The KING’S Medium Term Plan – Geography
Y8 Learning Cycle 3 Programme
Module
3
Title
Challenging
Question
Subject
Challenging
Question
Big
Picture
Lines of
Enquiry:
Geography
Water on the Land
What is the changing nature of conflict and co-operation in our world?
How can rivers shape our landscape and cause conflict between people and the
environment?
LC3 allows students to develop their knowledge and understanding of rivers, a key component in the GCSE Geography course. Students
begin by investigating the distribution of rivers globally, which improves on-going map work skills from LC2. There are opportunities
throughout for students to develop their case study knowledge, as most weeks have opportunities for a focused case study to bring the
topic to life. Students will then investigate how erosion, transposition and deposition have helped to form certain river features and the
landscapes around us. Finally, students will consider when rivers can become ‘dangerous’, comparing flood events in countries at
differing levels of development. The module finishes with a look to the future; is it possible to control or manage rivers, especially in our
constantly changing world?
Week 1 – Where are the world’s major rivers located?
Week 2 – How does a river change over its course?
Week 3 – How do rivers shape the land?
Week 4 – How and when can rivers become dangerous?
Week 5 – Can rivers ever truly be controlled?
Week 6 – Assessment week
Week 7 – GAP Teaching week
Over the course of the learning cycle, all pupils will be expected to learn the following:
Progress
Objectives
Week
1
(2 hours classlearning and 1
hour homelearning)
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Location of the world’s major rivers
Erosion, transportation and deposition in the context of river studies.
Changes in rivers and river valleys from source to mouth [long profile]
Formation of oxbow lakes and/or meanders
Formation of waterfalls
Causes of flooding; physical and human factors
Effects of flooding; differences between HICs and LICs
Flood management - differences between HICs and LICs
LOE: Where are the world’s major rivers located?
Stage 1
Hypothesis: Most of the world’s major rivers are located in South America
Weekly Overview of content
KGP Objectives:
BRONZE: List the names of the world’s major rivers and location them on a world map.
SILVER: Describe the location of the world’s major rivers using key terminology. Students should have knowledge of one of the world’s
major rivers.
GOLD: Describe the location of the world’s rivers in detail using key terminology and compare two of the world’s major rivers.
Stage 2
Hypothesis: Transportation, deposition and erosion all play equal roles in forming river features
KGP Objectives:
BRONZE: Identify the key processes of transportation, deposition and erosion
SILVER: Describe and explain the different types of transportation, deposition and erosion and how they work
GOLD: Construct accurately annotated diagrams to explain the different processes of transportation, deposition and erosion
Home learning:
Research one of the following rivers and create a poster on it – Nile, Mississippi, Amazon. You can make your poster on
your i-pads but it MUST be printed.
Success Criteria:
•
Where is it located? Where does it begin? (source) Where does it end? (mouth)
•
How long is it? Where does this rank in the world?
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Which countries does it flow through?
•
How many tributaries (rivers that join it) does it have?
•
What lives in the river and on its banks? (Animals / tribal groups)
GOLD CHALLENGE - What is so special about the Amazon, Nile or Mississippi?
Week
2
(2 hours classlearning and 1
hour homelearning)
LOE: How does a river change over its course?
Hypotheses: Rivers are wider and shallower near the source of the river
Stages 1 and 2 KGP Objectives:
BRONZE: Identify the different features found in the course of a river
SILVER: Identify the different features found on the course of a river and accurately locate them on a long profile diagram
GOLD: Construct a labelled diagram of the course of the river including the features found at different stages of it. Use key terminology to
explain why each of the features is found in that specific area of the river
Home learning:
‘Describe the long profile of a river’ (6 marks)
Success Criteria:
 A description of what a long profile is
 Explain some features that are found in each section of the river
 Explain the main types of erosion that are found in each section of the river
GOLD (Challenge): Explain the main types of erosion that are found in each section of the long profile of the river
Week
3
(2 hours classlearning and 1
hour homelearning)
LOE: How do rivers shape the land?
