Geography Department Year 8 Topic Summary:
Environmental Concerns
In the course of this unit you will study how humans have exploited the Earth’s
resources and what impacts this had on the natural environment. You will also examine
how humans have tried to manage these impacts.
At the end of the unit, read through the list of key questions, issues and case study
information and tick the appropriate box. This will highlight any areas that may need
extra revision for the end of unit test!
Key Questions, Issues and Case Study Information
What is the environment problem?
• Be able to define key terms like Environment, Resources, Conservation
and Sustainable Development.
• Have a broad understanding of how humans using resources can affect
the environment.
Who is responsible for the environment in the UK?
• Be familiar with the different aspects of the environment that need
protection in the UK – areas of natural beauty, habitats and historic
sites.
• Be aware of the Government agencies and other groups responsible for
protecting the environment in the UK. Don’t forget your own actions!
Fragile environments: The Antarctic
• Understand why Antarctica is unique by studying the landscape, climate
and natural resources (including species) found there.
• Understand the threats that Antarctica faces including tourism, overfishing and pollution.
• Know how and by whom the Antarctic is currently protected.
Fragile environments: Coral Reefs
• Know what coral reefs are and why they are important.
• Understand the threats faced by coral reefs.
• Be able to give an example of how they can be protected.
Why does wildlife need protecting?
• Understand the term endangered species.
• Be able to name a species of endangered animal (e.g. the African
Elephant), explain why it is under threat and describe what humans
have done to help the species concerned.
What can we do to protect the environment?
• Understand that conserving resources requires local as well as global
action.
• Be aware of the pressing need for sustainable development in order to
conserve the environment.
What do I know?
I do not
understand
this topic.
I understand
some aspects
of this topic.
I understand
this topic
completely.
Geography Department Year 8 Topic Summary:
Kenya
In the course of this unit you will study the physical and human geography of Kenya, a
less economically developed country (LEDC).
At the end of the unit, read through the list of key questions, issues and case study
information and tick the appropriate box. This will highlight any areas that may need
extra revision for the end of unit test!
Key Questions, Issues and Case Study Information
Where is Kenya, and what is it like?
• Be able to label a map of Kenya and the surrounding area.
• Understand key facts about the people, environment and economy of
Kenya.
What is meant by development?
• Know what development indicators are and be able to give examples.
• Be able to define and give examples of LEDCs.
The Physical Environments of Kenya.
• Know what and where the Great Rift valley is and how it formed.
• Be familiar with the flora, fauna and climate of the Savannah
environment.
• Be able to draw and interpret a climate graph.
Why is Kenya’s population unevenly spread?
• Understand what migration is.
• Know where the different peoples of Kenya have come from.
• Understand why people migrate (Push/Pull factors).
What is life like for migrants to the city in Kenya?
• Understand what shanty towns are.
• Know what living conditions in them are like.
• Understand why people migrate to the city of Nairobi.
• Be able to draw and label a geographical field sketch.
Can Kenya develop sustainably?
• Understand and be able to define ‘sustainable development’.
•
Understand why sustainable development is an important strategy for
the future.
Can Fairtrade help Kenya to develop?
• Know what the main export industries in Kenya are.
• Know what Fairtrade is and how it can help producers in LEDCs.
• Understand that there are problems associated with Fairtrade.
What do I know?
I do not
understand
this topic.
I understand
some aspects
of this topic.
I understand
this topic
completely.
Geography Department Year 8 Topic
Summary:
ICELAND- THE LAND OF FIRE AND
ICE
In the course of this unit you will study the physical and human geography of Iceland.
At the end of the unit, read through the list of key questions, issues and case study
information and tick the appropriate box. This will highlight any areas that may need
extra revision for the end of unit test!
Key Questions, Issues and Case Study Information
Where is Iceland and what is is it like?
• Be able to label a map of Iceland and the surrounding
area.
 Understand key facts about the people, environment and
economy of Iceland.
Why is Iceland tectonically active?
 To know what the Mid Atlantic Ridge is and how it was
formed
 To know how to draw and label a diagram of a constructive
plate boundary
 Case studies to include the study of one famous volcano
e.g. Eyjafjallajokul
What are the impacts of volcanic activity?
 Be able to describe positive and negative consequences of
living near volcanoes.
 Be able to describe the primary and secondary impacts of
the Eyjafjallajokul eruption.
Renewable Iceland
 To understand the benefits of living in a volcanic area
 To know the definitions of the terms: Sustainable,
geothermal energy and hydro-electric power.
To be able to name examples of where the production of
renewable energy takes place in Iceland.
What do I know?
I do not
understand
this topic.
I understand
some aspects
of this topic.
I understand
this topic
completely.
Geography Department Year 8 Topic Summary:
The Global Fashion Industry
In the course of this unit you will study how the fashion industry has
been affected by globalisation and assess whether globalisation is a
good or bad thing.
At the end of the unit, read through the list of key questions, issues and case study
information and tick the appropriate box. This will highlight any areas that may need
extra revision for the end of unit test!
Key Questions, Issues and Case Study Information
Who is involved in the fashion industry?
 Understand the differences in global distribution of where clothes
are designed and brands are based, and where the same clothes are
manufactured.
 Be able to define the terms globalisation, and Trans National
Corporation (TNC).
The changing locations of garment production:
 Be able to describe and explain how and why the location of garment
manufacture has changed due to globalisation.
Why go global?
 Be aware of why TNCs operate on a global basis.
 Understand the benefits that TNC seek to achieve by being global
companies.
 Be able to give examples - the case study of Nike is likely to be used
here.
Does globalisation give everyone a fair deal?
 Understand how money is distributed in the production chain for a
garment.
 Understand why this distribution is as it is.
 Have an awareness of working conditions in garment factories and the
wage levels of garment workers.
 Pupils should have developed an opinion on the key question above.
Is globalisation good or bad?
 Pupils should be aware of the arguments for and against globalisation
– these could be specific to the fashion industry or wider arguments
about globalisation in general.
What do I know?
I do not
understand
this topic.
I understand
some aspects
of this topic.
I understand
this topic
completely.