Geography Y8

Overall Curriculum Goals

To be aware of global inequality and what can be done to close the development gap

To understand why Planet Earth has different climates and biomes.

To become more familiar with the continent of Asia

To understand the geopolitical issues that have led to conflicts in The Middle East

To understand how water shapes the landscapes we live in.

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Topic Title: 

Should we think of Africa as a ‘poor continent?’

Topic Title: 

How do weather and climate affect the world?

Topic Title: 

How diverse is the Asian continent?

Topic Title: 

Is tourism a curse or a benefit for Thailand?

Topic Title: 

Why is there conflict in the Middle East?

Topic Title: 

How does water shape the land?

Topic Intent:

The aim of this unit is to improve the place knowledge of students with regard to the continent of Africa.

Within the unit students will be introduced to the topic of development, they will study the historic reasons why there is a development gap within the world, and understand the interconnectivity between HIC and LIC.

Students will be introduced to new skills and tools such as the DTM and population pyramids which are used throughout economic geography.

Students will be asked to reflect on the consequences of poverty in relation to the quality of life of some Africans.

Students will study the country of Kenya in more depth, and reflect on the diversity of the country.

Topic Intent:

The National Curriculum explicitly states that pupils should be able to identify seasonal and daily weather patterns in the United Kingdom. Any studies of places will involve learning about the local weather and its impact on people’s lives. There are also opportunities to use weather studies to create cross-curricular links combining elements of literacy, maths and science, The study of world climates and biomes allows students to see the interrelationships between different parts of the world, and how preservation of ecosystems can be of importance not only at a local and national scale, but also at an international scale.

Topic Intent: 

Through the study of the Asian continent, students will embed and secure knowledge in a range of key geographical issues they have begun to cover. Through this unit, studies of the Demographic Transition Model, weather, climate and ecosystems and disparities and contrasts of development within countries and continents will be retrieved, extended and secured. Students will learn about real-life relevant modern world issues such as dark tourism and rural-urban migration. They will cover important global issues surrounding the case study of Thailand i.e. sexual health, homophobia and transphobic impressions. It is through this work that students will develop an empathy and understanding of these global issues and begin to express and develop a conscientious understanding of LIC/NEE countries in comparison to our own HIC.

Topic Intent: 

Through the study of the Asian continent, students will embed and secure knowledge in a range of key geographical issues they have begun to cover. Through this unit, studies of the Demographic Transition Model, weather, climate and ecosystems and disparities and contrasts of development within countries and continents will be retrieved, extended and secured. Students will learn about real-life relevant modern world issues such as dark tourism and rural-urban migration. They will cover important global issues surrounding the case study of Thailand i.e. sexual health, homophobia and transphobic impressions. It is through this work that students will develop an empathy and understanding of these global issues and begin to express and develop a conscientious understanding of LIC/NEE countries in comparison to our own HIC.

Topic Intent:

This unit builds and secures the knowledge already gained through the study of the Africa and Asia units of work in Year 8. The Middle East is an important world region in the middle of the Asian continent. As a KPHS student in Rochdale, it is vital that students understand and empathise with differing levels of development that exist within that region and the wider world. A portion of our students at KPHS have links to Pakistan/Bangladesh in the Middle East, some even arriving seeking asylum and speaking little other than basic English. It is exciting for students to study a place in the world that is relevant to themselves as students at KPHS and has global and local issues interconnected throughout. Students will study the importance of natural resources (particularly oil) as a staple for economic growth and regional corruption in the Middle East as well as exploring the ongoing terrorism and conflict in Syria and Yemen.

Topic Intent: 

This unit is about physical processes and systems of rivers and their landscapes, how they change, and how people interact with them at a range of scales and in a range of places.

Key Content / Skills:  

  • Where and what is Africa?
  • What are Africa’s climate zones?
  • What is the development gap?
  • How do we measure development in Africa?
  • What is the demographic transition model and where do different African regions fit?
  • How do we construct and interpret population pyramids?
  • Is malaria a disease of the poor?
  • What is urbanisation?
  • How has urbanisation changed Kenya?
  • How does uneven development lead to squatter settlements?
  • How do tribes in Kenya live?
  • What types of jobs do people do in Kenya?

