of Mexico to the UK
Websites
Extreme Weather
Overview
FBV: Rule of law – how governments prepare themselves for natural disasters and to analyse where management could be improved.
Cultural Capital: Extreme weather is something that will increasingly impact us as the UK but also the rest of the world. It is important for students to have a critical understanding of these events and why they occur. This topic also links to paper 1 ‘weather hazards’ and the ‘restless earth’ topic covered in year 7.
UN Human Rights:
|
3 – best interest of the child 6 – life, survival, and development 8 – protection and preservation of identify 10 – family reunification 12 – respect the views of the child 17 – access to information from the media 20 – children unable to live with their family 23 – children with a disability 24 – health and health services 26 – social security 27 – adequate standard of living 28 – right to education 39 – recovery from trauma and reintegration |
Example Key Words
Primary Effects
The impact of an event on the day
Secondary effects
The impact of an event weeks and months later
Cumulonimbus cloud
A large cloud which becomes a tornado or tropical storm
Protection
Changing the infrastructure of a place to limit the risk
Planning
The action taken before an event to limit the risk
Websites
Globalisation
Overview
FBV: Democracy – How democracy helps countries to connect more widely with the global community and how this can increase people’s individual liberty.
Cultural Capital: Students are able to understand why the UK is one of the most developed countries in the world and enables them to have more awareness of their everyday lives been affected, influenced and enabled by the global community. Looking at the movement of people, flow of goods and exchange of ideas.
UN Human Rights:
|
29 – Goals of education 32 – Child labour 24 – Health and health services |
Example Key Words
Globalisation
The process by which people and governments become more interconnected
TNC
Trans-national corporation – a business that works in more than one country
Primary resources
Material and minerals found in the ground
Urbanisation
The process of making an area more urban.
Economy
Issues related to money
Websites
Tsunami
Overview
FBV: Rule of law – this often gets thrown into chaos during a tsunami. We look at how order can be restored to areas affected.
Cultural Capital: This will develop the habit of empathy as they will be asked to imagine themselves in a situation such as an earthquake and to decide the best course of action. Some student may have also experienced such hazards and it would benefit them to understand them more fully. Lastly, students will be able to understand what they hear on the news more.
They will be more well rounded individuals as they understand the types of difficulties that other people face in countries that experience natural hazards on a regular basis.
UN Human Rights:
|
3 – best interest of the child 6 – life, survival, and development 8 – protection and preservation of identify 10 – family reunification 12 – respect the views of the child 17 – access to information from the media 20 – children unable to live with their family 23 – children with a disability 24 – health and health services 26 – social security 27 – adequate standard of living 28 – right to education 39 – recovery from trauma and reintegration |
Example Key Words
Immediate response
Response to natural hazards on the day
Long term response
Response to natural hazards weeks and months later
Social
Issues related to people
Environmental
Issues related to people
Economic
Issues related to people
Websites
Rainforests
Overview
FBV: Tolerance – have an understanding of indigenous tribes and plants and animals that have adapted to these environments that might be very different to anything seen in the UK
Cultural Capital: Food, Water, medicine, and other resources are utilised in the rainforest and although they are not local, without them our students’ lives would be drastically different. Understanding that local actions and demands have global consequences.
Understanding of other people’s views and opinions in decision making. Learning to appreciate that people live in different ways, have different standards of living and different daily experiences. Ability to community understanding and empathy
UN Human Rights:
| 3 – Best interest of the child |
27 – Adequate standard of living
Example Key Words
Ecosystem
A biological community of interacting organisms and their physical environment.
Canopy
Layer of the rainforest with the most biodiversity
Photosynthesis
The process of a plant changing co2 into o2
Buttress Roots
Large roots at the base of a tree in the rainforest
Emergent
Tallest trees in the rainforest
Websites
Deforestation
Overview
FBV: Rule of law – we look at illegal logging in the Amazon rainforest and the affect this has on the rest of the world
Cultural Capital: News over the years has been flooded with images of wildfires, cattle ranches and animals on the brink of extinction in these biomes. Students will be able to engage with these stories at the beginning of the year and use their understanding of the physical environment to explain the human interaction with it.
