1st Year Scheme of Work 2015-2016
Theme
Geography
Admin
From Local to
Global
(5 weeks)
Learning Objectives
-

Possible Activities
Learning Outcomes
Skills
Exercise books
Buff folder
Textbooks – Horizons 1 & Map Skills
Lower School Marking and Expectations sheet
Geography Assessment Record
iPads – Google Classroom invite
iPads – Google Drive folders – explain to students about importance of cross-referencing in their exercise books
Explain to students that in the next lesson there will be a Baseline Geography Assessment – purpose is for teachers to understand
previously learning of students. Students will be tested on the following: European countries & cities, continents, Ordnance
Survey map skills, scale, human & physical geographical features, settlement growth
Ppt with varied selection of images - class
Understand how vast Geography is Photographic
To understand how
has to write yes/no if they think it is
as a subject and the different areas interpretation
vast the subject of
Geography or not. Revisit the images and
it can include.
Geography is
discuss the links to Geography.
Students should find an image which
represents Geography to them and create a
(30 second) Tellagami to explain why they
iPad App have chosen this picture. Use
Tellagami
Reflector/AirServer to share their Gamis.

Use baseline assessment
To conduct a Baseline
Assessment of students Mark scheme

To be able to define
Geography
Define Geography: e.g. study of places and
the relationships between people and their
To enable students to reflect on
previous learning. Teachers able to
use outcomes for seating plans, to
identify G&T students and students
who need additional support
Consider different definitions for
Geography and overcome
Defining key terms
1st Year Scheme of Work 2015-2016
environments
Misconceptions of Geography:
http://education.nationalgeographic.co.uk/
media/what-geography/ or What is
Geography


To be able to
categorise the subject
of Geography
To understand the link
between Geography
and everyday life
Brainstorm & categorise topics – Human,
Physical, Environmental. Revisit images and
categorise
misconceptions of Geography
Understand there are different
strands to the subject which can be
categorised.
Categorising
They should start to make links
Homework: Find 3 images (human, physical, between Geography and their
environmental) and write a short paragraph every day lives.
for each one explaining the links to
Geography. Extension: For each picture also
explain the ‘bigger picture’ – its relevance
to the students in terms of their everyday
lives e.g. Human – ageing population in the
UK, they will have to work longer before
receiving a pension.
Give students a variety of recent BBC news
articles to research. Students to read,
summarise key points and then explain the
link to Geography. Students then to find
their own news stories & share with class.
Understand the links between
current affairs and Geography.
Create a Twitter News World Map – using
Understanding the global nature of
Skitch App. Save image of world map from
current affairs and the local
internet, open in Skitch & annotate with
impacts this can have
#.... to summarise stories e.g. arrow to Libya
Application of
definitions to
images.
Linking subject to
their everyday lives
1st Year Scheme of Work 2015-2016
#migrantrescue, arrow to Iran
#britishembassyreopens.
Introduce the idea of weekly Geography
news reports. Each student is allocated a
week in the academic calendar and they are
responsible to reporting to the class a news
story from ‘their week’ – summarise the
story and explain the link to Geography
(max of 4 minutes long).

To identify continents,
oceans, mountain
ranges, rivers,
countries and cities of
the world
http://thekidshouldseethis.com/post/yakko
s-nations-of-the-world-an-updated-version
- highlight just how many countries there
are in the world
Masking tape world – To get students
thinking about all continents of the world
and working together as a team, split them
into groups, allocate them a continent, 1
roll of masking tape per group, show them a
world map on the board/in an atlas if
outside to study and memorise for a brief
period of time, and then from memory they
have to ‘draw’ the outline of their continent
(in the correct place in relation to all the
other continents) on the classroom
floor/out on the playground whether
depending with masking tape. Students
Encourage students to enhance
their awareness of current
affairs/geography in the news
Enhance students awareness of
continents, oceans, mountain
ranges, rivers, countries and cities
1st Year Scheme of Work 2015-2016
then have to locate particular oceans,
mountain ranges, rivers, countries and/or
cities on the world map – you could have
some students with atlases helping those
locating, but they can only use compass
directions to explain where places are
To identify the continents, oceans,
mountain ranges, countries, capital
cities and key lines of latitude and
longitude
Make a globe & use World Atlas Pro to
identify continents, oceans, mountain
ranges, rivers, selection of countries &
capital cities, lines of latitude and longitude

