Geography — Year 8

 

Geography Overview

Term 1: How is China managing its population?

China has a falling birth rate, but it hasn't always been this way. With the largest population in the world, China has had to take drastic and sometimes stark action to manage its population. This unit looks at the human and physical geography of China with particular reference to the one child policy and recent Hong Kong Security laws.

Students weigh up the effectiveness of the One Child policy at different scales; local, regional and national.

Communism

a theory or system of social organization in which all property is owned by the community and each person contributes and receives according to their ability and needs.

Capitalism

an economic and political system in which a country's trade and industry are controlled by private owners for profit, rather than by the state.

Human Rights

a right which is believed to belong to every person. E.g the right to water, the right to a free trial.

One Child Policy

The one-child policy was a population planning initiative in China implemented between 1980 and 2015 to curb the country's growth by restricting many families to a single child.

Population Pyramid

A population pyramid or "age-sex pyramid" is a graphical illustration of the distribution of a population by age groups and sex; it typically takes the shape of a pyramid when the population is growing.

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

Students will gain a deeper understanding of the concept of population and demographics.

Create a supportive community:

Students will gain an appreciation for differences between democracy and communism and the value of free speech.

Term 2: The Geography of Crime

Does Crime have a geography? Can it be mapped? Why are some areas more prone to crime than others? How can we design urban environments to reduce instances of crime? These are some of the questions our Year 8's will find answers to in this module. Students will also carry out their own investigation into crime within the local area - drawing from a range of resources.

Students will complete a small project on crime within the local area.

Sustainability

Meeting the needs of the present without getting in the way of the needs of future generations

The global commons

Areas of land, air or sea which are shared by people but not owned by anyone

Non-renewable resource

Coal, Oil or Gas which are non-renewable

Renewable energy

A type of energy which does not rely on fossil fuels but instead relies on naturally occuring energies; solar, wind etc.

The tragedy of the commons

Where a shared resource, which has no rules, is over used by people to the detriment of all people.

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

Students will connect to their local area. Students will empathise and understand how and where crime is committed in the local area.

Create a supportive community:

Students will develop an awareness about some of the reasons why crime is committed.

Term 3: Glaciers over time

Students study an important link between glaciers and geology. This unit makes the link between the topics of glaciation and contemporary climate change. Having gained an understanding of how glaciers work from lesson two, students should be able to see quite easily why glaciers are monitored by scientists to track global warming.

The majority of the module is focused on glaciers and glaciation, but two of the lessons deal specifically with aspects of geology and geological time. Throughout the module, students should be encouraged to make links between the two topics wherever possible. From a teaching point of view, glaciation and geological time make a good pairing given the relatively long timescales over which glacial processes operate, especially when viewed in relation to Ice Age changes; and students should find study of the two topics mutually reinforcing.

Glacier

A mass of ice which moves under its own weight or due to gravity

Alpine Glacier

A glacier which starts in mountains and flows downwards

Ice Sheet

A glacier which is formed in land masses found in extremely cold environments; e.g Antarctica and Greenland

Zone of accumulation

The start of a glacier where new ice is created from snowfall

Zone of ablation

The snout of a glacier where ice melts (the end of the glacier)

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

Create a supportive community:

Term 3: Rivers

This module looks at rivers from source to mouth, and how they shape our landscape. It considers the physical processes involved and the landforms created, as well as looking at local, national and international examples of flooding.

Students learn how and why our coastline is changing, why it looks so different in different parts of the UK, and through case studies will become experts at explaining coastal erosion there and learning to empathise with the different interest groups faced with this rapidly retreating coastline.

Students will be assessed by way of exam. This will cover short and long answer questions including reference to a case study.

Water cycle

The way in which water is moved from sea to earth and back again; evaporation, condensation and precipitation

Erosion

The gradual wearing away and breaking down of material

Hydrology

the branch of science concerned with the properties of the earth's water, and especially its movement in relation to land.

Deposition

Where material carried by water is 'put down' and released under low energy conditions

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

Students will develop an understanding of systems and processes. Students will gain an appreciation for the notion of sequence.

Create a supportive community:

Students will be making judgements and developing a sense of empathy.

Term 5: The Amazon Rainforest Issue Evaluation

Students will understand the climate of the tropical rainforest, and how humans, plants and animals adapt to live in these environments. The module then focuses on how human influences are changing our rainforests around the world, and whether we can develop the rainforest sustainably.

Students will be assessed by a written assessment that looks at looks at their place knowledge.

Interdependence

Interdependence between countries means that they are dependent on one another in some way.

Ecosystem

An ecosystem is a geographic area where plants, animals, and other organisms, as well as weather and landscape, work together to form a bubble of life.

Biodiversity

Biodiversity refers to the variety of living species on Earth, including plants, animals, bacteria, and fungi.

Adaptation

adaptations allow plants and animals to survive in the conditions of the rainforest.

Deforestation

The human action of clearing a wide area of trees.

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

Students will start to understand their connection with natural resources as well as their fragility.

Create a supportive community:

Students will develop a sense of empathy whilst working in groups and problem solving.

Term 6: Fieldwork

Students will look at the issue of transport around the school and identify potential fieldwork opportunities based on this. Students will be supported to engage with a broad range of data presentation and analysis techniques.

The whole inquiry will be assessed including methods, data presentation, analysis, conclusion and evaluation.

Primary Data

data that you have personally collected eg. EQS or Beach profile

Secondary Data

data that has been collected from someone else eg. house prices or wind direction.

Data presentation

how you display your data in a visual format e.g. Line graphs for a beach profile

Data Analysis

how you break down the different data sets and compare them to identify trends or findings relevant to your aim. It can be done numerically, for example looking at the median rate of long shore drift.

Evaluation

you critically appraise the usefulness and accuracy of your methods and the certainty of your findings in your investigation.

Conclusion

Do you accept or reject your initial hypothesis based on the evidence you have collected?

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

Students will develop a greater sense of inquiry and afforded more independence in asking and answering investigative questions.

Create a supportive community:

Students will be working in groups, potentially in an environment away from school.