Embedded Files
Year 7: What are they learning this module: Physical landscapes of the UK
In this module, our Year 7's are studying Physical Landscapes of the UK. This will give them an introduction to aspects of physical geography which include the formation of different types of rocks, mountain and glacial environments, and coasts and rivers, which they will dive deeper into throughout Key Stage 3.
Skillwise, we have incorporated the MYP ATL skills and IB Learner Profile into every lesson so that students develop effective skills to be knowledgeable, independent learners as the IB programme intends. We believe our Year 7's can confidently tell you what Criteria A, B, C and D assess in Geography. Try asking them if you wish!
Helpful Links:
Our Careers platform: https://www.unifrog.org/sign-in
https://www.internetgeography.net/aqa-gcse-geography/physical-landscapes-in-the-uk/
Examples of student work:
Name: Heath 7E
Explain the changes to the Manchester docks (what are they being used for now?).
Description: Year 7 are learning all about the physical landscapes of the UK. In L1 they looked at how some important landscapes in the UK had changed, to suit the needs of the population (our case study here was the Manchester Docks area). Heath was able to synthesise and pick out the key information in order to write his answer. This shows he has thought thoroughly about the structure and communicated his ideas well (covering the MYP criteria C).
Year 8: What are they learning this module: Urban Environments
During this module, our Year 8's are studying a human geography topic on Urban Environments. They will be learning about the 4 types of settlements, and will compare the features of rural areas and urban areas and study the process of urbanisation in HICs and NEEs and LICs (termed as ‘developing’ nations).
Just through the paragraph above, we have taught you some geographical terminology. If you are a student reading this, you can research HICs, NEEs and LICs. If you are a parent, you can start ‘speaking’ like a geographer.
Helpful Links:
Our Careers platform: https://www.unifrog.org/sign-in
Pages 1-4 https://www.bbc.co.uk/bitesize/guides/zqxhbk7/revision/1
https://www.youtube.com/watch?v=u-yo_Fh09FU&feature=youtu.be
Name: Kate 8B
Briefly explain how changes to farming could have ‘kick-started’ the industrial revolution.
I think that this could mean that farming became more machine-based, and this meant that crops could be produced faster and more efficiently. The success of this change could have influenced changes in other industries, and therefore helped the industrial revolution ‘get going’.
Description: Year 8 are learning about ‘urban environments’ in module 3. In lesson 1, students were learning about how cities grew in the UK. Kate wrote a really nice response to this question, which shows she has clearly thought about each idea in detail. This covers our MYP learner profiles of ‘thinker’ and ‘inquirer’.
Year 9: What are they learning this module: Resource Management (Food, soil and Water)
So far, you have seen the terms physical geography and human geography. The 3rd type of Geography is environmental geography. Our Year 9s are studying Resource Management (in relation to Food, Soil and Water). In this module, they will tackle the inquiry questions: what is a natural resource? What are renewable and non-renewable resources? As well as a highly debatable question: what is the world’s greatest resource (soil, food or water)?
Lastly, in this module, we have begun to introduce students to the various jobs and careers in resource management. Unifrog is a very vital tool to aid in this and so please do ensure your child has finished setting up their profiles.
Helpful Links:
Our Careers platform: https://www.unifrog.org/sign-in
https://senecalearning.com/en-GB/seneca-certified-resources/geography-ks3-1/
https://senecalearning.com/en-GB/seneca-certified-resources/geography-ks3-1/
https://www.bbc.co.uk/bitesize/guides/znmnb9q/revision/1
Examples of students work
Name: Jessica 9F
Question: Explain why people live in areas of risk from natural hazards (6 Marks).
People might live in areas of risk from natural hazards, such as volcanoes because there will be fertile soil for agricultural purposes and geothermal energy is easier to access and it provides cheaper electricity for locals.
Firstly, people might live in areas of risk because there is fertile soil. The fertile soil is made from the volcanic ash and rock and the fertile land means that farmers get a better result from their crops. This means that the people living near the volcano will get enough food for everyone meaning in that area zero hunger is achieved.
Furthermore, people might live in areas of risk because it is easier to access geothermal energy. Geothermal energy is a better alternative than using fossil fuels because it is reusable and can provide cheaper access to energy for the locals. Moreover, geothermal energy is better for the environment as it does not produce any waste and doesn’t produce any greenhouse gases such as carbon dioxide.
Finally, people may choose to live in areas of high risk to natural disasters, such as volcanoes, because there are many opportunities that can help to start to solve world problems such as there not being enough food or having energy that is bad for the environment.
Description: Last week, Year 9 practiced their essay writing skills during a lesson regarding ‘Feedback’. Jessica displays a really good understanding of the PEE/L structure needed for this 6 mark question. It reads very well and answers the question being asked. Here Jessica is being a ‘knowledgeable’ and ‘Reflective’ learner as she uses her previous geographical knowledge to write an essay question.
Page updated
Report abuse