Key Content / Skills:  

  • What is the difference between weather and climate?
  • How has climate changed throughout Earth’s history?
  • How do we measure weather?
  • What are clouds and why does it rain?
  • What is global atmospheric circulation?
  • How does climate vary across the world?
  • Why are hot deserts hot and cold deserts cold and rainforests… rainy?
  • What is the climate of the UK?
  • What are the different types of extreme weather?
  • How does extreme weather affect countries in LICs and HICs? Caribbean
  • How can extreme weather affect the UK? UK Case Study
  • How can we manage extreme weather?

Key Content / Skills:  

  • What are the main human and physical characteristics of Asia?
  • Where are the different climate zones distributed around Asia?
  • Is Asia densely populated?
  • How have animals and plants adapted to living in Asia?
  • Where are Asian countries on the Demographic Transition Model?

Key Content / Skills:  

  • Where is Thailand?
  • Extreme weather in Thailand
  • How has Thailand developed economically?
  • How has Thailand developed socially and culturally?
  • What are the benefits of tourism in Thailand?
  • How has dark tourism affected Thailand?
  • What impact has dark tourism had on endangered species in Thailand?
  • Rural-Urban migration in Thailand
  • Bangkok – a city of diversity

Key Content / Skills:  

  • Where and what is the Middle East?
  • How does physical geography affect this important region?
  • What problems does the climate of the Middle East create for the region?
  • Bear Grylls – Desert Survivor
  • Can you design your own desert biome backpack?
  • Where is the Thar Desert?
  • How have plants and animals adapted to life in the Thar Desert?
  • What are the opportunities and challenges for development in the Thar Desert?
  • Why is the population of the Middle East so diverse?
  • Why is the Middle East a major economic region of the world?
  • How has the UAE developed?
  • Why is Yemen the poorest country in the Middle East?
  • How developed is Dubai?
  • Why is there ongoing conflict in the Middle East?
  • How are Syrian children being exploited in Turkish sweatshops?
  • What impact will Qatar 2022 have on the Middle East?

Key Content / Skills:  

  • What are the features of the river basin?
  • How does erosion change the landscape?
  • How does the river carry its load?
  • Why is material deposited?
  • How was High Force Waterfall formed?
  • How is an ox-bow lake formed?
  • How are deltas and estuaries formed? Egypt
  • How do rivers contribute to local economies? Nile
  • What factors affect river flooding?
  • How can we mange river flooding?

Assessment:

Written, 40 marks, completed in October

Assessment:

Written, 40 marks, completed in December

Assessment:

Written, 40 marks, completed in February

Assessment:

Written, 40 marks, completed in April

Assessment:

Written, 40 marks, completed in May

Assessment: 

Written, 40 marks, completed in July

Home Learning:

Worksheets, revision activities and Microsoft Teams assignments.

Employability, Professionalism and Enterprise  (EPE) Links

As the world becomes more interconnected, many jobs will have more to do with Africa and its people.

Employability, Professionalism and Enterprise  (EPE) Links

The weather and climate is different around the world and effects people in different ways. Therefore, it is important to understand the difference between the two terms.

This topic is important to jobs such as meteorologist, pilot, environmental engineer.

But in reality, weather and climate affect us all.

Employability, Professionalism and Enterprise  (EPE) Links

Increasing levels of globalisation and global inter dependence means that countries in Asia will continue to play an increasingly significant role in employment here in Western Europe.

Employability, Professionalism and Enterprise  (EPE) Links

Tourism (Pre pandemic) was one of the major growth industries worldwide and one of the main vehicles used by some LIC’s to close the development gap.

Employability, Professionalism and Enterprise  (EPE) Links

Increasing levels of globalisation and global inter dependence means that continued conflict in the Middle East will have an impact on our lives and economies here in Western Europe.

Employability, Professionalism and Enterprise  (EPE) Links

An understanding of river management is becoming increasing important with the continued impact of climate change, as we try to balance the need to promote the economy and the needs of the people whilst protecting the environment.

Useful Links

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