Geography - Year 7

Geography Overview

Term 1: Introducing Britain

An introduction to the Geography of the British Isles through amazing landscapes and mapping. This introductory unit will capture students’ interest in geography and stimulate a sense of wonder about the world. It begins by setting out the key concepts and topic areas that students will cover in their KS3 Geography course and beyond. Students locate their place in the world using maps of a variety of scales. They then focus on the geographer’s view of Britain; through photographs and virtual tours in search of different types of geographical landscapes. Students understand how to (re)present their Geography throughout the unit using words, mental maps, sketch maps and photographs. They are encouraged to consider their emotional response to landscapes and frame their own good geographical questions about what they see and hear.

  1. Q&A paper focusing on locational knowledge, photograph analysis, key terms, enquiry questions, physical and human geography.
Physical Geography

The study of the natural features of the earth's surface.

Human Geography

The study of how people interact with the natural world.

Environmental Geography

The study of the environment and how humans and animals live in it.

Landscape

All of the visible features of an area of land.

Scale

Allows you to calculate the size, height and dimensions of features shown on a map. It is represented as a ratio between real life sizes and size on a map.

Grid References

A map reference that enables a person to locate a feature on a map. The golden rule of grid references is, "along the corridor and up the stairs".

Contour Lines

Brown lines on a map that join areas of equal height.

Spot Heights

The altitude (height) of an exact point on a map. Usually represented by a black dot.

Route

The course that is taken to get from one place to another.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

This unit enables students to develop a sense of place in the word.

Create a supportive community:

Students will consider their own geographical location in relation to that of others.

Term 2: Moving Stories

Students will learn about population change through the stories of real people moving to or from different places. This unit will enable them to make connections with other people and places.

After considering the multicultural nature of British identity, an issue based approach will encourage students to think critically about population issues and become better informed citizens.

  1. Extended piece of writing based on Britain's changing population.
Migration

The movement from one place to another. This can be within a country (internal) or between countries (international).

Migrant

A person who moves from one place to another. This can be for work, family, or safety.

Emigration

The movement of people out of a country.

Refugee

A person who has been forced to leave their country in order to escape war, persecution, or natural disaster.

Push Factors

Negative things that push people out of a place, e.g. war, lack of jobs, poor education & bad weather.

Pull Factors

Positive things that attract people towards a place, e.g. well-paid jobs, good education and nice weather.

Birth Rate

The amount of babies born per 1000 people, per year.

Death Rate

The amount of deaths per 1000 people, per year.

Ageing Population

A population whose average age is increasing.

Densely Populated

An area with a large amount of people in it, e.g. East China.

Sparsely Populated

An area with few people in it, e.g. West China.

Low Income Country (LIC)

A poor country, e.g. Ethiopia.

High Income Country

A rich country, e.g. The United Kingdom

Immigration

The movement of a person into a country, to live.

Population

The amount of people living in a certain area.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are made aware of their position within a multicultural society and the issues that the nation faces.

Create a supportive community:

Students are made aware of the complicated nature of the issue of migration and population management in an increasingly globalised world.

Term 6: Weather or Climate?

Have you ever wondered why it rains and where all the rain water goes? Why, when the weather here is great, is it often great for five or more days? Why does the Caribbean have a much nicer climate than ours?

As well as finding the answer to these and many more questions, students will carry out their own microclimate enquiry and analyse weather data.

  1. Students will carry out an investigation of the local climate.
Precipitation

Any form of water that falls to the Earth.

Climate

The average conditions in an area. Measurements are usually taken over a 30-year period.

Weather

The day-to-day conditions of a small area.

Condensation

The process by which water vapour turns into a liquid.

Evaporation

The process by which liquid water turns into water vapour after being heated by the sun.

Thermometer

An instrument used to measure temperature.

Anemometer

An instrument used to measure wind speed.

Barometer

An instrument used to measure wind/atmospheric pressure.

