YEAR 7

MAP SKILLS
           
this unit will last seven lessons

AIMS
To understand what is required of you in a geography lesson
To be able to use the main skills involved with using maps; 
Sketch maps, OS Map symbols, Grid references, Contour lines.

MAJOR OUTCOMES
During this module you will be expected to complete some of the following following:
Produce a poster entitled ‘Geography is …..’
Draw a map of your route to school
Recognise and use OS map symbols
Be able to find and give four and six figure grid references
Understand and be able to use contour lines
Make a scale model from a contour map
Apply the skills you have learnt to the ‘Treasure Island’ exercise.
         
KEY VOCABULARY
Contours Environment Ordnance Survey Symbol Cross section Atlas continent Height Cross Section
        
NUMERACY
During this module you will use grid references and produce a scale model.
                     
GCSE SKILLS
During this module you will develop the following skills which are needed for success at GCSE level:
• To be able to draw a sketch map
• To be able to read and interpret OS maps
• To understand how OS maps can be used to inform us about the shape of the land and how the land has been used.

HOMEWORKS                                      
Produce a poster entitled ‘Geography is……’
Learn the different OS map symbols
Draw a map of your route to school/ Draw a plan view of your bedroom
Produce a scale model of Cereal Island
Revise for the end of unit test

Assessment
Your work will be assessed in a variety of ways:
EFFORT: This will be graded 1 to 4.
ATTAINMENT:
The work you achieve in this unit will test the ‘skills’ area of the National Curriculum. You will have a written assessment at the end of the unit which will determine whether you are working beyond, achieving or working towards a national curriculum level 5 at the end of year 9.
 
MODULE 2 WEATHER AND CLIMATE

AIMS: 
• To understand the differences between weather and climate.
• To learn how to measure and forecast the weather

MAJOR OUTCOMES:
During this module you will complete some or all of these:
• Describe the main elements of the weather
• Explain why the weather is different in different parts of UK
• Use weather instruments to measure the weather elements
• Interpret weather forecasts and read synoptic charts
• Study extreme weather events
• Learn about climates and micro-climates
• Find out what makes up a weather station

KEY VOCABULARY:
Weather  Climate  Synoptic Chart Anemometer Wind Vane  Thermometer Precipitation Atmosphere  Visibility Temperature  Forecast Oktas Rain Gauge Stevenson Screen Sunshine Recorder Micro Climate

NUMERACY LINKS:
• You will add data to a table
• You will record measurements in millimetres, kilometres per hour and use directions

HOMEWORKS:

During the unit you will be set some of the following homework:
• Produce a weather forecast
• Produce a newspaper article
• Describe the elements of the weather
• Keep a weather log/diary
• Complete the write up of an investigation into the weather around the school

ASSESSMENT:
The work you achieve in this unit will test the ‘processes’ and ‘skills’ area of the National Curriculum. You will have a written assessment at the end of the unit which will determine whether you are working beyond, achieving or working towards a national curriculum level 5 at the end of year 9.

MODULE 3 RIVERS

This unit will last eight lessons

AIMS
To be able to use the key vocabulary associated with river studies.
To be able to describe the processes and understand the uses associated with rivers.

MAJOR OUTCOMES
During this module you will be expected to complete the following:
• Be able to use key vocabulary associated with the study of rivers
• Be able to describe the water cycle
• To know how we get fresh water supplies in Britain
• To know and be able to describe the main ‘jobs’ carried out by rivers
• To be able to describe the formation process of waterfalls and ox-bow lakes
• To write a case study of a river from source to mouth

KEY VOCABULARY
Condensation Confluence Deposition Erosion Estuary Meander Precipitation Evaporation
Source Transpiration Tributary Saturation

NUMERACY
During this module you will produce a bar chart of the main sources of fresh water.

GCSE SKILLS
During this module you will develop the following skills which are needed for success at GCSE level:
To be able to describe natural processes using key terminology
To be able to take notes from videos and produce a case study
• Produce a RIVERS title page
• Write the story of ‘Ronnie the Raindrop’
• Write or sketch a description of the river Severn describing how it changes from source to mouth.
• Write a poem entitled ‘Waterfall’ or research and produce a fact sheet about one waterfall of the world

ASSESSMENT
Your work will be assessed in a variety of ways:
EFFORT: This will be graded 1 to 4.
ATTAINMENT:  The work you achieve in this unit will test the ‘skills’ and ‘processes’ area of the National Curriculum area of the National Curriculum. You will have a written assessment at the end of the unit which will determine whether you are working beyond, achieving or working towards a national curriculum level 5 at the end of year 9. This will be based on your ability to describe the formation processes of meanders, waterfalls and ox-bow lakes.

MODULE 4 FLOODING

This unit will last five to six lessons.

AIMS
To understand the causes, effects and management of flood events.

MAJOR OUTCOMES 
During this module you will be expected to complete the following:
-Be able to write about the HUMAN and NATURAL causes of floods
-Be able to write in detain about the Bangladesh floods, in terms of causes, effects and management.
-Be able to compare flooding in Bangladesh (n LEDC) with flooding in an MEDC

KEY VOCABULARY
All key vocabulary associated with the previous unit (Rivers) and the following:
Floodplain Precipitation Prevention Causes

GCSE SKILLS
During this module you will develop the following skills which are needed for success at GCSE level:
-To be able to write up a specific ‘case study’ event in detail
-To be able to research individually a specific topic
-To be able to draw a relevant sketch map associated with a case study
-To compare two flood events

HOMEWORKS
During the module you will need to complete some of these:
-Produce three diary entries telling the story of a flood event
-Produce a mini project describing the causes, effects and management of flooding in Bangladesh
-Compare flooding in an LEDC with flooding in an MEDC

ASSESSMENT
Your work will be assessed in a variety of ways:
-EFFORT: This will be graded 1 to 4.
-ATTAINMENT: The work you achieve in this unit will test the ‘processes’ area of the National Curriculum.  You will be assessed as to whether you are working beyond, achieving or working towards a national curriculum level 5 at the end of year 9. This will be based on your Bangladesh Flooding project; your ability to describe the processes which contribute to flooding (both natural and human), your description of the location of Bangladesh and your description of how humans have attempted to manage the problem.

MODULE 5 SHOPPING

This module is the study of an economic activity:  shopping

AIMS: 
To investigate changes in shopping and reasons for those changes.

MAJOR OUTCOMES:
-To learn about the classification of economic activity.
-To explain what a ‘sphere of influence’ is.
-To consider the advantages and disadvantages of out of town shopping centres.
-To compare out of town shopping centres with town centres.
-To investigate the reasons for an increase in internet shopping.

KEY VOCABULARY:  
Convenience goods Comparison goods sphere of influence frequency  Settlement                  chain stores primary industry secondary industry  communications More Economically Developed Country (MEDC) Tertiary industry quaternary industry Less Economically Developed Country (LEDC)

HOMEWORK’S:
During the module you will receive a selection of homework’s from this list:-
• Produce a leaflet/poster to show how you think we will shop in 50 years time
• Make an advert for Bluewater or another OOTSC you know
• A title page for the module
• Design a web page for an internet shopping company
• Compare traditional shopping with internet/TV shopping

ASSESSMENT:
EFFORT: This will be graded 1 to 4.
ATTAINMENT:
The work you achieve in this unit will also test the ‘places’ and patterns and ‘processes’ area of the National Curriculum. Work will be assessed as to whether you are working beyond, achieving or working towards a national curriculum level 5 at the end of year 9.

Year 8
Module 1: ITALY

TIME:

This lesson will last seven lessons

AIMS:
• To know where Italy is located, the physical and human features associated with Italy and the differences in lifestyle between the north and south of Italy in terms of farming, industry and development.
• To be able to draw and interpret a climate graph.

MAJOR OUTCOMES:

During this module you will complete the following:
• Maps showing the main human and physical features of Italy
• A piece of work comparing life in the north and south of Italy.
• Climate graphs for the north and south of Italy and a comparison of the two.
• Bar graphs to consider how ‘developed’ Italy is.

KEY VOCABULARY
Apennines Mediterranean Peninsula Commercial Alps Sicily Subsistence Development

NUMERACY:
During this module you will learn how to construct and interpret a climate graph.

GCSE SKILLS:
During this module you will develop the following skills which are needed for success at GCSE level:
• To be able to draw and label and an accurate location map.
• To be able to draw and interpret a climate graph.
• To be able to compare two regions in terms of lifestyle and development.

HOMEWORKS:
• Produce a piece of work for display illustrating one aspect of life in Italy.
• Imagine you are from the south of Italy and you have just visited friends in the north of Italy. Write a postcard home describing the differences you have seen.
• Write a couple of paragraphs to explain how the climate of Italy differs between the north and south.
• Answer the following questions: a) How can we measure how developed a country is? B) Why is it difficult to say how developed Italy, as a country, is?
• Revise for the end of module assessment.