To understand the
concept of
globalisation and our
global connections
Globingo activity to start students talking to
each other and discovering about global
Geography. Discuss the purpose of
Globingo – would this sheet have been
possible/easy to complete 20 years ago?
What might be different in 20 years?
Introduce idea of globalisation and global
connections
My global connections -With a world map
(hard copy or electronic) and World Atlas
Pro App/an atlas get students to mark onto
the map all the places they are connected
to, for example where they have been,
where their family or friends live, where
their favourite possessions were made,
To understand the idea of
globalisation and global
connections
To identify their links with
countries around the world.
1st Year Scheme of Work 2015-2016
where their favourite food is grown or
produced, where their favourite film was
set, where their favourite international
football team or player is from. Extension:
include latitude and longitude of all
locations (use World Atlas Pro or Atlas
Index), area, population, GDP etc
Homework Activity: Complete a Geography
Passport
To reflect on a place they have
visited and the Geography of this
place.
To understand that there are many
different maps, used for different
purposes

To identify different
types of maps. To learn
to locate places on a
map

To be able to recognise
maps of different
scales
Introduce idea of maps, look at different
maps using the Maps ppt and types of maps
worksheet. Introduce idea of different map
projections
Realise that we need to
understand different scales.
Understanding of Scale – Local, Regional,
National, Global – locating KES at these
different scales. Students could imagine
they are writing to a new E-Pal – they
should explain the location of KES at
different scales using maps from World
Atlas Pro, Google Maps and Google Earth to
show this.
To understand latitude and
longitude
Use latitude and longitude ppt to introduce
the idea of latitude and longitude. Students
1st Year Scheme of Work 2015-2016

National
Parks & the
New Forest
(3-4 weeks)
To understand how to
interpret longitude and
latitude

To understand how to
use Google Earth (GIS)
to identify latitude and
longitude

To understand what
National Parks are,
their aims and their
locations in the UK.

To identify and explain
key features of the
Lake District
to use World Atlas Pro and Atlas Index to
find out latitude and longitude of countries
using worksheet and map. Extension –
students to complete earthquakes and
volcanoes worksheet and map
Use Google Earth – change settings
‘Position’ to ON so that latitude and
longitude is given. Students could locate 5
global cities, screenshot each city, put into a
document e.g. Keynote, skitch, explain
everything and annotate the city with
information e.g. latitude and longitude
coordinates (from Google Earth), streetview
of the city, photographs of key features in
the city and locate as precisely as possible,
facts about the city etc.
To familiarise themselves with
Google Earth and the uses of this
GIS system.
Use the National Parks ppt to introduce
To identify the importance of
what they are, why places get designated as National Parks and their location in
National Parks. On a blank map of the UK
the UK.
(World Atlas Pro – UK Outline Map)
students to locate the 15 national parks in
the UK.
Use the case study of the Lake District in
the National Parks ppt. Students to create a
mindmap (using SimpleMind+ App or
To understand key features of the
Lake District national park
1st Year Scheme of Work 2015-2016
Popplet Lite App) about the Lake District
National Park
To develop students sketch map
skills and to encourage students to
identify key features on the map in
the area within and outside the
New Forest National Park.

To identify key places
within and outside the
New Forest National
Park via a sketch map
Using the OS maps available students
should identify the location of the New
Forest National Park (see boundary map)
and settlements located within the National
Park. Students should produce a sketch
map of the New Forest National Park and
the nearby surrounding area (e.g.
Southampton) and key places, roads etc
within the National Park.