UN Human Rights:
|
27 – Adequate standard of living 30 – Children from minority or indigenous groups |
Example Key Words
Leaching
When nutrients in the soil a removed due to high rainfall
Biodiversity
The variety of plant and animal life in the world or in a particular habitat
Ecotourism
Tourism intended to support conservation efforts and observe wildlife.
Palm oil
Oil from a plant grown in the rainforest after deforestation
Conservation
The act of protecting earth’s natural resources for current and future generations.
Websites
Population
Overview
FBV: Democracy – The freedom of some countries has created a population boom and we look at the impact of this and how it can be managed
Cultural Capital: Comparison of populations between countries and the UK. Investigation of foreign population policies e.g. China’s One Child Policy and associated human rights.
UN Human Rights:
|
28 – right to education 22 – Refugee children 35 – Abduction, sale and trafficking |
Example Key Words
Dense
Lots of people living in a small space
Sparse
Not many people living in a large space
Exponential
Steady rise leading to sharp rise
Sustainability
Meeting the needs of the current generation without limiting the needs of future generations
Resources
A material used to raise the quality of life of people
Websites
Megacities
Overview
FBV: Individual liberty – megacities have created hubs for self-expression and community connection that can be both an opportunity and a challenge.
Cultural Capital: Investigation of different cultures in megacities in HICs, NEEs and LICs.
Understanding of different SEE issues in urban areas and encourages students to think of creative solutions for megacities of the future. What will their lives look like in the future?
UN Human Rights:
|
6 – life, survival, and development 8 – protection and preservation of identify 17 – access to information from the media 20 – children unable to live with their family 24 – health and health services 26 – social security 27 – adequate standard of living 28 – right to education |
Example Key Words
Megacity
A city with more than 10 million people.
Urban Sprawl
A city expanding into the countryside
Squatter Settlement
A residential area which has developed without legal claims to the land
Sanitation
The process of keeping places clean and healthy
Corruption
A government making legal decisions through the process of networking and bribery
Websites
Glaciation
Overview
FBV: Rule of law – for every landform, the rules of nature must be followed, even in an ice age.
Cultural Capital: Understand the pressure of energy demands and prices have on people in the UK and the power the energy companies have/don’t have.
UN Human Rights:
|
6 – life, survival, and development 8 – protection and preservation of identify |
Example Key Words
Erosion
The geological process in which materials are worn away
Plucking
Material is eroded away through glaciers melting and re-freezing on the base
Corrie
> An armchair-shaped hollow found on the side of a mountain
Tarn
A small mountain lake.
Moraine
Material left behind by a moving glacier
Websites
Energy
Overview
FBV: Mutual respect – being able to argue which source of energy might be best for the future of our planet while respecting the different opinions in the room.
Cultural Capital: Understanding of different ecosystems around the world and how people interact with glacial landscapes.
Investigate the beauty and danger of glaciers.
Understanding of how we live in a changing world due to natural and human causes
UN Human Rights:
|
6 – life, survival, and development 8 – protection and preservation of identify 17 – access to information from the media 20 – children unable to live with their family 24 – health and health services 26 – social security 27 – adequate standard of living 28 – right to education |
Example Key Words
Renewable
An energy source that cannot be depleted and are able to supply a continuous source of clean energy.
Non-renewable
Comes from sources that will run out or will not be replenished for thousands or even millions of years
Fracking
A drilling method used to extract petroleum (oil) or natural gas from deep in the earth
Nuclear power
The energy in the nucleus, or core, of an atom which can be used to create electricity
Tidal energy
Tidal energy is created using the movement of our tides and oceans
Websites