ASSESSMENT:
• EFFORT: This will be graded 1 to 5. If you try your best in class and with homework and you meet your deadlines you will receive a grade 1. The worst grade is 4.
• ATTAINMENT: The work you produce in this unit will be assessed against the ‘Places’ and ‘Scale’ strands of the National Curriculum. Your work will be marked as:
By – You are working BEYOND the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
Ac – You are ACHIEVING the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
T – You are working TOWARDS the standard required to achieve a National Curriculum Level 5 at the end of Year 9.

Module 2: Population and Settlement

TIME:
This lesson will last seven lessons

AIMS:
• To know that places across the world have high and low population densities and to understand why this is the case. To know what s meant by ‘The Population Explosion’.
• To understand the process of urbanisation which is occurring in LEDC’s.
• To know the locational factors looked for when siting a new settlement.

MAJOR OUTCOMES:
During this module you will complete the following:
• A map showing population density across the world
• Bar graphs comparing the population of British cities
• Considering how changes to birth and death rates affect population growth.
• To consider push and pull factors in LEDC’s
• To produce a poster showing the advantages of living in the USA rather than Mexico.
• To investigate sites to consider which is the best location.
• To consider the Settlement Hierarchy.

KEY VOCABULARY
Density Distribution Sparsely Densely
Settlement Population  

NUMERACY:
During this module you will draw and interpret graphs of population data.

GCSE SKILLS:
During this module you will develop the following skills which are needed for success at GCSE level:
• To be able to write a case study
• To be able to interpret data from a graph.

HOMEWORKS:
• Research which areas of the UK have high and low population densities and why.
• Imagine you and your family comes from rural Brazil. You’ve heard about the ‘Bright Lights’ of the city and are planning on migrating there. Describe a) what your life is like at the moment b) why you are leaving c) what you expect to find in the city.
• Complete poster showing the advantages of living in the USA rather than Mexico.
• Write a paragraph to explain the factors to look for when deciding where to locate a new settlement.

ASSESSMENT:
• EFFORT: This will be graded 1 to 5. If you try your best in class and with homework and you meet your deadlines you will receive a grade 1. The worst grade is 4.
• ATTAINMENT: The work you produce in this unit will be assessed against the ‘Processes’ and ‘Scale’strands of the National Curriculum. Your work will be marked as:
By – You are working BEYOND the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
Ac – You are ACHIEVING the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
T – You are working TOWARDS the standard required to achieve a National Curriculum Level 5 at the end of Year 9.

Module 3: The Geography of Football

AIMS:
• To understand how football and geography are linked. To know how we classify jobs and how football jobs fit into this. To know that there are winners and losers in the football industry.

MAJOR OUTCOMES:

During this module you will complete the following:
• Produce and test a hypothesis relating the size of a city to the quality of their football team.
• Classify jobs associated with a football club.
• A mini project considering how the building of the Millennium Stadium in Cardiff has affected the local area (advantages and disadvantages)
• A newspaper account highlighting the exploitation of children in LEDC’s producing football equipment.
• A decision making exercise considering why Wembley was chosen again as the site for the National Stadium.

KEY VOCABULARY
Hypothesis Secondary Quaternary Manufacture Primary Exploitation  

NUMERACY:
During this module you will use four and six figure grid references.

GCSE SKILLS:

During this module you will develop the following skills which are needed for success at GCSE level:
• To be able to classify jobs as primary, secondary, tertiary and quaternary.
• To be able to use grid references accurately
• To be able to write about conflicts between different groups of people when something new is built in an area.

HOMEWORKS:
• Answer the questions a) Does the size of a city affect the quality of the football team? B) Why? C) What evidence is there for this?
• Produce an A4 poster illustrating the different jobs associated with a football club.
• Complete the Cardiff Millennium Stadium project, highlighting the arguments for and against the stadium.
• Produce a newspaper report highlighting the exploitation of children in LEDC’;s working for the football industry.
• Answer the question – what factors would you consider when deciding where to locate a new stadium?
• Revise for the end of module assessment

ASSESSMENT:
• EFFORT: This will be graded 1 to 5. If you try your best in class and with homework and you meet your deadlines you will receive a grade 1. The worst grade is 4.
• ATTAINMENT: The work you produce in this unit will be assessed against the ‘Places’ and ‘Environment’ strands of the National Curriculum. Your work will be marked as:
By – You are working BEYOND the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
Ac – You are ACHIEVING the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
T – You are working TOWARDS the standard required to achieve a National Curriculum Level 5 at the end of Year 9.

