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
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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
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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.
All of the below and…
can evaluate whether
the similarities,
differences and links
between places are
typical or atypical.
All of the below and…
can understand that
complex interactions can
cause physical processes
and landforms to change
over time.
All of the below and…
can understand that
complex interactions
can cause human
processes and societies
to change over time.
All of the below and…
can draw selectively on geographical
ideas and theories.
can complete geographical investigations
independently at different scales.
8
All of the below and…
can recall a wide range of
specific detail relating to the
issue and to the location
being studied.
All of the below and…
can link human and
physical processes
and explain how they
interact to influence
and change
landscapes,
environments and
the climate.
All of the below and…
can explain changes in
the characteristics of
landforms over time in
terms of physical
processes.
All of the below and…
can explain changes in
the characteristics of
societies over time in
terms of human
processes.
All of the below and…
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
All of the below and…
can recall a range of specific
detail relating to the issue
and to the location being
studied.
All of the below and…
can relate detailed
knowledge,
understanding and
conceptual ideas to
other places, often
with specific detail.
All of the below and…
can use named examples
and place knowledge to
explain physical
processes with specific
detail.
All of the below and…
can use named
examples and place
knowledge to explain
human processes with
specific detail.
All of the below and…
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
All of the below and…
can recall specific facts
relating to the issue and to
the location being studied.
All of the below and…
can explain fully how
places are linked and
can start to relate
knowledge,
understanding and
key ideas to other
places.
All of the below and…
can explain physical
processes in detail using
a variety of key words.
can explain fully how a
variety of landforms have
been formed.
All of the below and…
can explain human
processes in detail using
a variety of key words.
All of the below and…
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
All of the below and…
can recall some detail (at
times without facts and
figures) relating to the issue
and to the location being
studied.
All of the below and…
can link places
together through
brief explanations (X
links to Y because…).
All of the below and…
starts to explain physical
processes.
starts to explain how
major landforms have
been created, using
linked statements.
All of the below and…
starts to explain human
processes.
All of the below and…
can use other sources of evidence, such
as aerial photos and satellite images, to
describe places.
can suggest ways of carrying out
fieldwork.
4
All of the below and…
can recall vague detail
(often without facts and
figures) relating to the issue
and to the location being
studied.
All of the below and…
can start to link
places together in
simple descriptive
terms (X links to Y).
All of the below and…
can recognise and
describe physical
processes, such as
erosion.
can start to suggest how
major landforms have
been created, although
detail might be vague.
All of the below and…
can recognise and
describe human
processes, such as
urbanisation, although
detail might be vague.
All of the below and…
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
All of the below and…
can offer generalised
statements relating to the
issue and to the location
being studied.
All of the below and…
can identify
similarities and
differences between
places.
All of the below and…
can identify the
fundamental parts of
different landforms and
physical processes.
All of the below and…
can identify the
fundamental parts of
human processes, such
as world population
trends.
All of the below and…
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
All of the below and…
can offer one or two simple
but perhaps incorrect
statements relating to the
issue and to the location
being studied.
All of the below and…
can identify basic
similarities and
differences within a
place.
All of the below and…
can identify a range of
landforms.
can identify some
physical processes in
basic terms (such as air
rises and cools).
All of the below and…
can identify some
human processes in
basic terms, such as
people move to cities.
All of the below and…
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.
• By the end of this unit all students
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