Geography

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how to make TEMA more sustainable by looking at existing initiatives such as solar schools and living streets. Skills Covered • Mapwork. • Graphicacy. • Distilling.



Humanities Department Curriculum Subject and Year =

Geography Year 8

Year

Term 1

Term 2

Subject Content

The Developing World

The Changing Face of Manchester

Learning Aims

Skills Covered

Term 3 Geography of conflict

Term 4

Term 5

Our Restless Planet

Living Within Our Means

To learn about economic development; how it differs between countries and within countries and how it is measured.

To learn about urban land use and use Manchester as their case study. In particular, this topic is focussed around regeneration of different areas, including Beswick.

To develop an understanding of some international geopolitical issues: the causes impacts and management. This will focus on ISIS, people trafficking and the drugs trade

To learn about plate tectonics. This includes the theory of plate tectonics and what causes continental drift.

To learn about sustainability.

To learn what tectonic hazards, what the impacts are and what can be done to mitigate them.

• Mapwork • Graphicacy • Distilling information • Source work

• Independent research • Computer literacy • Mapwork • Graphicacy

• Independent research • Computer literacy • Mapwork

• Independent research • Computer literacy • Mapwork

To learn about energy sources and do a school based study on how to make TEMA more sustainable by looking at existing initiatives such as solar schools and living streets • Independent research • Computer literacy • Mapwork • Graphicacy

To learn about places which lives unsustainably and what the impacts were.

Numeracy

Literacy

Assessment

British Values

Calculating HDI, comparing developing indicators Comprehension, distilling information and creative writing. SPaG assessed throughout and makes 10% of total marks Written exam

Understanding of different cultures.

• Distilling information • Source work • Conducting environmental quality surveys • Annotating field sketches/photographs Comparing development indicators, graphicacy

• Graphicacy • Distilling information • Source work

• Graphicacy • Distilling information • Source work

• • • •

Grid reference work

Grid reference work

Graphicacy

Comprehension, distilling information and creative writing.

Comprehension, distilling information and creative writing.

Comprehension, distilling information and creative writing.

Comprehension, distilling information and creative writing.

SPaG assessed throughout and makes 10% of total marks

Written exam including questions from the previous topic The Developing World Learning about multiculturalism as a benefit and migration as a benefit.

SPaG assessed throughout and makes 10% of total marks Decision making exercise

To learn about what views are considered extreme.

SPaG assessed throughout and makes 10% of total marks Written exam including questions on previous topics Approaching tectonic disasters from an empathic viewpoint.

Groupwork Distilling information Source work Annotating field sketches/photographs

SPaG assessed throughout and makes 10% of total marks

Written proposal on how to make TEMA more sustainable. Considering the impacts of our actions. Encouraging people to consider the viewpoints of others. To view society as a

Reward and Enrichment Opportunities

In lesson rewards. Weekly postcards home.

In lesson rewards. Weekly postcards home. Fieldwork

In lesson rewards. Weekly postcards home.

In lesson rewards. Weekly postcards home.

Planning Lead

ARD

ARD

JMR

ARD

community which has to work together. In lesson rewards. Weekly postcards home. Conducting research from primary and secondary sources.

ARD

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