To understand why the
New Forest is a
National Park
Using iBrainstorm App, students should
To identify reasons why the New
brainstorm reasons why the New Forest is a Forest has been designated a
National Park, attractions, facilities etc.
national park.
Discuss reasons.
Using the following websites (as well as
others) students research additional
reasons:
www.newforestnpa.gov.uk
www.thenewforest.co.uk
www.new-forest-national-park.com/
www.new-forest-tourist.co.uk
http://www.nationalparks.gov.uk/learninga
bout/whatisanationalpark/factsandfigures
https://www.gov.uk/government/organisati
ons/department-for-environment-foodrural-affairs
1st Year Scheme of Work 2015-2016


To identify and
understand features of
the New Forest
National Park and
conflicts which arise
To understand grid
references, map
symbols, scale,
distance, direction,
contours/relief in
relation to the New
Forest National Park
Students are to undertake a ‘Virtual
Fieldtrip of the New Forest’. The ppt should
be sent to all students via Google Classroom
whereby they are able to save the
document as their own and work on it. They
should work through the powerpoint and
answer questions on the slides – they can
add extra slides if more space is needed.
They are given websites to help them but
can use others as well.
Use ppts to introduce the concepts of grid
references, map symbols, scale, distance,
direction and contours/relief and then use
OS New Forest maps to put these skills into
practice.
Grid references & map symbols ppts 1, 2, 3,
map hunt worksheet
Scale & distance ppts 1, 2 and worksheet
Contours/relief ppts 1, 2 and worksheets 1,
2, 3 and images
Map skills New Forest worksheet and
answers
Extension/consolidation activity – Essential
Mapwork skills page 29-31 Malham
(Yorkshire Dales National Park) selection of
map skills questions
To understand why the New Forest
National Park attracts a high
number of visitors and why this is
increasing. To look specifically at
the settlement of Lyndhurst and
understand what attracts visitors.
To identify the conflicts and
problems there are within the
National Park and think about ways
to overcome these.
To be able to use key map skills in
relation to the New Forest National
Park.
1st Year Scheme of Work 2015-2016
Local
Environment
Enquiry
Project
(6 weeks)
Assessment 1 – Where’s the treasure?
Use the ppt to explain to students the task.
Success checklist and assessment criteria on
final 2 slides. Students will need A3 paper to
complete the task. Grid squares could be
drawn on for them or they have to draw
this themselves.
Time scale for completion – 1 lesson & 2
homeworks
To apply all the map skills which
they have learnt in previous
lessons and use these to create a
treasure map with instructions for
use.

To apply all map skills
to the design of a
Treasure Island and be
able to use technical
map skills to guide
someone to the
treasure

To understand how to
conduct a fieldwork
enquiry
Go through the sequence of a Geography
fieldwork investigation. Hypotheses/key
questions/aims, Data collection methods,
Data Presentation techniques, Data
Analysis, Conclusions, Evaluation – students
to make notes in exercise book or on iPad
for each stage of an enquiry. You could ask
students to think through a hypothetical
fieldwork investigation linked to tourism in
the New Forest National Park as previously
studied.
To gain an insight to geographical
investigations. Understanding thee
sequence of carrying out an
investigation.

To identify different
Use the ppt to discuss questionnaires, land
To understand a range of data
1st Year Scheme of Work 2015-2016

methods of data
collection including
questionnaires, land
use maps and
annotated photographs
use maps and annotated photographs with
students as methods of data collection in
relation to the New Forest National Park.
Students could design a questionnaire using
a combination of open, closed and bipolar
questions.
collection methods and different
types of questioning.
To understand the
fieldwork they are
going to undertake in
the local area of
Southampton
Use the environmental enquiry pack to
To familiarise students with the
introduce the fieldwork investigation. Use
fieldwork they are going to
Google maps or Digimap for Schools
undertake
(username: SO155UQ, password:
cormed99) to show students the 3 locations
to visit (Kineton Road, Malmesbury Avenue
& Shirley Towers – Grove Road) Looking at
the data they are going to be collecting ‘in
the field’ ask students to come up with
appropriate hypotheses/key questions/aims
for the investigation and they should be
able to justify their reasons for these.
e.g. The size of the houses increases as you
move further away from the docks
The quality of the environment improves as
you move further away from the docks
The amount of traffic decreases as you
move further away from the docks.
Discuss the data collection methods to be
used and write some notes on how to do
them, advantages and disadvantages –
Environmental Quality Survey, traffic count,
field sketch, annotated photographs. Task
1st Year Scheme of Work 2015-2016
sheet and assessment criteria can be
distributed before or after the fieldwork


Rivers and

To conduct a
geographical
investigation
To write up a fieldwork
investigation
To understand the flow
One lesson trip around the local area to
study the environment and collect data for
their investigation
Building confidence in data
collection for a geographical
investigation
Assessment 2 (20% of end of year mark) Students are to create an iBook (using Book
Creator App) for their Local Environment
Investigation. Task sheet and assessment
criteria
To learn a range of skills in
geographical investigations and
link them together to produce an
individual enquiry.
They should include the following sections:
Hypotheses x3
Location maps
Data Collection Methods – what they did,
advantages & disadvantages
Data Presentation – Graphs from the
Environmental Quality Surveys, Annotated
photographs, annotated field sketch, Pie
chart of traffic count
Data Analysis – what their results show
Conclusions – have they proved or
disproved their hypotheses
Evaluation – problems encountered & how
could they improve what they did if they did
it again?
Horizons 1: p46
Students will be able to:
1st Year Scheme of Work 2015-2016
of water in the
hydrological cycle
Flooding

To understand the
three main stages of a
river
Use the Water Cycle Story – students to
have a process on a card each, part of the
water cycle (e.g. evaporation, or clouds
form etc). One/two pupils read the story of
the water cycle and stop before each of the
words on the card is said. The correct
person must come and stick it on the board
to create the diagram of the water cycle.
Water cycle card sort and answers can be
used to help students familiarise
themselves with key words.
Key word bingo could also be used.
Students can illustrate key words. Students
can create A3 posters showing either the
water cycle or rain’s journey to the rivers.
Students could create a diary of a water
droplet aimed at Year 3 pupils.
Think-pair-share – effects of rivers on
people & the landscape
Possible homework activity – create a key
word quiz
Horizons 1: p47
AQA Geography A: p102
Collins IGCSE Geography (old version): p80
Create a glossary of key words
Annotate diagrams of a drainage basin and
river’s long profile (ppt 1 & 2 if needed)
Photocopy diagram D in Horizons p47 and
complete questions 2-4
-
Explain the flow of water in
the water cycle
Label & describe processes
in the water cycle
Analyse the effect of this on
different landscapes
Students will be able to:
- Label parts of river in the
drainage basin
- Explain the features of a
river in a long profile
1st Year Scheme of Work 2015-2016
Discuss and suggest reasons for settlements
by rivers
Homework: Make a miniature drainage
basin model worksheet (students may need
2 homeworks) – H8 has some examples
from previous years


To understand river
processes of erosion,
deposition and
transportation
To understand how
meanders, oxbow lakes
and waterfalls are
formed
Horizons 1: p48-49
AQA Geography A: p100-102
Students could create actions for each river
process or use River Kung Fu video &
movements
Write a poem, rhyme or rap for erosion
Annotated diagrams to show forms of
transportation
Students can discuss in pairs reasons for
deposition and make notes and think also
about the effects of deposition
Horizons 1: p56-61
AQA Geography A: p104-105
Internet Research
Video clips:
Meanders video clip
Oxbow lake formation video clip, Oxbow
lake clip 2
Waterfalls clip 1, Waterfalls and gorges clip,
Waterfalls plunge pools and potholes clip
Students can make suggestions (based on
Students will be able to:
- Categorise processes of
erosion
- Label and describe river
transportation
- Explain reasons for
deposition
Students will be able to:
- Construct a comic strip to
explain the stages in the
formation of meander &
oxbow lakes
- Explain the causes of
waterfall formation
1st Year Scheme of Work 2015-2016
knowledge gained in previous lesson) as to
why waterfalls exist and how meanders &
oxbow lakes form
Students should use Comic Life App to
construct a cartoon on how meanders are
formed – they can find images and
screenshot these to insert into their Comic
Students should find stages of waterfall
formation images and use an App (e.g.
Skitch/Explain Everything) to annotate
these images with explanation of how a
waterfall forms


