Key Stage 3
Key stage 3 Geography is going places!
At key stage three, Chiswick Geography lessons really take you to a diverse mixture of places on a range of scales, from local to global. We explore cultures, places and environments while learning about how we are connected to other parts of the world. We identify geographical patterns and processes and how social, economic and environmental factors affect the world we live in. We practise geographical enquiry both inside and outside the classroom, and use a range of geographical skills and resources to develop a deeper understanding of the world around us.
Below you will see the extensive range of topics covered with a brief summary.
Geography in Year 7 is taught within the Opening Minds curriculum.
The world we live in is beautiful, dynamic and varies from place to place. Possibly the most fundamental aspect of Geography, it is important to understand the basics of maps and mapping skills in order to have a more secure grasp of the subject. Therefore we study how we are connected to other countries using maps and learn key map making/reading skills both in and outside of the classroom.
Primary Economic Activity - Is there Blood on your Bling?
From miners to millionaires! Where does a ‘Girl’s Best Friend’ really come from? Often costing a man his monthly salary, we begin year 8 focusing on the diamond mining industry. We ask - Why are diamonds so expensive? Where does the money actually go? We explore the contentious issues surrounding the exploitation of workers and students examine the winners and losers in the diamond industry. In their assessment, students produce NGO leaflets to highlight the blood diamond issue and urge action.
Secondary Economic Activity - Inside the sweatshop?
The second half term examines the manufacturing industry, again focusing on the exploitation of workers, this time in sweatshops. Students look specifically at Nike and Gap as examples of the global shift of the manufacturing industry and the impacts this shift has had upon people and places. Students write a letter to the managing director of Nike to express their opinions about our increasingly globalised world.
Tertiary Economic Activity – Paradise Lost? Tourism in Thailand
Our journey begins in a ‘LOST’ style scenario – we meet a variety of characters who are traveling to Thailand and through these characters we investigate the physical and human processes that make Thailand an increasingly popular place for tourists to visit. Students consider the possible social and cultural effects of tourism in Thailand and some of the ethical issues and responsibilities associated with visiting another country and culture.
Ecosystems and endangered species
Human progress can often affect natural environments and the species that call those environments home. In this unit, students will initially learn about the different ecosystems that exist around the world and the factors that control them. They will then focus upon a specific ecosystem, to assess the impact of human processes on the animal and plant life that exists there. Is it possible for man and nature to co-exist sustainably?
With the world’s population ever increasing, the global temperature rising and the pressure on resources such as water, coal and oil increasing we must ask ourselves: what does this mean for me? How will the global changes affect Chiswick, the UK and others around the world? What can we do locally, as a nation and as a global community to help? These are some of the questions debated in our Global issues unit in year 8.
Risky World – Wild Weather and Water!
In this unit, students are encouraged to investigate a range of water and weather hazards that affect people and environments around the world. Students follow the path of cyclones and tornadoes to assess the devastation they can cause in MEDCs and LEDCs. They learn about the destructive power of forest fires and also look at the causes of flooding and the impacts that a raging river can have when its banks overflow...
Tectonic hazards - earthquakes and volcanoes!
In this unit, students will investigate the might of earth shattering earthquakes and violent volcanoes as they use case studies to explore the causes, effects and responses to these tectonic hazards that affect so many around the world. Students exercise their creativity through model making and are assessed by their ability to provide solutions to the devastating impacts of the Montserrat eruption.
Population and Movement and Settlements
In this unit, students explore the concept of citizenship from a geographical perspective which is relevant and meaningful to today’s world. They consider how the world’s population is growing and the impacts that different forms of migration can have by investigating conflicts and celebrating diversity. More and more cities around the world contain over 10 million people and therefore qualify as a ‘megacity’. In this unit, students will trace the growth of settlements and investigate why certain cities such as Dubai and Rio grow and the problems that are faced. Students will use their understanding and imagination to create a sustainable vision for the future of the world’s urban areas. In their assessment, students complete a project about the forced migration that occurred during the Rwanda conflict.
We live on an ever changing island with a dynamic coastline. We will explore the physical processes of the seas and ocean around us and how our coastline is changed by the sea. Then we will think about the impacts this has on our society and economy and act as a Local Council that has to evaluate the best choice of coastal protection. To complete the unit, we will design a sustainable island paradise which considers the problems faced by islands around the world including growth in tourism and increasing populations.
Geographers need to consider challenges or society faces and crime affects us on local, national and global scales. We investigate how crime is connected to geography by assessing global crime patterns and analysing how it can affect our lives and the lives of those in LEDCS. Using ICT and field work in the local area, we gain a deeper insight into our society and world.
The purpose of this unit is to stimulate an interest in and a sense of wonder about places. The main emphasis is to develop students’ ‘geographical imaginations’ of places at a variety of scales and to develop their understanding of the physical and human factors that have shaped them. Students will travel from the hottest, to the coldest, to the highest, to the most bizarre parts of the world in their last key stage three geographical journey before they progress to GCSE…
Each key stage 3 topic lasts approximately 6 weeks and ends with an assessment. The purpose of this is to monitor students’ progress and to ensure that they are on track to meet their target grade. The assessments vary in style from debates, posters and role-plays to making models, leaflets, group presentations, newspaper articles and letters. This diversity should ensure that all students achieve their potential. Assessment is, however, an ongoing process and students’ class work will be monitored and marked by their teacher on a fortnightly basis to ensure they are on track.
Geography encourages students to engage with important global issues and develops transferable skills that employers value highly whether you go on to be a marine biologist, a teacher or a travel writer! Useful resources to stay ahead in Geography will include any websites, newspapers or journals which can keep you up to date with current geographical issues. Some useful information sources are listed below:
http://www.bbc.co.uk/news is a good source of up-to-date case studies.
http://www.bbc.co.uk/news/science_and_environment will keep you up to date with current environmental issues or discoveries.
http://www.guardian.co.uk has some excellent sections on development, environment, culture and society.
http://www.georesources.co.uk/indexalevel.htm has some useful content summaries and case study examples.
http://www.geography.org.uk is the Geographical Association’s website which is an absolute gold mine of information.
Otherwise, talk to your teachers about the text books and revision guides that we use (there are lots of second hand text books on Amazon if you wanted to buy them) or look at the exam board website
You may be able to download useful apps at http://www.apple.com/uk/ipad/from-the-app-store/education.html