Ingleby Manor Scheme of Work : Geography - Year 9. Plate Tectonics

Transcription

1 Autumn 1 Plate Tectonics Objectives Support Core Extension Intervention Week 1 Grade 2- to 3/ To identify the structure of the earth. To identify where plate boundaries are around the world. Grade 3+ to 5-/ To describe the earths structure. To be able to identify and describe the different plate boundaries. Grade 5 to 6+/ To describe the earths structure. To identify plate boundaries around the world To identify and describe the different types of boundaries. The earth s structure: Layers Core, Mantle & Crust, their formation. Detail of Crust (Oceanic & Continental) & Mantle Geog.3 Section 5 - Restless Planet Identify the Earth s three layers Draw and annotate diagram showing features of the earth s structure Identify the Earth s three layers Draw and annotate diagram showing features of the earth s structure Write description of the earth s structure Identify the Earth s three layers Draw and annotate diagram showing features of the earth s structure Write description of the earth s structure Challenge discover where are the plate boundaries around the world? Plate boundaries: Identifying patterns on a map of plate boundaries Understand why they move Label plate boundaries around the world Understand how they move Look at images of Pangaea to identify movement over time. Label plate boundaries around the world Understand how they move Look at images of Pangaea to identify movement over time. Draw and annotate diagrams representing the different plate boundaries Label plate boundaries around the world Understand how they move Look at images of Pangaea to identify movement over time. Draw and annotate diagrams representing the different plate boundaries Identify different plate boundary types on a map of the world (predict where tectonic activity may occur?)

2 Week 2 Grade 2- to 3/ To understand how fold mountains are formed. To know where volcanoes are located and how they are formed Grade 3+ to 5-/ To explain the formation of fold mountains. To know where volcanoes are located and how they are formed. To know the characteristics of shield and composite volcanoes Grade 5 to 6+/ To describe and explain the formation of fold mountains using examples. To know where volcanoes are located and how they are formed. To know the characteristics of shield and composite volcanoes Plate Movement creating earthquakes, volcanoes and mountains focus on Fold mountains To understand what fold mountains are Describe where and how they are formed To understand what fold mountains are Describe where and how they are formed Explain clearly the formation of fold mountains and give an example To understand what fold mountains are Describe where and how they are formed Explain clearly the formation of fold mountains and give an example Research an example of a fold mountain and create a fact file showing how people live there. Volcanoes Mini assessment GCSE question describe the distribution of volcanoes around the world Map skills Know where volcanoes are located around the world and how they are formed at different plate boundaries. Know where volcanoes are located around the world and how they are formed at different plate boundaries. Understand the different types of volcanoes (composite and shield) Know where volcanoes are located around the world and how they are formed at different plate boundaries. Understand the different types of volcanoes (composite and shield) Annotate an image of a shield and composite volcano

3 Week 3 Grade 2- to 3/ To understand the causes of the Icelandic eruption and its location. To understand the causes and responses to the Nevada del ruiz eruption. Grade 3+ to 5-/ To understand and describe the causes, effects and responses to two contrasting case studies. Grade 5 to 6+/ To explain the causes, effects and responses to two contrasting case studies Improvement task Volcanoes continued Case study in Iceland- Eyjafjallajokull (HIC) Types of volcanoes-cross section To understand why the eruption took place and how it affected people locally. To be able to locate the volcano on a map of Iceland To understand why the eruption took place and how it affected people locally. To be able to locate the volcano on a map of Iceland Explain the global effects of the eruption and responses To understand why the eruption took place and how it affected people locally. To be able to locate the volcano on a map of Iceland Explain the global effects of the eruption and responses Consider what life would have been like in Iceland after the eruption Contrasting volcano Case Study - Nevada Del Ruiz in Columbia To understand where and how the eruption took place. Identify if any warnings were given To understand where and how the eruption took place. Identify if any warnings were given To understand where and how the eruption took place. Identify if any warnings were given Explain the effects of the eruption e.g. pyroclastic flow, lahars and responses (aid etc.) Explain the effects of the eruption e.g. pyroclastic flow, lahars and responses (aid etc.) Compare the effects of Iceland and Nevada Del Ruiz, why was it so much worse?

4 Week 4 Grade 2- to 3/ To understand the global effects of a supervolcanic eruption with reference to an example. To locate areas prone to earthquakes on a map and the plate boundaries they occur at. Grade 3+ to 5-/ To explain the global effects of a super volcanic eruption. To describe the causes and effects of earthquakes. Grade 5 to 6+/ To explain the effects of a super volcanic eruption and compare it to a 'normal' eruption. To be able to explain the causes effects and possible solutions to an earthquake. Volcanoes continued Focus on Yellowstone as example of a super volcano To understand the global effects of a super volcano eruption. To be able to locate Yellowstone on a map Sketch from photo To explain the global effects of a super volcano eruption using Yellowstone as case study Sketch from photo and annotate To explain the global effects of a super volcano eruption using Yellowstone as case study To compare a super volcano eruption with a regular eruption (1,000 bigger) Sketch from photo and describe Earthquakes how they occur and impact Case Study of Sichuan earthquake in 2008 To identify earthquakes on a map of the world and know which plate boundaries they occur at. To identify earthquakes on a map of the world and know which plate boundaries they occur at. Causes and effects of the earthquake To identify earthquakes on a map of the world and know which plate boundaries they occur at. Causes and effects of the earthquake Consider solutions to danger of earthquakes

5 Week 5 Grade 2- to 3/ To identify the causes and effects of a fault line earthquake. To research and describe the causes, effects and responses to a tsunami event using GIS. Grade 3+ to 5-/ To describe the causes and effects of a fault line earthquake. To research a tsunami event and explain the causes, effects and responses using GIS. Grade 5 to 6+/ To explain the causes, effects and responses to a fault line earthquake and compare two earthquakes. To explain in detail the causes, effects and responses to a tsunami event using GIS confidently. Earthquakes focus on fault lines - San Andres fault or Kobe, Japan To know the causes and effects of the earthquake studied AO1 To know the causes and effects of the earthquake studied Know the solutions To know the causes and effects of the earthquake studied Know the solutions Compare two earthquakes Assessment Opportunity (deep marked task) Tsunami research task demonstrating research skills Cause, effects and responses to one tsunami case study Supported with writing frame/template Reference 3+ resources e.g. websites books Explain the causes, effects and responses. Reference 6+ resources Explain in detail the causes, effects and responses Answer will be fluid linking causes, effects and responses. Focusing on social, economic and political Reference 9+ resources AO4

6 Week 6 Grade 2- to 3/ To identify the positives of living near or on plate boundaries. Grade 3+ to 5-/ To describe the positives and negatives of living on or near a plate boundary. Grade 5 to 6+/ To consider why people live on or near plate boundaries and decide which area would be the most suitable place to live. Why live in the danger zone? To be able to identify the positives of living near a volcano or plate boundary To be able to identify the positives of living near a volcano or plate boundary Also consider the negatives of living in this danger zone Site choice task - 2 areas one near volcano one near city, where do you want to live and why? Include positives and negatives of living in the danger zone in order to justify viewpoint AO4 Improvement task Add further resources to research Aim to achieve higher level if successful.

7 Ingleby Manor Scheme of Work : Geography - Year 9 Autumn 2 Globalisation Objectives Support Core Extension Intervention

8 Week 1 Grade 2- to 3/ To understand that there are global disparities between rich and poor. To understand why some people/countries are poor Grade 3+ to 5-/ To be able to give reasons for the disparities between rich and poor countries. To empathize with poor people and understand how the poverty cycle works. Grade 5 to 6+/ To be able to give reasons for the disparities between rich and poor countries. To empathize with poor people and understand how the poverty cycle works. To create effective and viable solutions to the issue of poverty Development Gap To be able to identify rich and poor countries on a map. To be able to identify global trends e.g. north/south divide. Extracting data e.g. Development index, literacy rates ect AO1 To be able to identify rich and poor countries on a map. To give reasons for development gap and any visible trends Extracting data e.g. Development index, literacy rates ect To be able to identify rich and poor countries on a map. To give reasons for development gap Create solutions Extracting data e.g. Development index, literacy rates ect Poverty Game Why is Omar poor? (paper bag game Christian aid) To understand the difficulties that some children in India face. And that that many families need to make products in order to make a living To understand the issues surrounding the paper bag making e.g. some will be rejected because they are not cut properly. To be able to empathize with the poor families in India who experience issues similar to those in the game. AO4

9 Week 2 Grade 2- to 3/ To understand why trade is important. To make links between trade and the advantages and disadvantages of globalisation. Grade 3+ to 5-/ To understand the difference between import and export. To be able to identify globalisation in the classroom. Grade 5 to 6+/ To understand the local and global impacts of trade. To be able to identify the positives of globalisation and its impact on industry. What is trade? Understand how trade works and why is it important AO1 Understand how trade works Know difference between import and export Understand how trade works Know difference between import and export Global and local impacts-scenarios What is globalisation? Understand that the world is getting smaller due to telecommunications etc. Find out how connected you are- find someone in the room who has been to Asia, has family living abroad, owns an Xbox etc. What are the positives of globalisation? Industry spin.

10 Week 3 Grade 2- to 3/ To create a basic factfile of a TNC using GIS. To understand some of the advantages and disadvantages of TNCS Grade 3+ to 5-/ To create a detailed factfile of a TNC including positives and negatives. To describe the advantages and disadvantages of TNCs using an example Grade 5 to 6+/ To create a detailed factfile of a TNC using specific examples. To explain the advantages and disadvantages of TNCs using examples. What is a TNC? (tablets) To understand what a TNC is Be able to give an example of a TNC To understand what a TNC is Be able to give an example of a TNC To know the positives and negatives e.g. Nestle/Glaxo-Smith Klein To understand what a TNC is Be able to give an example of a TNC To know the positives and negatives e.g. Nestle/Glaxo-Smith Klein Begin to draft marked piece Assessment Opportunity (deep marked task and improvements) What are the advantages and disadvantages of TNCs use a case study Describe advantages and disadvantages of TNCs Describe advantages and disadvantages of TNCs Explain and use detailed case study Describe advantages and disadvantages of TNCs Explain in detail and use a detailed case study AO4

11 Week 4 Grade 2- to 3/ To understand the changes to coal manufacturing in the UK over time. To understand the issues surrounding football manufacturing. Grade 3+ to 5-/ To be able to make links between globalisation and it s impacts on coal manufacturing in the UK. To be able to empathise with football manufacturing in Pakistan. Grade 5 to 6+/ To be able to explain the positives and negatives of globalisation in relation to coal manufacturing in the UK. To consider the solutions to issues surrounding football manufacturing in Pakistan. Industry in the UK The rise and fall of coal To understand the changes to coal manufacturing in the UK over time Create graph showing predictions To understand the changes to coal manufacturing in the UK over time To know how globalization has impacted coal production in the UK Create graph showing predictions and annotate To understand the changes to coal manufacturing in the UK over time To know how globalization has impacted coal production in the UK To know the benefits and negatives of globalization Create graph showing predictions and give reasons for changes Football manufacturing in Pakistan To understand the discrepancies between the footballers and people making the footballs To understand the discrepancies between the footballers and people making the footballs. To empathise with the football manufacturing To understand the discrepancies between the footballers and people making the footballs. To consider solutions to the issues Peer Assessment AO4

12 Week 5 Grade 2- to 3/ To understand that clothing is manufactured in different countries for different processes. To create a visualization to show how far a pair of jeans have travelled. Grade 3+ to 5-/ To be able to empathise with workers who help to create products. To create a visualization showing how far a pair of jeans has travelled using facts and figures to support. Grade 5 to 6+/ To consider the global impacts of the use of different countries to produce one product. To create a visualization showing how far a pair of jeans has travelled using facts and figures to support. To create a written piece to support. How far have my jeans travelled? Understand that different processes happen in different countries Understand that different processes happen in different countries Empathise with workers write letter Understand that different processes happen in different countries Consider global impacts / mini project Visualisation Task Create a model showing how far the chosen product (i.e. jeans) have travelled Create a model showing how far the chosen product (i.e. jeans) have travelled Create a model showing how far the chosen product (i.e. jeans) have travelled Show facts and figures to support Show facts and figures to support AO4 Written piece to accompany and explain AO4

13 Week 6 Grade 2- to 3/ To create a visualization to show how far a pair of jeans has travelled. Grade 3+ to 5-/ To create a visualization showing how far a pair of jeans have travelled using facts and figures to support. Grade 5 to 6+/ To create a visualization showing how far a pair of jeans have travelled using facts and figures to support. To create a written piece to support. Complete Visualisation task from previous lesson Create a model showing how far the chosen product (i.e. jeans) have travelled Create a model showing how far the chosen product (i.e. jeans) have travelled Show facts and figures to support AO4 Create a model showing how far the chosen product (i.e. jeans) have travelled Show facts and figures to support Written piece to accompany and explain AO4 END OF TERM ASSESSMENTS

14 Spring 1 Biomes and the Tropical Rainforest Objectives Support Core Extension Intervention Week 1 Grade 2- to 3/ Understand the biomes of the world and their characteristics Grade 3+ to 5-/ describe the biomes of the world and their characteristics Grade 5 to 6+/ describe in detail the biomes of the world and their characteristics World biomes Identify biomes around the world creating a chloropleth map (shades of green brown for each biome) include a key and title Identify biomes around the world creating a chloropleth map (shades of green brown for each biome) include a key and title. Use the map to describe the distribution of biomes around the world Identify biomes around the world creating a chloropleth map (shades of green brown for each biome) include a key and title. Use the map to describe in detail the distribution of biomes around the world Biome characteristics Carousel task in groups- answer questions about each biome using the information cards. Support worksheet Carousel task in groups- answer questions about each biome using the information cards Carousel task in groups- answer questions about each biome using the information cards Which biome would you rather live in and why?

15 Week 2 Grade 2- to 3/ To understand what biomes are Grade 3+ to 5-/ To describe biomes Grade 5 to 6+/ To explain biomes using examples What are biomes To understand what biomes are and what they include. (poss. Video to support) To describe biomes and what they are using a comprehension To explain biomes and what they are using a comprehension. Use examples to help explain Mini assessment GCSE question compare two of the world biomes. Support writing frame Key words

16 Week 3 Grade 2- to 3/ To understand the tropical rainforest biome. To locate the tropical rainforests around the world. Grade 3+ to 5-/ To describe the tropical rainforest biome. To locate the tropical rainforests around the world and describe the distribution Grade 5 to 6+/ To explain the tropical rainforest biome. To locate the tropical rainforests around the world and describe the distribution location Highlight the areas of tropical rainforest on a map and describe the distribution of tropical rainforests around the world Identify anomalies Highlight the areas of tropical rainforest on a map and describe in detail the distribution of tropical rainforests around the world Identify anomalies Highlight the areas of tropical rainforest on a map and explain the distribution of tropical rainforests around the world Identify anomalies Tropical rainforest biome Describe the characteristics of the tropical rainforest biome-imagine you are a traveler write a diary entry describing the climate and how it has made you feel. Sentence starters to support Label diagrams-angle of incidence/convectional rainfall. Describe the characteristics of the tropical rainforest biome-imagine you are a traveler write a diary entry describing the climate and how it has made you feel. Label diagrams-angle of incidence/convectional rainfall. Explain the characteristics of the tropical rainforest biome-imagine you are a traveler write a diary entry describing the climate and how it has made you feel. Include information about how the climate occurs. Label diagrams-angle of incidence/convectional rainfall.

17 Week 4 Grade 2- to 3/ To know why the tropical rainforest is important. To identify the plant structure of the tropical rainforest. Grade 3+ to 5-/ To describe why the tropical rainforest is important. To describe the plant structure of the tropical rainforest. Grade 5 to 6+/ To explain why the tropical rainforest is important. To explain the plant structure of the tropical rainforest.. Why Is the tropical rainforest important? Concept map- using video identify the features of the tropical rainforest and why it is important. Concept map- using video identify the features of the tropical rainforest and why it is important. Describe two things that are important Concept map- using video identify the features of the tropical rainforest and why it is important. explain two things that are important Plant structure of the tropical rainforest Label the plants of the tropical rainforest on a map. Create own image of the tropical rainforest layers with labels Label the plants of the tropical rainforest on a map. Create own image of the tropical rainforest layers with detailed annotations Label the plants of the tropical rainforest on a map. Create own image of the tropical rainforest layers with detailed annotations Explain the structure of the tropical rainforest

18 Week 5 Grade 2- to 3/ To identify ways that plants adapt in the tropical rainforest Grade 3+ to 5-/ To describe ways that plants adapt in the tropical rainforest Grade 5 to 6+/ To explain ways that plants adapt in the tropical rainforest Plant adaptions Card sort- how do plants adapt. Label image of tropical rainforest from previous lesson with plant adaptions AO1 Card sort- how do plants adapt. Label image of tropical rainforest from previous lesson with plant adaptions. Choose two plant adaptions and describe them Card sort- how do plants adapt. Label image of tropical rainforest from previous lesson with plant adaptions. Choose two plant adaptions and explain them Assessment Opportunity (deep marked task) How do plants adapt in the tropical rainforest? Supported with writing frame/template Describe the adaptions, with elements of explanation Explain in detail the adaptions AO4

19 Week 6 Grade 2- to 3/ To identify the different animals which inhabit the tropical rainforest. To understand how animals adapt in the rainforest Grade 3+ to 5-/ To describe the different animals which inhabit the tropical rainforest. To describe how animals adapt in the rainforest Grade 5 to 6+/ To explain the different animals which inhabit the tropical rainforest. To explain how animals adapt in the rainforest Animals in the tropical rainforest Identify the types of animals which live in the tropical rainforest and how they survive in it. Describe the types of animals which live in the tropical rainforest and how they survive in it. Explain the types of animals which live in the tropical rainforest and how they survive in it. Animal adaptions Think pair share- adaptions cards, choose your favourite and describe how it has adapted to life in the tropical rainforest Think pair share- adaptions cards, choose your favourite and describe how it has adapted to life in the tropical rainforest. Create your own animal Think pair share- adaptions cards, choose your favourite and explain how it has adapted to life in the tropical rainforest. Create your own animal

20 Ingleby Manor Scheme of Work : Geography - Year 9 Spring 2 Deforestation Objectives Support Core Extension Intervention

21 Week 1 Grade 2- to 3/ To understand the causes and consequences of deforestation Grade 3+ to 5-/ To describe the causes and consequences of deforestation. Grade 5 to 6+/ To explain the causes and consequences of deforestation What are the causes of deforestation? Carousel-using information cards fill out the support table AO1 Carousel-using the information cards fill out the table. Carousel-using the information cards fill out the table. Which cause is the most influential and why? What are the consequences of deforestation? Using work form last lesson consider the impacts of deforestation use comprehension to support. Write a letter to the president of the UN describing the issues. Using work form last lesson consider the impacts of deforestation use comprehension to support. Write a letter to the president of the UN describing in detail the issues. Using work form last lesson consider the impacts of deforestation use comprehension to support. Write a letter to the president of the UN explaining in detail the issues. AO4

22 Week 2 Grade 2- to 3/ To understand how we can protect the tropical rainforest. To understand the impacts on indigenous people. Grade 3+ to 5-/ To describe how we can protect the tropical rainforest. To describe the impacts on indigenous people. Grade 5 to 6+/ To explain how we can protect the tropical rainforest. To explain the impacts on indigenous people. How can we protect the tropical rainforest? Carousel/card sort-how is the rainforest protected AO1 Carousel/card sort-how is the rainforest protected. Describe three methods and consider which is best/worst Carousel/card sort-how is the rainforest protected. explain three methods and consider which is best/worst How are indigenous people affected? Concept map- consider the feelings of the indigenous people by looking at a range of reosurces incl videos/newspaper articles. Concept map- consider the feelings of the indigenous people by looking at a range of reosurces incl videos/newspaper articles. Describe the impacts of deforestation on them Concept map- consider the feelings of the indigenous people by looking at a range of reosurces incl videos/newspaper articles. explain the impacts of deforestation on them

23 Week 3 Grade 2- to 3/ To understand the impacts that deforestation has on global warming Grade 3+ to 5-/ To describe the impacts that deforestation has on global warming Grade 5 to 6+/ To explain the impacts that deforestation has on global warming What are the impacts of deforestation on global warming To make links between deforestation and global warming using information cards. To make links between deforestation and global warming using information cards. To describe the impacts using a concept map To make links between deforestation and global warming using information cards. To explain the impacts using a concept map Assessment Opportunity (deep marked task and improvements) describe the impacts describe the impacts in detail explain the impacts using examples AO4 Describe/explain the impacts of deforestation on global warming

24 Week 4 Grade 2- to 3/ To create a poster to advertise the tropical rainforest Grade 3+ to 5-/ To create a poster to describe the tropical rainforest Grade 5 to 6+/ To create a poster to describe the tropical rainforest and explain why it is important Improvement task Consolidation- overview of the tropical rainforest Create a poster promoting the tropical rainforest including conservation, destruction, animals, people ect. Create a poster promoting and describing the tropical rainforest including conservation, destruction, animals, people ect. Create a poster promoting and describing and explaining the importance of the tropical rainforest including conservation, destruction, animals, people ect. AO4

25 NEW TOPIC- ANTARCTICA Week 5 Grade 2- to 3/ To locate Antarctica on a map of the world. To know who uses Antarctica Grade 3+ to 5-/ To locate Antarctica on a map of the world. To know who uses Antarctica and why Grade 5 to 6+/ To locate Antarctica on a map of the world. To know who uses Antarctica and why. To consider who owns ANtarctica Where is Antarctica? Locate Antarctica on a map of the world and identify the aims of the Antarctica treaty Locate Antarctica on a map of the world and identify the aims of the Antarctica treaty. Consider who owns Antarctica Locate Antarctica on a map of the world and identify the aims of the Antarctica treaty. Explain the importance of the treaty. Consider who owns Antarctica What/who uses Antarctica Carousel task in groups-collect information on who uses antartica Carousel task in groups-collect information on who uses antartica. Consider who gets the most from it Carousel task in groups-collect information on who uses antartica. Consider who gets the most from it/owns it

26 Week 6 Grade 2- to 3/ To understand the opportunities and challenges which are available in Antarctica Grade 3+ to 5-/ To describe the opportunities and challenges which are available in Antarctica Grade 5 to 6+/ To explain the opportunities and challenges which are available in Antarctica Opportunities and challenges in Antarctica Identify the challenges and opportunities associated with Antarctica describe the challenges and opportunities associated with Antarctica explain the challenges and opportunities associated with Antarctica END OF TERM ASSESSMENTS

27 Ingleby Manor Scheme of Work : Geography - Year 9 Summer 1 Urban Issues Objectives Support Core Extension Intervention

28 Week 1 Grade 2- to 3/ identify urban environment characteristics. To understand the burgess and hoyt models Grade 3+ to 5-/ describe urban environment characteristics. To describe the burgess and hoyt models Grade 5 to 6+/ describe in detail urban environment characteristics. To describe in detail and apply the burgess and hoyt models Urban environment characteristics Identify the different characteristics of urban environments Describe urban environments Describe urban environments and consider why people want to live there. Burgess and Hoyt Identify the areas and structure of the burgess and hoyt models Labelled diagrams Describe the structure and importance of burgess and hoyt models Annotated diagrams Describe the structure and importance of burgess and hoyt models. Apply these models to real life cities/towns Annotated diagram

29 Week 2 Grade 2- to 3/ To understand what urbanization is Grade 3+ to 5-/ To understand what urbanization is and describe the importance/impacts of it Grade 5 to 6+/ To understand what urbanization is and explain the importance/impacts of it urbanisation To understand what urbanization ishow does it work/happen To understand what urbanization ishow does it work/happen. Describe the impacts of it on towns and cities using examples To understand what urbanization ishow does it work/happen. explain the impacts of it on towns and cities using examples Mini assessment Selection of questions from topic

30 Week 3 Grade 2- to 3/ To understand why the inner city declines. To understand what gentrification is. Grade 3+ to 5-/ To describe why the inner city declines. To describe gentrification. Grade 5 to 6+/ To explain why the inner city declines. To explain what gentrification is. The decline of the inner city Identify reasons for inner city decline. Consider the impacts this will have on towns/cities describe reasons for inner city decline. Consider the impacts this will have on towns/cities explain reasons for inner city decline. Consider the impacts this will have on towns/cities gentrification Define gentrification and identify characteristics of it describe gentrification and characteristics of it using examples e.g. jesmond/ london docklands explain gentrification and characteristics of it using examples

31 Week 4 Grade 2- to 3/ To know where the rural urban fringe is. To know why the greenbelt needs protecting Grade 3+ to 5-/ To describe where the rural urban fringe is. To describe why the greenbelt needs protecting Grade 5 to 6+/ To explain where the rural urban fringe is. To explain why the greenbelt needs protecting The rural urban fringe Identify where the rural-urban fringe is. Identify the people who are impacted by the rural urban fringe describe where the rural-urban fringe is. describe the people who are impacted by the rural urban fringe. Create a leaflet/poster telling people how they can reduce conflict explain where the rural-urban fringe is. explain the people who are impacted by the rural urban fringe. Create a leaflet/poster telling people how they can reduce conflict Greenbelt Understand what the greenbelt is for and create a poster showing why it should be protected Understand what the greenbelt is for and create a poster showing why it should be protected. Write a letter to the LA describing the impacts on the greenbelt and why it is important Understand what the greenbelt is for and create a poster showing why it should be protected. Write a letter to the LA explaining the impacts on the greenbelt and why it is important

32 Week 5 Grade 2- to 3/ identify the issues and benefits of regeneration at the London docklands Grade 3+ to 5-/ describe the issues and benefits of regeneration at the London docklands Grade 5 to 6+/ explain the issues and benefits of regeneration at the London docklands Case study-london docklands Using the information sheets highlight the positives and negatives of the development. Create a report on the development stating the aims and positives/negatives AO1 Using the information sheets highlight the positives and negatives of the development. Create a report on the development describing the aims and positives/negatives Using the information sheets highlight the positives and negatives of the development. Create a report on the development explaining the aims and positives/negatives Assessment Opportunity (deep marked task) GCSE question Supported with writing frame/template Describe Explain AO4

33 Week 6 Grade 2- to 3/ To identify the key factors influencing urbanization in Mumbai. To identify the impacts that urbanization has had on Mumbai Grade 3+ to 5-/ To describe the key factors influencing urbanization in Mumbai. To describe the impacts that urbanization has had on Mumbai Grade 5 to 6+/ To explain the key factors influencing urbanization in Mumbai. To explain the impacts that urbanization has had on Mumbai improvement Urbanization in mumbai Carousel task in groups-identify the impacts and factors influencing urbanisation Carousel task in groups-identify the impacts and factors influencing urbanisation. Use this to write a description of urbanisation in Mumbai Carousel task in groups-identify the impacts and factors influencing urbanisation. Use this to write a description of urbanisation in Mumbai and explain why it happened

34 Ingleby Manor Scheme of Work : Geography - Year 9 Summer 2 Conflict Objectives Support Core Extension Intervention

35 Week 1 Grade 2- to 3/ To understand the causes of conflict. To understand and give examples of local conflicts Grade 3+ to 5-/ To describe the causes of conflict. To describe and give examples of local conflicts Grade 5 to 6+/ To explain the causes of conflict. To explain and give examples of local conflicts What causes conflict? Video-what causes conflict. Consider own ideas. Look at examples together and decide what caused the conflict Plot causes on a graph- draw conclusions from graph AO1 Video-what causes conflict. Consider own ideas. Look at examples together and decide what caused the conflict. Describe three causes of conflict Plot causes around the world on a chloropleth map and draw conclusions Video-what causes conflict. Consider own ideas. Look at examples together and decide what caused the conflict. explain three causes of conflict Plot causes around the world on a chloropleth map and draw conclusions Local conflicts Consider what would be a local conflict. Consider what makes a conflict local and describe it Consider what makes a conflict local and explain it AO4.

36 Week 2 Grade 2- to 3/ To give examples of local conflicts and consider ways that they can be lessened. To understand how conflicts arise over resources Grade 3+ to 5-/ To give examples of local conflicts and describe ways that they can be lessened. To describe how conflicts arise over resources Grade 5 to 6+/ To give examples of local conflicts and explain ways that they can be lessened. To explain how conflicts arise over resources Local conflicts-examples Look at examples of local conflicts eg lake district. Consider how the issues are solved- carousel Look at examples of local conflicts eg lake district. describe how the issues are solved- carousel Look at examples of local conflicts eg lake district. explain how the issues are solved- carousel AO1 Conflict over resources Film-blood diamond can be used to see the effects of conflict over resources. Investigation task-why were blood diamonds so important? Film-blood diamond can be used to see the effects of conflict over resources. Investigation task-why were blood diamonds so important? Describe the causes and effects of the war Film-blood diamond can be used to see the effects of conflict over resources. Investigation task-why were blood diamonds so important? explain the causes and effects of the war

37 Week 3 Grade 2- to 3/ To understand the causes and consequences of war using examples. Grade 3+ to 5-/ To describe the causes and consequences of war using examples. Grade 5 to 6+/ To explain the causes and consequences of war using examples. War- causes and consequences Using example of a modern war E.G. Syria/South Sudan, map current wars around the world. Identify the causes and consequences of each of them. Using example of a modern war E.G. Syria/South Sudan, map current wars around the world. Identify the causes and consequences of each of them. Choose one war to research and describe the causes and consequences of it in a report Using example of a modern war E.G. Syria/South Sudan, map current wars around the world. Identify the causes and consequences of each of them. Choose one war to research and explain the causes and consequences of it in a report Assessment Opportunity (deep marked task and improvements) GCSE question AO4

38 Week 4 Grade 2- to 3/ To consider the global impacts of war Grade 3+ to 5-/ To describe the global impacts of war Grade 5 to 6+/ To explain the global impacts of war Improvement task Global impacts of war Consider how war impacts people around the world e.g locals, people in the UK army Histogram/pictogram describe how war impacts people around the world e.g locals, people in the UK army Histogram/pictogram explain how war impacts people around the world e.g locals, people in the UK army Histogram/pictogram AO4

39 Week 5 Grade 2- to 3/ To understand the different solutions to conflicts. To apply this knowledge to examples Grade 3+ to 5-/ To describe the different solutions to conflicts. To apply this knowledge to examples. To describe ways that a conflict can be resolved Grade 5 to 6+/ To explain the different solutions to conflicts. To apply this knowledge to examples. To explain ways that a conflict can be resolved Solving conflicts Develop ways that conflicts can be resolved. Develop and describe ways that conflicts can be resolved Develop and explain ways that conflicts can be resolved Solving conflicts Look at different NGO s and how they handle and solve conflicts, identify the advantages and disadvantages of them Look at different NGO s and how they handle and solve conflicts, describe the advantages and disadvantages of them Look at different NGO s and how they handle and solve conflicts, evaluate their effectiveness AO4

40 Week 6 Grade 2- to 3/ Idenitfy the key features required to solve conflicts. Create a business plan for a conflict solution service (local or global) Grade 3+ to 5-/ describe the key features required to solve conflicts. Create a business plan for a conflict solution service (local or global) Grade 5 to 6+/ explain the key features required to solve conflicts. Create a business plan for a conflict solution service (local or global) Design your own conflict solution service Identify what is needed to solve conflicts. Create a plan for a business how will it work what are its aims, how will you raise money. describe what is needed to solve conflicts. Create a plan for a business how will it work what are its aims, how will you raise money. Create an informative poster to inform people about your service explain what is needed to solve conflicts. Create a plan for a business how will it work what are its aims, how will you raise money. Create an informative poster to inform people about your service END OF TERM ASSESSMENTS

41 SMSC in Geography *examples of SMSC opportunities are highlighted throughout Scheme of Work in green SPIRITUAL The study of Geography is promoting a sense of wonder and fascination with the physical and human world. An understanding of scale is an important aspect of Geography and how small changes in climate can have far reaching consequences. Understanding that all life is linked together and create the processes that make Earth the only known inhabited planet. Pupils reflect on the long and short term impacts noting the rights and wrongs linking into the value of justice. MORAL Moral issues are a vital part of many of the topics covered in Geography. We look at how the development of cites have put pressure on wildlife and the rural-urban fringe. We cover the issues of an ever increasing population and the different approaches taken by countries to tackle the problem. Examples include the one child policy in China, the education of women in India and the aging population in the UK. SOCIAL Social issues are common themes within Geography. At KS3 we study the causes of migration and pupils look at the views of asylum seekers and refugees to develop compassion. We consider the issue of global warming with an emphasis on how we can make a difference by making small changes to lifestyles. Pupils also develop leadership and teamwork both in the classroom and on field work visits CULTURAL Understanding different cultures is an important part of Geography. We look at how different cultures and beliefs can impact on issues such as birth control. Students look at the development of settlement within the United Kingdom and the importance of leisure and tourism and how shifts in culture have impacted on tourism. Pupils look at different places such as China, Ethiopia and the Middle East and are introduced to their customs and traditions allowing pupils to develop their humility and an understanding of the world as a global community.

42 Specific examples of Spiritual, Moral Social and Cultural Develop in Geography include: Studying the needs of a settlement and deciding on the best location Analysing the effectiveness of the one child policy in China, giving their views and suggesting alternative methods to combat the issue of increasing populations. Using case studies of natural disasters to understand the social and cultural impacts The moral issue of fair trade and food miles putting profit before others and the environment.