Brief overview: In Year 8, Geography is delivered 1 lesson per week. In class, students work individually, in pairs, or groups and as a whole class, on a broad range of activities, to develop their skills in, knowledge, understanding and theories of the physical, human and environmental landscapes. They should be able to interpret information from a range of subjects. This should enable them to develop extended answers and solutions in various topics.
Useful Resources: Students are given different texts according to the unit of work
“Setting”: Students are in a diverse mix ability class set within groups
Specific Equipment required by all students: The students are given copy books for key assessments and homework. Students will have to provide coloring pencils, rulers to create better quality diagrams.
Useful Resources: Ppts, Videos, and websites to support learning
Homework guidance: up to one hour of homework per week.
Timetabled hours per week: 1 x 50 minute lessons
|Term||Topics||Syllabus Outline||Assessment Information|
|Term 1||Making a Living
|Students should be able to: describe and identify jobs within the 4 different employment sectors. Show a clear understanding of how they have changed over time. How human activities can lead to the causation of change across the world.||Tasks include various comprehension and creative tasks responding to video, group discussion, descriptive writing and diagram development|
|Students should be able to: identify current issues which have led to the effects of globalisation. Evaluate how countries may develop in the future and use Human Development Indicators to support their analysis.||Tasks will include various data and information collection, group discussions, creation of posters leaflets and reports|
|Term 2||Restless Earth Part 1||Students should be able to: show understanding of earth science including theories of continental drift and the dynamics of plate tectonics. Describe the formation of physical features caused by primary hazards such as plate tectonic movement, earthquakes and volcanoes.||Tasks will include various case study examples models and maps discussions and short assessment on knowledge|
|Restless Earth Part 2||Students should be able to: show understanding about the primary and secondary effects found in hazard zones and how they affect people lives. Use a case study to describe prevention, prediction and protection in hazard zones. Also understand the complexity of why people live in multiple disaster zones.||Tasks will include various case study examples maps and main assessment on knowledge and understanding|
|Term 3||International Development
|Students should be able to: explain what development is and identify different HDI’s that can be used to judge what stage of development a country may be at. Also locate the poorest countries and continent on a map.||Tasks will include various examples and differences in development questions and short assessment|
|International Development Part 2||Students should be able to: give reasons why there is a development gap between countries. Identify and explain the causes for this gap. Give an understanding of what extreme poverty is and how it affects people. Give solutions to help eliminate extreme poverty and help poor countries develop.||Tasks will include various discussion about solutions followed by main assessment|