2013-2015
KS3 Geographical Skills
Course descriptor
Enquiry Question:
Learning Goals: This day is designed to allow students to gain practical experience in geographical skills and techniques. Using
map skills the students will navigate to a number of sites to undertake small scale fieldwork projects using a range of equipment.
Level:
KS3
Key Questions
Key Words
Assessment
How does a compass allow you to
navigate?
Why is weather important?
Name some ways in which you can
measure the weather?
What impacts do visitors have on Epping
Forest?
How would you go about measuring
different types of impact?
Give examples of the various ways that
the amount of impact on an area could
be managed?
Compass
Map
Grid reference
Stevenson screen
Beaufort Scale
Recreation
Tourism
Honey Pot
Erosion
Trampling
Soil Compaction
Transect
Learners will initially and dynamically be
assessed through questioning.
Learners will be provided with
opportunities throughout the course to
assess their own understanding and that
of others in order to facilitate self and
peer review.
Learning Objectives
All learners
Level 5
Most learners
Level 6
Know
Understand
Be able to
Know that human activity can have
an impact on their environment.
Understand some ways that
human activities cause environments
to change.
Carry out an investigation to look at
the effect of human impact on an
area, and to record their findings.
Recognize human and physical
characteristics on a map.
Understand what geographical
diversity means and how human and
physical features result in similarities
and differences in the environments
of different places.
Describe differences between places
in terms of human and physical
characteristics.
.
Recognise that different places
experience different weather.
Understand that this can have an
effect on the environment.
Know that human activity can have
an impact on their environment.
Recognize how conflicting demands
on the environment may arise.
Carry out several investigations to
look at the effect of human impact on
an area, and to record their findings
using appropriate methods and
vocabulary to reach conclusions that
are consistent with the evidence.
Recognize human and physical
characteristics on a map. Know that
these can be located by using grid
references.
Understand how to locate human and
physical characteristics on a map
using grid-reference co-ordinates.
Be able to accurately plot and locate
human and physical characteristics on
a map using grid-reference
co-ordinates.
Recognise that different places
experience different weather
conditions and this can have an effect
on organisms and the environment.
Understand that various aspects of
the weather can be measured
Carry out measurements of the
various aspects of the weather using
a variety of techniques. Be able to
accurately record the results
Some learners
Level 7
Know that human activity can have
an impact on their environment. And
recognize that the impact can be
managed.
Recognize human and physical
characteristics on a map. Know that
these can be located by using grid
references. Recognize that maps can
be used to convey lots of additional
information about an area.
Recognise that different places
experience different weather
conditions and this can have an effect
on organisms and the environment. .
Understand how conflicting demands
on the environment may arise and
describe and compare sustainable
and other approaches to managing
environments
Carry out several investigations to
look at the effect of human impact on
an area, and to record their findings
using appropriate methods and
vocabulary to reach conclusions that
are consistent with the evidence.
Be able to discuss their findings in
terms of environmental impacts and
subsequent sustainable management
of these.
Understand how to locate human and
physical characteristics on a map
using grid-reference co-ordinates.
Understand the importance of using
scales, keys, directional arrows and
Titles.
Be able to accurately plot and locate
human and physical characteristics on
a map using grid-reference
co-ordinates.. Be able to add scales,
keys, directional arrows, Titles and
other additional information that may
be required.
Understand that various aspects of
the weather can be measured and
that the results can be recorded and
used to look at patterns in the
weather.
Be able to use a variety of techniques
in order to carry out measurements
of various aspects of the weather and
to accurately record the results. Be
able draw conclusions from their
results.
Activity Outline:
Start:
10:00
Activity
Location
Outcomes: by the end of the activity learners will be able to…..
Domestic & safety briefing.
(Toilets and boots).
Classroom

Operate in the building and field safely.
Objectives
Classroom


Describe the objectives of the day.
Describe the plan of the day.
Maps and grid references
Classroom and
Centre grounds

Use grid-references in order to plot/find places on a map


Describe why weather is important
Be able to use instruments such as thermometers, light-meters, and
measuring cylinders in order to measure various aspects of the
weather.
To record various aspects of weather based on observations and using
the Beaufort Scale.
Describe how to a compass works and how to use a compass in order
to navigate.
Be able to navigate around a route in the forest using a compass.
Be able to make an annotated field sketch
Describe and measure some of the impacts that visitors have on
Epping Forest
Describe some of the methods used to manage visitor impact.
Use equipment to measure the effect of trampling on an area.
Draw conclusions based on data collected
Fieldwork:
Measuring the weather
Centre grounds

Centre Grounds
and on site (PN)
Using a compass
Fieldwork:
Measuring the impact that
visitors have on Epping Forest
Finish:
On site
(PM,OP)







15:30
Please note that any adjustment to the recommended times may result in some of the programme not being delivered.
Pre and post course learning
Specification Links
The course covers aspects of National Curriculum
1.0
1.1
a.
b.
1.2
b.
Key Concepts Place
Understanding the physical and human characteristics of real places
Developing ‘geographical imaginations’ of places
Space
Knowing where places and landscapes are located , why they are there, the patterns and distributions they
create, how and why these are changing and the implications for people.
1.5 Physical and Human Processes
Understanding how sequences of events and activities in the physical and human worlds lead to change in
places, landscapes and societies.
1.6 Environmental Interaction and sustainable development
Understanding that the physical and human dimensions of the environment are interrelated and together
influence environmental change.
2.0 Key Processes2.1 Geographical enquiry
a. Ask geographical questions, thinking critically, constructively and creatively
b. Collect, record and display information
c.
d.
e.
Identify bias, opinion and abuse of evidence in sources when investigating issues.
Analyse and evaluate evidence, presenting findings to draw and justify conclusions.
Find creative ways of using and applying geographical skills and understanding to create new interpretations
of place and time.
f. Plan geographical enquiries, suggesting appropriate sequences of investigation
g. Solve problems and make decisions to develop analytical skills and creative thinking about geological issues.
2.2 Fieldwork and out of class learning
a. Select and use fieldwork tools and techniques appropriately, safely and efficiently.
3.0 Range and content:
a. A variety of scales, from personal, local, regional or national, international, continental and global
c. Location of places and environments
d. Key aspects of the UK, including its changing human and physical geography, current issues, and its place in
the world today.
f. Physical geography, physical processes and natural landscapes
h. Interactions between people and their environment, including causes and consequences of these
interactions and how to plan for and manage their future impact
4.0 Curriculum opportunities
a. Build on and expand their personal experiences of geography
b. Explore real and relevant contemporary issues
e.
Undertake fieldwork investigations in different locations outside the classroom individually and as part of a
team.