Albedo

The ability of the Earth's surface to reflect light back into the atmosphere.

Prevailing Wind

The main wind direction experienced by an area.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Knowledge of the world around them and the issues that they face now and potentially int he future.

Create a supportive community:

Understanding of how we need to work together for a better future.

Term 5: Rainforests: Should We Save The Rainforests?

After a brief introduction to the climate of different biomes, students focus on the rainforest; one of the most biodiverse ecosystems. They will gain an appreciation of the importance of the rainforest. Students will explore how the rainforests grew and adapted to the hot wet climate. They will learn how the rainforest is being destroyed by logging, mining, cattle ranching and farming and the schemes to save it. They look at sustainable uses of the forest.

  1. Students will attempt a series of staged questions at the end of the topic.
Deforestation

The process of cutting down and clearing an area of trees.

Ecosystem

A biological community of interacting organisms and their physical environment.

Environment

The natural surroundings.

Biome

A large, naturally occurring community of flora and fauna occupying a major habitat, e.g. forest or tundra.

Flora

The plants and vegetation of a particular region.

Fauna

The animals of a particular region.

Food Chain

A series of organisms each dependent on the next as a source of food.

Adaptation

The process of change by an organism so that it becomes better suited to its environment.

Emergent

The tallest trees found in the rainforest.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Knowledge of the world around them and the issues that they face now and potentially int he future.

Create a supportive community:

Understanding of how we need to work together for a better future.

Term 4: Geography & Sport

Sport has strong links to Geography, through the environment and locations in which it is played, the flow of sports teams and players as well as the flow of sports goods. Students put on their football boots and earn and spend millions. They then have to make a reality check as they visit Pakistan to see how the people who hand-stitch footballs are exploited. Considering the legacy of the Olympics, students also explore how sports venues can be used to regenerate an area.

  1. Students will be assessed throughout the term with the use of plenary exercises in every lesson.
Catering

Provide people with food and drink at a social event, e.g. a football match.

Merchandise

Goods that are bought and sold.

Sponsorship

The act of supporting an event or organisation financially or through the provision of products or services.

Primary Jobs

Jobs that involve the use of the natural landscape, e.g. mining or farming.

Secondary Jobs

Jobs that involve the manufacturing and assembling of products, e.g. builders.

Tertiary Jobs

Jobs that involve commercial services. This sector has the widest range of jobs, e.g. teachers, doctors and the police.

Profit

The process of making money. More money will be earned than is spent.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Knowledge of the world around them and the issues that they face now and potentially int he future.

Create a supportive community:

Understanding of how we need to work together for a better future.

Term 3: Future Floods: Can Geographers Make A Difference?

Students are introduced to the processes and landforms along the course of a river. Students encounter images and headlines that scream ‘disaster’. It is vital that they learn to make sense of what is happening in their world. After defining and classifying natural hazards, students are challenged to find a solution to the hazard of flooding using a wide range of geographical skills. Using case study examples of places at different levels of economic development, they compare and contrast the causes, affects and responses to flooding.

  1. Students will complete a timed extended piece of writing looking at the effects of flooding in both HICs and LICs.
Flood

When there is too much water for a river channel to hold and it bursts its banks.

Meander

A bend in a river.

Erosion

The wearing away of land by water.

Transportation

The movement of eroded material by water.

Deposition

The dropping of eroded material when a river loses its energy.

HIC

A high income country, e.g. The UK.

LIC

A low income country, e.g. Bangladesh.

Water Cycle

The continuous movement of all forms of water around the Earth.

Hard Engineering

Man-made, expensive methods of preventing river/sea flooding. Examples include dams and sea walls.

Soft Engineering

Natural, cheaper methods of preventing river/sea flooding. Examples include embankments and beach replenishment.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Knowledge of the world around them and the issues that they face now and potentially int he future.

Create a supportive community:

Understanding of how we need to work together for a better future.