Geography — Year 7

 

Geography Overview

Term 1 : The UK and Wider World

This unit starts with students with a reflection on what students learnt in their geography lessons in primary school. We then establish the human and physical context for the United Kingdom and the difference between human and physical factors. Students are introduced to the key theme of relief and this is developed throughout the unit.

Students explore the Aberfan disaster and seek to understand who or what was to blame, at different scales.

United Kingdom

The United Kingdom, made up of England, Scotland, Wales and Northern Ireland

Great Britain

Great Britain refers to the whole of England, Scotland and Wales in combination, but not Northern Ireland

Physical

Relating to naturally occurcing geographical phenomenon. For example rivers, volcanoes and mountains.

Human

Relating to human phenomenon in geography. For example; cities, migration, sea defences.

Geographical Scale

Relating to the different scales that geographical phenomenon can be understood; local, regional, national and global

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

This unit will help the individual develop a sense of place in the world.

Create a supportive community:

This unit will enable students to consider their relationship with the wider environment.

Term 2: Is Bristol an important place?

The toppling of Colston's statue made world news and catapulted Bristol into the global spotlight for debating historic connections. In this unit, we start with understanding the location of Bristol and how this gave rise to important local, regional and global connections. Students question the significance of Bristol harbourside in the development of the city and begin to use OS maps to build up a picture of Bristol. Students then go on to consider whether Bristol is an equal place as well as whether it should have been awarded the green capital award.

Students will undertake a short OS map quiz.

Settlement

A settlement is a place where people live. Settlements can be as small as a single house in a remote area or as a large as a mega city (a city with over 10 million residents).

Place

Human characteristics of place include land use, density of population, language patterns, religion, architecture, and political systems.

Relief

Relating to the elevation, altitude and gradient of land; Mountains are steep relief

Industry

a group of manufacturers or businesses that produce a particular kind of goods or services; historic industry in Bristol revolved around the success of the harbourside

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

Students will consider their relationship with Bristol and challenge their perceptions of the city.

Create a supportive community:

Students will consider their own background when comparing this to other settlements.

Term 3: Resources

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? These are some of the questions our Year 8s will find answers to in this module.

Students will complete a written assessment.

Biodiversity

The variety of plant and animal life in a particular habitat.

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

Students will be developing an understanding of the systems which influence the weather in our country.

Create a supportive community:

Students will discuss and debate what our future may look like and develop a sense of collective responsibility.

Term 4: Weather, climate and climate change

Weather and climate are becoming increasing complicated and controversial issues. There is debate over whether of not climate change is real for instance. Today's students need to know and understand the weather and climate on this planet so they can make informed decisions as adults. The unit focuses on understanding the key principles behind weather, climate and rain, so that students can then begin to understand the likely effects of climate change.

Students will complete a short test.

Weather

The day to day conditions of the atmosphere: temperature, precipitation, humidity, cloud cover

Climate

The average conditions found in a location over a period of 10 years

Climate zone

An area within the world which shares the same climatic conditions; e.g the Mediterranean

Climate Change

The phenomenon of a changing climate. Polar regions are experiencing warming, some equatorial regions are facing increasing drought.

Relief rainfall

Rainfall which is formed as a result of warm air rising and condensing over mountains

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

Students will start to understand their relationship with the wider world. Students will start to see how their use of energy has wider effects on the world.

Create a supportive community:

Students will be learning to debate, discuss and argue.

Term 5: Issue Evaluation - Druridge Bay

This unit of work looks at conflict across local, regional and national scales. The United Kingdom is striving to provide enough energy for its people - in order to do so, it must exploit its own coal resources. However, people are becoming increasingly aware of the impacts of burning fossil fuels on the environment and how this contributes to climate change. Should a new coal mine go ahead in Druridge Bay? The students investigate differing perspectives and potential social, economic and environments before coming to a conclusion about the future of the potential coal mine.

A single long answer question. Should the coal mine go ahead?

BRIC Economy

Powerful developing economies such as Brazil, Russia, India and China

Natural Resources

are materials from the Earth that are used to support life and meet people's needs. Any natural substance that humans use can be considered a natural resource. Oil, coal, natural gas, metals, stone and sand are natural resources.

Development

the standard of living and quality of life of human inhabitants.

Population

the distribution, concentration and density of people over the terrestrial surface, as well as differences in population size, changes and characteristics, like structures and migration.

Global interdependence

Interdependence between countries means that they are dependent on one another in some way. For example, many developing countries are dependent on developed countries for manufactured goods or resources..

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

Students consider multiple perspectives. Students understand the nature and origins of conflict across multiple scales.

Create a supportive community:

Students are supported in discussing, arguing and debating possible outcomes.

Term 6: Fieldwork

In this module, students will explore a fieldwork question within Bristol Free School. They will be getting to grips with basic techniques of inquiry and start to develop questions to apply knowledge gained from the year so far.

Students will be assessed on a longer written piece of writing that looks at their ability to analyse, draw conclusions and evaluate an investigation.

Primary Data

Data which is collected first hand. For example, conducting an interview or questionnaire, collecting data on river depth and width

Secondary data

Data which has not been collected by the individual. For example, using climate data on temperature from the BBC weather website.

Inquiry Question

A geographical question that functions as the aim of your investigation

Geographical method

A set of instructions and intentions for the order of an investigation. The method should allow an individual to replicate and recreate their investigation to get the same results.

Data presentation

Taking data and presenting it visually. For example, making a graph or developing a colour map

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

Students will be developing their inquiry skills

Create a supportive community:

Students will be developing their interpersonal skills by working in small groups.

New time: New title

New Description

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

Create a supportive community: