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PROGRAMME OF STUDY
Knowledge, skills and understanding
Teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes , and environmental change and sustainable development .
During key stage 3 pupils investigate a wide range of people, places and environments at different scales around the world. They learn about geographical patterns and processes and how political, economic, social and environmental factors affect contemporary geographical issues. They also learn about how places and environments are interdependent. They carry out geographical enquiry inside and outside the classroom. In doing this they identify geographical questions, collect and analyse written and statistical evidence, and develop their own opinions. They use a wide range of geographical skills and resources such as maps, satellite images and ICT.
Geographical enquiry and skills
1) In undertaking geographical enquiry, pupils should be taught to:
a)
ask geographical questions [ for example, 'How and why is this landscape changing?', 'What is the impact of the changes?', 'What do I think about them?'] and to identify issues
b)
suggest appropriate sequences of investigation [for example, gathering views and factual evidence about a local issue and using them to reach a conclusion]
c)
collect, record and present evidence [for example, statistical information about countries, data about river channel characteristics]
d)
analyse and evaluate evidence and draw and justify conclusions [for example, analysing statistical data, maps and graphs, evaluating publicity leaflets that give different views about a planning issue]
e)
appreciate how people's values and attitudes [for example, about overseas aid] , including their own, affect contemporary social, environmental, economic and political issues, and to clarify and develop their own values and attitudes about such issues
f)
communicate in ways appropriate to the task and audience [for example, by using desktop publishing to produce a leaflet, drawing an annotated sketch map, producing persuasive or discursive writing about a place] .
2) In developing geographical skills, pupils should be taught:
a)
to use an extended geographical vocabulary [for example, drainage basin, urban regeneration]
b)
to select and use appropriate fieldwork techniques [for example, landuse survey, datalogging] and instruments [for example, cameras]
c) to use atlases and globes, and maps and plans at a range of scales, including Ordnance Survey 1:25,000 and 1:50,000 maps
d)
to select and use secondary sources of evidence, including photographs (including vertical and oblique aerial photographs), satellite images and evidence from ICTbased sources [for example, from the internet]
e)
to draw maps and plans at a range of scales, using symbols, keys and scales [for example, annotated sketch maps] and to select and use appropriate graphical techniques to present evidence on maps and diagrams [for example, pie charts, choropleth maps], including using ICT [for example, using mapping software to plot the distribution of shops and services in a town centre]
f)
to communicate in different ways, including using ICT [for example, by writing a report about an environmental issue, exchanging fieldwork data using email]
g)
decisionmaking skills, including using ICT [for example, by using a spreadsheet to help find the best location for a superstore] .
Knowledge and understanding of places
3) Pupils should be taught:
a) the location of places and environments studied, places and environments in the news and other significant places and environments
b)
to describe the national, international and global contexts of places studied [for example, on the Pacific Rim, a member of the European Union]
c) to describe and explain the physical and human features that give rise to the distinctive character of places
d) to explain how and why changes happen in places, and the issues that arise from these changes
e)
to explain how places are interdependent [for example, through trade, aid, international tourism, acid rain] , and to explore the idea of global citizenship.
Knowledge and understanding of patterns and processes
4) Pupils should be taught to:
a) describe and explain patterns of physical and human features and relate these to the character of places and environments
b) identify, describe and explain physical and human processes, and their impact on places and environments.
Knowledge and understanding of environmental change and sustainable development
5) Pupils should be taught to:
a)
describe and explain environmental change [for example, deforestation, soil erosion] and recognise different ways of managing it
b) explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives.
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Breadth of study
6) During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two countries and 10 themes:
Countries
a) two countries in significantly different states of economic development, including:
i) the regional differences that exist in each country and their causes and consequences
ii) how and why each country may be judged to be more or less developed
Themes
b) tectonic processes and their effects on landscapes and people, including:
i) the global distribution of tectonic activity and its relationship with the boundaries of plates
ii) the nature, causes and effects of earthquakes or volcanic eruptions
iii) human responses to the hazards associated with them
c) geomorphological processes and their effects on landscapes and people, including:
i) the processes responsible for the development of selected landforms and the role of rock type and weathering
ii)
the causes and effects of a hazard [for example, flooding, landslides] , and human responses to it
d) how and why weather and climate vary, including:
i) the differences between 'weather' and 'climate'
ii) the components and links in the water cycle
iii) how and why aspects of weather and climate vary from place to place
e) ecosystems how physical and human processes influence vegetation, including:
i)
the characteristics and distribution of one major biome [for example, savannah grassland, tropical rainforest, temperate forest]
ii) how the ecosystems of this biome are related to climate, soil and human activity
f) population distribution and change, including:
i) the global distribution of population
ii) the causes and effects of changes in the population of regions and countries, including migration
iii) the interrelationship between population and resources
g) the changing characteristics of settlements, including:
i) the reasons for the location, growth and nature of individual settlements
ii) how and why the provision of goods and services in settlements varies
iii) how and why changes in the functions of settlements occur and how these changes affect groups of people in different ways
iv) patterns and changes in urban land use
h) changing distribution of economic activity and its impact, including:
i) types and classifications of economic activity
ii)
the geographical distribution of one or more economic activities [for example, farming, tourism]
iii)
how and why the distribution has changed and is changing [for example, the impact of new technologies] , and the effects of such changes
i) development, including:
i) ways of identifying differences in development within and between countries
ii) effects of differences in development on the quality of life of different groups of people
iii) factors, including the interdependence of countries, that influence development
j) environmental issues, including:
i) how conflicting demands on an environment arise
ii) how and why attempts are made to plan and manage environments
iii)
effects of environmental planning and management on people, places and environments [for example, managing coastal retreat, building a reservoir]
k) resource issues, including:
i) the sources and supply of a resource
ii) the effects on the environment of the use of a resource
iii)
resource planning and management [for example, reducing energy use, developing alternative energy sources] .
7) In their study of countries and themes, pupils should:
a) study at a range of scales local, regional, national, international and global
b) study different parts of the world and different types of environments, including their local area, the United Kingdom, the European Union and parts of the world in different states of economic development
c) carry out fieldwork investigations outside the classroom
d) study issues of topical significance.
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