Module 4: Ecosytems

TIME:

This lesson will last seven lessons

AIMS:
• To understand the physical features of the different biomes from across the world.
• To study the ways in which humans, plants and animals survive in both tropical rainforests and the savanna.
• To be able to draw and interpret a climate graph.

MAJOR OUTCOMES:
During this module you will complete the following:
• Be able to describe the location of different ecosystems across the world.
• Work in groups to design a poster describing in detail the rainforest ecosystem
• Explain the vegetation found in each ecosystem. Why is it like it is?
• Understand why the rainforests are being destroyed.
• Understand the different seasons in the savanna.
• To look at farming in the savanna.
• To investigate how people living in the savanna can use their biome sustainably.

KEY VOCABULARY
Biome Canopy Pastoralists Lianas Sustainability Emergents Acacia tree Soil erosion

LITERACY:
During this unit you will complete an extemnded piece of writing in the form of a project.

GCSE SKILLS:
During this module you will develop the following skills which are needed for success at GCSE level:
• To be able to describe the location of the world’s main ecosystems.
• To work with others to produce an informative piece of display work.
• To take part in a class discussion.

HOMEWORKS:
• Design a title page for ‘ecosystems’
• Describe and illustrate the four main biomes
• Research and gather information for posters about the Tropical Rainforests
• Complete project about the rainforests
• Write a newspaper article about farming in the savanna
• Design a leaflet informing people who live in the savanna how to live more sustainably.

ASSESSMENT:
• EFFORT: This will be graded 1 to 5. If you try your best in class and with homework and you meet your deadlines you will receive a grade 1. The worst grade is 4.
• ATTAINMENT: The work you produce in this unit will be assessed against the ‘Environment’ strand of the National Curriculum. Your work will be marked as:
By – You are working BEYOND the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
Ac – You are ACHIEVING the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
T – You are working TOWARDS the standard required to achieve a National Curriculum Level 5 at the end of Year 9.

Module 5: Tourism

TIME:
This lesson will last seven lessons

AIMS:
• To understand what makes a successful tourism town in the UK.
• To carry out an investigation ‘in the field’, collecting data for analysis and evaluation in the classroom.

MAJOR OUTCOMES:
During this module you will complete the following:
• A class survey considering holiday destinations visited.
• A piece of work about jobs associated with tourism.
• A day spent in Southend collecting data in order to examine the statement – “Southend is a successful tourist resort. What factors contribute to this?” Fieldwork techniques used include pedestrian counts, traffic counts, litter and environmental quality surveys, cross sections and field sketches.
• The write up of the investigation including method, analysis of data and conclusions.

KEY VOCABULARY
Hypothesis Southend Tourism Environmental Pedestrian Facilities Analysis Investigation

NUMERACY:
During this module you will create graphs to show the results of data collected in Southend.

GCSE SKILLS:
During this module you will develop the following skills which are needed for success at GCSE level:
• The completion of a successful geographical investigation with a hypothesis, method, analysis of data and conclusions.
• The collection of data ‘in the field’ in order to test a hypothesis
• The presentation of results

HOMEWORKS:
• Your homeworks in this module will involve you working on your investigation. You will need to work on your project both in class and at home.

ASSESSMENT:
• EFFORT: This will be graded 1 to 5. If you try your best in class and with homework and you meet your deadlines you will receive a grade 1. The worst grade is 4.
• ATTAINMENT: The work you produce in this unit will be assessed against the ‘Skills’ strand of the National Curriculum. Your work will be marked as:
By – You are working BEYOND the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
Ac – You are ACHIEVING the standard required to achieve a National Curriculum Level 5 at the end of Year 9.
T – You are working TOWARDS the standard required to achieve a National Curriculum Level 5 at the end of Year 9.

Year 9
Module 1: BRAZIL

Time:
This module will last 7 lessons

Aims:
To understand life in Brazil, an LEDC and the different lifestyles that exist for different groups of people across Brazil.

Major Outcomes:
During this module you will be expected to complete the following:
• Atlas work looking at South America, using the atlas effectively.
• A map of Brazil, highlighting the main physical and human features.
• An information sheet about the different regions of Brazil.
• A report about the Jakuna tribe in the Amazon Rainforest and why their lifestyle is under threat.
• A speech, highlighting the differences in lifestyle for the rich and the poor living in Sao Paulo.
• A comparison of Brazil with other countries in terms of its development.

Key Vocabulary:
Brazil Infant mortality Shifting Cultivation Shanty Towns Life Expectancy Jakuna Amazon Brasilia Sao Paulo 

Numeracy:
During this module you will use scale to draw maps.

GCSE Skills:
During this unit you will develop the following skills which are required for success at GCSE level:
 How to draw an accurate location map
 To be able to write about the differences which exist within a country in terms of development.
 To be able to write a ‘case study’ of a particular place/group of people e.g. The Jakuna tribe and Sao Paulo.

Homeworks:
• Title page – fact sheet about Brazil including details such as flag, capital, currency….
• Individual research into the different regions of Brazil.
• Complete news articles about The Jakuna Tribe.
• Complete speeches about the rich and poor in Sao Paulo.

Assessment:
EFFORT: This will be graded 1 to 4. If you try your best in class and with homework, meeting deadlines you will receive an effort grade 1. The worst grade is X when you have made no progress during the unit.
ATTAINMENT: At the end of the unit you will be assessed as a result of the speech and Brazil regions work you have completed. You will be either working ‘beyond’, ‘achieving’ or working ‘towards’ a National Curriculum level 5 at the end of Year 9.

Module 3: Global Issues

Time:
This module will last 7 lessons

Aims:
To understand the global concerns surrounding resources, energy, acid rain and global warming. To understand the causes, effects and future management of each of these issues.

Major Outcomes:
During this module you will be expected to complete the following:
• Complete a table to illustrate how we can recycle, replace or reduce different resources.
• A piece of work discussing the advantages and disadvantages of different sources of energy.
• A piece of work about Acid Rain looking at the causes, effects and management.
• A mini project about Global Warming, again looking at the causes, effects and management.
• A poster, produced in groups, illustrating the lyrics to the Counting Crows song ‘Bog Yellow Taxi’

Key Vocabulary:

Environment Resources Renewable Alternative Disputes Emissions Atmosphere Deforestation Fossil fuels Export

GCSE Skills:
During this unit you will develop the following skills which are required for success at GCSE level:
 To be able to write about human and natural causes of global problems
 To be able to make and justify decisions about the future e.g. sources of energy

Homeworks:
• Produce a poster, report or poem, educating people about how they can help reduce the threat of a global energy crisis.
• Imagine you are the Mayor of London. What should be done here to reduce the effects of acid rain? Write about your plan for the city.
• Two homeworks will be to work on the Global Warming projects.

Assessment:
EFFORT: This will be graded 1 to 4. If you try your best in class and with homework, meeting deadlines you will receive an effort grade 1. The worst grade is X when you have made no progress during the unit.
ATTAINMENT: Your Global Warming project will be marked with a National Curriculum level. You will be given clear guidance as to what you need to do in order to achieve each level. You will then be assessed as working ‘beyond’, ‘achieving’ or working ‘towards’ a level 5 at the end of Year 9.

Module 6:Japan

Time:
This module will last 7 lessons

Aims:
To understand life in Japan, an MEDC and the different lifestyles that exist for different groups of people across the country.

Major Outcomes:
During this module you will be expected to complete the following:
• Produce a map of Japan, showing the main human and physical features.
• Write about the main differences between Japanese and British cultures
• Produce a table illustrating Japan’s sources of industry
• Write about why Japan becoming the World’s richest nation was such an achievement
• Write about how Japan’s industry has affected the environment
• Produce a poster to show how life differs between urban Tokyo and rural Kyushu
• Compare Japan to other countries in terms of its development

Key Vocabulary:
Traditional Tokyo Intensive Geo-thermal Culture Industrial Hydro-electricity Literacy Infant mortality Achievement

Numeracy:
During this module you will complete a climate graph and produce a data table.

GCSE Skills:
During this unit you will develop the following skills which are required for success at GCSE level:
 Produce an accurate map of a country, illustrating human and physical features
 Be able to write about specific places as ‘case studies’
 Be able to talk about a country in terms of its development, as an LEDC or MEDC.

Homeworks:
• Produce a title page. Include images associated with Japan and its culture.
• Complete the extended writing task about why Japan becoming the world’s richest nation was such a great achievement.
• Complete the poster illustrating the differences between life in urban Tokyo and rural Kyushu.

Assessment:
EFFORT: This will be graded 1 to 4. If you try your best in class and with homework, meeting deadlines you will receive an effort grade 1. The worst grade is X when you have made no progress during the unit.
ATTAINMENT: You will be assessed on the work that you produce in class and for homework during this module. You will be working ‘beyond’, ‘achieving’ or working ‘towards’ the standard required for a National Curriculum level 5 at the end of the year.