Year 8 — Geography

Term 1: Ecosystems

Ecosystems -

Pupils will study the different ecosystems found across our planet, such as the Arctic Tundra and will investigate the causes and effects of the different climate conditions on both people and place. Pupils will also get an insight into the Tropical Rainforest ecosystem that is found in the Amazon basin, will learn about its value and how the rain forest is being threatened.

End of unit written test (50 mins)

Students will be assessed the different ecosystems found across our planet, such as the Arctic Tundra and the Tropical Rainforest, and the causes and effects of the different climates conditions on both people and place.

Ecosystem

A community of living things, such as plants and animals and the environment they live in - the air, water, soil and climate

Biome

A large ecosystem

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students gain a greater appreciation of natural ecosystems and biomes. They understand how they fit into an ecosystem and world biome.

Create a supportive community:

Students appreciate their role in the local, national and global community of ecosystems and biomes.

Term 2: Coasts: Living On The Edge

Coasts: Living on the edge -

Pupils will study landforms created by waves and will learn how and why our coastline is changing. Through this, pupils will investigate why the coast looks so different in various parts of the UK. Through case studies, they will become experts at explaining coastal erosion. They will learn to empathize with different views of various interest groups who are faced with a rapidly retreating coastline.

End of unit written test (50 mins)

Students will be assessed on the processes of coastal erosion, transportation and deposition, landforms created by coastal waves and the reasons for why the coastline of the UK is changing.

Erosion

The breaking up and removal of material by the sea

Transportation

The movement of material by the sea

Deposition

when the sea no longer has enough energy and needs to dump its load. This usually happens near the coastline where the effect of the wind isn’t as strong.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students develop greater empathy for national residents whose homes and businesses are at risk from the sea. Students understand how to assess the risks associated with living, working or holidaying by the sea.

Create a supportive community:

Students work as a group to consider solutions to community issues raised by coastal erosion.

Term 3: Population: People & The Planet

Population: People and the Planet -

Can the planet cope with over two billion people? Students learn how and why world population is changing over time. They

then consider the relationship between population and resources, before finally having a go at answering the above question as convincingly as possible!

20 Mark end of unit online assessment covering: Population

Population

The number of people living in an area

Population density

How crowded an area is

Population distribution

How the population of an area is spread out

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students understand their role in future population change.

Create a supportive community:

Students work together to evaluate different methods used to alter population growth. They empathize with communities who are affected by harsh laws and social changes. They make decisions on suitable methods to control population change in the future.

Term 4: Weather & Climate

Weather and Climate -

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 investigate the answers to in this unit of work.

Pupils will also investigate the causes of climate change and the impacts on our planet and will be asked to consider the possible solutions.

End of unit written test (50 mins)

Students will be assessed on the world major climate zones, ways in which the weather is measured and the different air masses affecting the weather of the UK.

Weather

the day-to-day condition of the atmosphere

Climate

the average weather of a place, usually over 30 years (or more)

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students gain a greater appreciation for the forces at work in the atmosphere, and the effect this has on their lives on a daily basis.

Create a supportive community:

Students understand the effects of atmospheric changes on a local, national and global scale. They compare these effects on communities at different scales.

Term 5: Into Africa

Into Africa -

Pupils will be given the opportunity to explore a varied range of physical and human geography within this module, focusing on a few key areas such as the social, economic and political connections between the UK and Africa. Into Africa will provide a deeper insight into twenty-first century Africa.

End of unit written test (50 mins)

Students will be assessed on the social, economic and political connections between the UK and Africa; and the problems and solutions for people living in squatter settlements in Nairobi, Kenya.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Students understand their role in a global community and the effects of their actions on people in a different continent.

Create a supportive community:

Students work together to evaluate the effects of individuals and community's actions on a much wider scale.

Term 6: Brazil

Brazil -

Pupil will investigate the physical and human environments of Brazil. They will explore Brazil’s changing level of development and the reasons for regional differences, evaluating how and why living conditions in favelas are so poor. They will question the exploitation of natural resources and suggest solutions to issues.

End of year exam: In class written assessment (50 mins) Students will be assessed on the physical and human environments of Brazil, including Brazil’s changing level of development and the reasons for regional differences. Students will need to evaluate how and why living conditions in favelas are so poor.

Development

Refers to the standard of living and its quality of life people in different parts of the world

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community: