Unit | Content |
---|---|
Unit 1 Extremes | In this introduction to Key Stage 3 Geography, students explore some of the world's many extremes. These include the hottest, richest, poorest, and driest places on Earth. They study coral reef and ocean ecosystems, looking at how humans impact these environments and how we can protect them. The unit concludes with a focus on life in Antarctica. Knowledge developed:
Skills developed:
Assessment: At the start of Term 2, students complete a written assessment based on the skills and knowledge they have accumulated. They then complete a decision-making exercise mid-way through Term 2, which is self-assessed in class. |
Unit 2 The UK | In this unit, students consider differences in the lives of people living in the UK. They explore the distribution of populations within the country, considering how geography can influence differences in opportunity. Students learn to draw their own conclusions from studying the northern and southern regions of England, rural and urban settlements, coastal communities, and patterns of migration to the UK. Later in the unit, students look at the impacts of flooding and extreme weather events, evaluating the UK's response to these challenges. Knowledge developed:
Skills developed:
Assessment: Learning is assessed formatively in lessons, through the use of students’ class notebooks alongside quizzes and discussions. Learning is summatively assessed at the beginning of Term 5, in a written assessment. |
Unit 3 Flooding in Bangladesh | Students build on the previous topic by studying flooding in Bangladesh. The unit works sequentially through causes, effects and responses to flooding and considers how climate change and poverty exacerbate the challenges for Bangladesh. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed both through student booklets and with an assessment at the start of Term 4. Booklet work demonstrates what students can do in lessons supported by teacher/peers, while the Term 4 assessment is in exam conditions, working independently. |
Units 4 & 5 Development and India | Students study difference within and between national economies. They will consider how imbalances can result in varying standards of living around the world, looking in detail at informal settlements in India. Students learn to construct a balanced argument about whether using environmentally destructive methods, such as coal mines, is acceptable for economic gain in low-income countries (LIC) and newly emerging economies (NEE). Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed summatively at the start of Term 5 with a range of short and long questions using a variety of command words. |
Unit 6 Antarctica | Students are introduced to the idea of fantastic places and the concept of wildernesses. Students study a range of human and physical processes that have an impact on Antarctica. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets and through a variety of questions distributed across the unit's lessons. |