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.
The study of the natural features of the earth's surface.
The study of how people interact with the natural world.
The study of the environment and how humans and animals live in it.
All of the visible features of an area of land.
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.
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".
Brown lines on a map that join areas of equal height.
The altitude (height) of an exact point on a map. Usually represented by a black dot.
The course that is taken to get from one place to another.
This unit enables students to develop a sense of place in the word.
Students will consider their own geographical location in relation to that of others.
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.
The movement from one place to another. This can be within a country (internal) or between countries (international).
A person who moves from one place to another. This can be for work, family, or safety.
The movement of people out of a country.
A person who has been forced to leave their country in order to escape war, persecution, or natural disaster.
Negative things that push people out of a place, e.g. war, lack of jobs, poor education & bad weather.
Positive things that attract people towards a place, e.g. well-paid jobs, good education and nice weather.
The amount of babies born per 1000 people, per year.
The amount of deaths per 1000 people, per year.
A population whose average age is increasing.
An area with a large amount of people in it, e.g. East China.
An area with few people in it, e.g. West China.
A poor country, e.g. Ethiopia.
A rich country, e.g. The United Kingdom
The movement of a person into a country, to live.
The amount of people living in a certain area.
Students are made aware of their position within a multicultural society and the issues that the nation faces.
Students are made aware of the complicated nature of the issue of migration and population management in an increasingly globalised world.
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.
When there is too much water for a river channel to hold and it bursts its banks.
A bend in a river.
The wearing away of land by water.
The movement of eroded material by water.
The dropping of eroded material when a river loses its energy.
A high income country, e.g. The UK.
A low income country, e.g. Bangladesh.
The continuous movement of all forms of water around the Earth.
Man-made, expensive methods of preventing river/sea flooding. Examples include dams and sea walls.
Natural, cheaper methods of preventing river/sea flooding. Examples include embankments and beach replenishment.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
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.
Provide people with food and drink at a social event, e.g. a football match.
Goods that are bought and sold.
The act of supporting an event or organisation financially or through the provision of products or services.
Jobs that involve the use of the natural landscape, e.g. mining or farming.
Jobs that involve the manufacturing and assembling of products, e.g. builders.
Jobs that involve commercial services. This sector has the widest range of jobs, e.g. teachers, doctors and the police.
The process of making money. More money will be earned than is spent.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
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.
The process of cutting down and clearing an area of trees.
A biological community of interacting organisms and their physical environment.
The natural surroundings.
A large, naturally occurring community of flora and fauna occupying a major habitat, e.g. forest or tundra.
The plants and vegetation of a particular region.
The animals of a particular region.
A series of organisms each dependent on the next as a source of food.
The process of change by an organism so that it becomes better suited to its environment.
The tallest trees found in the rainforest.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
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.
Any form of water that falls to the Earth.
The average conditions in an area. Measurements are usually taken over a 30-year period.
The day-to-day conditions of a small area.
The process by which water vapour turns into a liquid.
The process by which liquid water turns into water vapour after being heated by the sun.
An instrument used to measure temperature.
An instrument used to measure wind speed.
An instrument used to measure wind/atmospheric pressure.
The ability of the Earth's surface to reflect light back into the atmosphere.
The main wind direction experienced by an area.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.