Stage 1
Hypothesis: There is always a meander before an oxbow lake
Weekly Overview of content – Including Mid-Term Assessment & review
KGP Objectives:
BRONZE: Describe the characteristics of both a meander and an oxbow lake and identify the stages that have led to their formation
SILVER: Describe the characteristics of both a meander and an oxbow lake and describe the processes responsible for their creation and
the link between the two features.
GOLD: Describe the characteristics of a meander and oxbow lake and explain in detail, using key terminology, the processes
responsible for its formation
Stage 2
Hypothesis: Waterfalls are formed by hydraulic action
KGP Objectives:
BRONZE: Describe the characteristics of a waterfall and identify the stages that contribute to the formation
SILVER: Describe the characteristics of a waterfall and describe the processes responsible for its creation, using key
terminology
GOLD: Describe the characteristics of a waterfall and explain in detail, using key terminology, the processes responsible for
its formation
Home Learning:
Learn the following spellings for a spelling test in week 4.
1. Erosion
2. Transportation
3. Deposition
4. Hydraulic action
5. Solution
6. Traction
7. Attrition
8. Abrasion
9. Waterfall
10. Deposition
11. Management
12. Rivers
13. Shallow
14. Narrow
15. Meander
16. Flooding
17. Human
18. Physical
19. Bangladesh
20. England
Week
4
(2 hours classlearning and 1
hour homelearning)
LOE: How and when can rivers become dangerous?
Stage 1
Hypothesis: All floods are mainly caused by physical factors
KGP Objectives:
BRONZE: Describe the causes of flooding, using some key vocabulary
SILVER: Explain the causes of flooding, using key terminology with confidence, categorising the causes into human and physical
GOLD: Analyse in detail the various causes of flooding and conclude whether physical or human causes are more severe.
Stage 2
Hypothesis: Floods in LICs cause more economic damage than in HICs
KGP Objectives:
BRONZE: Describe the effects of flooding in the UK and in Bangladesh
SILVER: Explain the effects of flooding in the UK and in Bangladesh
GOLD: Compare and contrast the effects of flooding in LIC’s and HIC’s and conclude where the effects are more problematic
Home learning:
Create a fact file about the 2007 Bangladesh floods.
Success Criteria:
 Describe the location of Bangladesh
 The causes of flooding (what made the flood happen)
 The effects of flooding (e.g. how many people died etc)
 Solutions to flooding (what have they done to prevent future flooding?)
 GOLD (Challenge): Categorize the effects of flooding in social, economic and environmental)
Week
5
(2 hours classlearning and 1
hour homelearning)
LOE: Can rivers ever truly be controlled?
Stages 1 and 2 –
Hypothesis: Rivers cannot ever be truly controlled
KGP Objectives
BRONZE: Identify the different techniques that can be used to control or manage river flooding in EITHER an LIC or an HIC
SILVER: Explain two different techniques used to control rivers and suggest whether they would be more effective in LICs or HICs
GOLD: Evaluate the advantages and disadvantages of at least two flood control techniques used in LICs or HICs
Home learning:
Revision for assessment
Success Criteria:
 Location of world’s major rivers
 Processes of erosion and transportation
 Long and cross profiles of a river
 Formation of waterfalls
 Formation of meanders and oxbow lakes
 Causes of floods
 Flooding in LIC’s and HIC’s
 Flood management
Week
6
(2 hours classlearning)
During the first lesson, students will identify specific areas where they need to target their revision to improve understanding,
enhance their skills and ensure a complete and thorough understanding of the content. Students will work, both individually
and in learning teams, to complete exam questions and to create range of revision which can be used both now and in the
remaining learning cycles of this year.
Stage 2 will comprise of a written assessment based on a series of examination questions, with a range of both short and
long answer questions.
Gap
Gap
Reinforcement
Analysis
Reinforcement
This end of module time will be allocated to re-teaching any gaps discovered in each individuals’ knowledge as a result of the
assessment process. The whole class will address any misconceptions which have been highlighted through the assessment
analysis but students will also be given time to work with the teacher individually or in small groups to address any areas of
the content where they feel they need additional help.