To investigate reasons
why humans live near
rivers
To understand how
humans adapt their
Students start to research on the internet
and discover why living areas are
established by rivers. Create a mindmap of
ideas from research using App
(SimpleMinds+ or Popplet Lite)
Discuss and feedback from initial research
Using Book Creator App students will then
begin to create a guide to ‘Use of Rivers’.
Extension: evaluate how good it is for
humans to live near rivers. Would you live
near a river in the year 1000AD and now?
Students should watch Human Planet DVD
episode on Rivers
Students will write an interview with one of
the characters features in Human Planet
Students will be able to:
- Research different river
settlements
- Explain a range of reasons
why rivers are good and
bad places to settle
Students will be able to:
1st Year Scheme of Work 2015-2016
lives to live near rivers
and include it in their iBook guide to ‘Use of
Rivers’
Extension: Create a postcard of the rivers
features in Human Planet
Homework – linked to a future lesson.
Students should observe a river, list all of
the animals and plants that reside there.
Students should also make some notes on
the food-webs on the river they observe and
the pros and cons of certain creatures on
the river bank and in the river.
-
-
Identify different issues
facing river dwellers
globally
Create enquiry questions to
find out more about global
issues
Think-pair-share – importance of tourism
and how rivers can generate tourism

To understand how
rivers can generate
tourism
Students to use internet research (and
Students will be able to:
travel brochures) and their own experiences
- Describe the appeal of
to create an advertising campaign for a
rivers as a holiday
holiday resort based around a river of their
destination
choice. Can be presented by hand or using
- Explain the good and bad
an App – as a collage, poster, holiday
things about river tourism
brochure page, webpage etc and should be
added to their guide to ‘Use of Rivers’ (if
completed by hand then photograph and
insert into iBook)
Students will need their notes from their
1st Year Scheme of Work 2015-2016


To understand a range
of river insects and
wildlife
To understand the
causes and effects of
flooding in the UK
river observation for this lesson.
Discuss observations from homework.
Freshwater river ecology image may help to
prompt discussion
Students will be able to:
Watch Planet Earth DVD episode on Fresh
- Describe how rivers are
Water. Mindmap or factsheet (using App) of
used by wildlife
the issues facing wildlife in and around
- Create own river insect with
rivers.
features adapted for river
Create own river insect: list features that
life
river insects have that make it easier to live
in river environments
Horizons 1: p66-67
Discuss what flooding is. Brainstorm causes
of flooding and where it happens.
Newspaper articles and news reports
(youtube) could be used and causes picked
out.
Notes on causes from p66-67
Discuss the effects of flooding – categorise
into social, economic and environmental
Class case study on flood in Britain (causes,
effects & responses)
Possible examples
Somerset Levels – Estream ‘The Storms that
stole Christmas’ and WideWorld magazine
article September 2014 Volume 26 No.1 pg
10-11
Students will be able to:
- List the causes of floods
- Explain factors which make
floods worse
- Discuss effects of floods on
people and property and
categorise into social,
economic and
environmental
1st Year Scheme of Work 2015-2016
Boscastle – Estream ‘Boscastle Floods News
Special’
York Floods: pg 68-73
Extension: The effects of flooding in the UK
were more economic than social or
environmental. How far do you agree?


To understand the
causes and effects of
flooding in an LEDC
To investigate a range
of ways to defend
settlements from
Assessment 3: River and Flooding in an
LEDC Factfile
Following on from the class case study of a
flood event in the UK. Students are to
undertake research of a river and flood
event in an LEDC (brainstorm different
possibilities e.g. Bangladesh pgs 76-83).
They are to research their river and flood
event and then use their research to write a
factfile about it. Success checklist and
assessment criteria
Extension section: Does the UK cope with
floods better than an LEDC? Give reasons
for your answer.
Use Flood Defences ppt to look at hard and
soft engineering techniques used along
rivers. Create a table of the different
defences, advantages and disadvantages.
Exemplar exam questions to answer in
Students will be able to:
- Identify the causes of the
floods in their chosen LEDC
- Explain and categorise the
effects of the flood in an
LEDC
- Evaluate how well the LEDC
deals with flooding
Students will be able to:
1st Year Scheme of Work 2015-2016
flooding
relation to flood defences.
-
Homework: Using materials such as
cardboard etc design their own flood
defence and write a promotional leaflet to
persuade governments to buy the flood
defence.
-
Explain different ways to
prevent flooding – hard and
soft engineering
Evaluate the best and worst
way to prevent flooding
Compare defences used in
MEDCs and LEDCs