3rd Year Scheme of Work
Theme
Key Ideas
 An understanding of
Development
what development
7 weeks

means.
What does 80:20
represent?
Possible activities
Learning outcomes
Brainstorm ‘Development’ to gauge existing
knowledge.
Understand that the world is
changing and progressing, faster in
some areas than others.
Realise that countries vary in level
of development between them
and within them.
Miniature Earth – 3.15 minutes long, to discuss
the meaning of 80:20

Celebrity Billionaire Guess Who Ppt.
Introducing the idea of
Where do the top 10 billionaires live? Identify
uneven development,
linking to celebrities they patterns and discuss
may know

Understand what we
mean by MEDCs and
LEDCs and introduce the
north-south divide.
Images of MEDCs and LEDCs, to decide which is
which (they are all LEDCs).
North-south divide map for discussion.
Use atlases to identify countries either side of it

Leaning how
development is
measured and why we
need to do so
Class to think about how development could be
measured and why it is important to do this,
introducing the idea of quality of life.
In pairs, they should come up with factors that
could be used to measure it.
Introduce idea of development indicators.

Understanding the
Human Development
Index and the wide
variety of development
indicators alongside
wealth
Class to find data for 3-5 countries of their
choice, but one LEDC, one NIC and one MEDC.
In a table they should input the life expectancy,
GDP per capita and literacy (others if they have
time). They should describe their findings.
Understand how the world is
divided. Contest that it is divided
only by wealth.

Identifying the causes of
Draw a picture board illustrating the main
causes of poverty: debt, health, unfair trade,
Linking different factors of quality
of life and the environment,
ICT skills
IT research to
find top ten
billionaires
(homework)
Reading images – questioning
New terminology – LEDC, NIC,
MEDC
Navigating an atlas and identifying
countries.
Understand that quality of life is
not all about wealth and that there
is a range of factors.
Web-based
research to find
out development
data for selected
countries.
Use of table
function and
word-processing.
poverty and studying the status of women, war, education etc. Add labels location and political situation, to
impact of them in
to explain how they can cause poverty.
understand the causes of poverty.
different parts of the
world
Globalisation
7 weeks

Study of a specific cause
of poverty related to
health within an area

What is being done to
reduce poverty?

What is Fair Trade?

Understand the meaning
of Globalisation

The Geography of my
belongings
Web-based
Class to carry out web-based research on
Understanding the specific impacts research,
Malaria of HIV/AIDS in an area to understand its of a health issue on a local scale.
selecting and
impacts on different aspects of quality of life
finding
and development. Produce a report/leaflet
information,
word-processing
Introduce the Millennium Goals to class.
Linking topic to current affairs and
In groups of three, they should rank the goals
understanding that the need to
and choose 3 key ones and justify.
reduce poverty is relevant.
Millennium Goals in the News – class to find out
what they are and whether they have been
met.
Understand what is meant by Fair Trade. List
items that they can think of that are Fair Trade,
look in super market when they next go and
make a list.
Kuapa Kokoo – Fair trade Cocoa production in
Ghana. Ppt with leaflet/letter activity.
Use examples of global music artists, big brands
etc. to prompt what we mean by globalisation.
Ppt as intro.
To know the difference between
unfair and fair trade.
To identify the impacts that fair
trade has on communities and
development.
Write a diary entry of ‘My Day So Far’, including
any brand names from the moment they wake
(iPhone alarm) to the moment they get into
school (put their Hollister hoody in locker etc).
Gain an understanding of how the
effect of globalisation is present in
their everyday lives, even within
the most menial tasks such as
brushing their teeth.
Identifying the reasons for
consumerism, the influences of
marketing.
Discuss with class where their brands are from,
why they are desirable, where they might be
made.
To grasp the idea of sharing ideas,
global influences, exchanging
goods.
Publisher to
create a leaflet.

The geography of
consumption

Nike as a case study


Globalisation and my life
Who are the winners
and losers in the global
fashion industry?
They should find out where 10 of their
belongings were made (possible homework).
Could create a class map for display compiling
this info.
Globalisation Video – World 2000
Behind the Swoosh – sheet from Geog.3 text
book.
IT task to track a brand (could be Nike) and map
it. Where the raw materials are from, where the
products are manufactured, where they are
sold, where the head office is, marketing and so
on.
Group poster to show how global the fashion
industry is, ensuring links between LEDCs and
MEDCs are clear. Use of the internet,
magazines, their own clothing labels and
information.
Primark investigation video or ‘Blood Sweat and
T-shirts’ to introduce idea of exploitation.
To start to make links between
development and the different
aspects of globalisation.
Make global links between the
different stages of a product’s life.
Mapping the pattern and
identifying a spatial pattern,
linking back to ideas of
development.
Web-based
research task –
selecting
information and
then compiling it
onto a map –
Paint or Word
Putting together their ideas of how
their favourite brands are linked
globally understanding that
uneven levels of development lead
to spatial patterns in the fashion
industry.
Rosa’s day – story from Geog.3 text book.
Factory conditions Ppt.

Plate
Tectonics

How are factory
conditions being
improved and ethical
fashion
In groups come up with rules that each factory
should have. Who are the rules for?
The structure of the
earth and how it is
Label a diagram and include further information To understand the make-up of the
for each layer characteristics – Ferrero Roche
earth as a base to tectonics
Students to find out what ethical fashion is,
write a fact-file to outline, with examples of
known brands that follow these standards.
Understanding that there are
some ethical companies that
follow strict ethical trading
standards ad that this is growing.
Web-based
research, wordprocessing to
present findings.
changing
6 weeks
analogy sheet. Board Works Ppt to help
‘How Earth Made Us’ Episode 1 or ‘Tectonics Planet Earth
Pangea Jigsaw, Earthworks 3 worksheet.
Gain an idea of the time scale and
imagery to help with further
aspects.

What is the relationship
between tectonic
activity and the plate
boundaries?
Atlas work on plotting volcanic and earthquake
information onto a world map. Describe the
pattern shown.
Understanding the strong link
between plate boundaries and
tectonic activities.

What happens at
different plate
boundaries?
Explain the directions of movement at plate
boundaries, different types of crust and main
type of tectonic activity.
Class to use atlas to find examples of each.
To understand what a tectonic
map in their atlas shows and to
identify the different types of plate
boundary
Diagram of the structure of a volcano




Ppt to explain volcanoes
Case study of Mt St Helens – show film and
class to note key facts.
Pop-up volcano sheet, make a double page
One MEDC and one LEDC spread to display the facts from the volcano.
Ppt to accompany it.
volcano e.g. Mt St
Nevado del Ruiz listening activity from ‘More
Helens in USA and
thinking through Geography’. Then write up
Nevado del Ruiz in
background, causes and impacts with further
Columbia
research.
What happens at a
volcano?
What happens in an
earthquake?
Case study of one
earthquake
Explanation of how they work – BBC Bitesize
website – animations.
Board Works – Richter scale explanation
Comparing two earthquakes, e.g. Haiti Vs Chile,
key facts in a table.
Understand how a volcano is
formed and its structure.
To understand the difference in
causes of two different volcanoes
as well as the different impacts in
an MEDC compared to an LEDC
Understand where and why
earthquakes occur.
Know how they can be measured.
To put new understanding into
context with research of recent
earthquake.
Sequencing order of events in an
Web-based
research to top
up facts on
volcanic activity
earthquake.
Brazil
6 weeks

Preparing, predicting
and preventing, ready
for an earthquake
Taipei 101, Richard Hammond for footage of
engineering.
Design a basic earthquake-proof school building
in pairs.
Pack an emergency bag of 5 items in a hurry.
Compare with partner.
Study different sensors and instruments used to
predict activity.
Thinking how design can help
prevent damage.
Deciding what would be the most
important items – prioritising.
Understanding the different
instruments used by specialists.

What is Brazil like?
Blank map of South America for class to label.
Amazon river, rain-forested area, key cities,
regions, ocean, neighbouring countries etc.
Use map on p.107 Horizons 3 as well as atlases
to describe population distribution in relation
to drainage, relief, vegetation cover.
Understanding that Brazil is very
large and diverse, with an
unevenly spread population.

Lifestyle in Brazil
IT research to compile a fact file of life in Brazil,
language, culture, festivals/carnival, city life,
beaches, tourism opportunities etc.
To have a broader perspective as
to what life in Brazil is like.

The global importance of Ppt starter. Draw a rainforest – A3 page with
outline of rainforest, key labels and they find
rainforests
images to stick on of vegetation found in each
layer and several animal species.
Brainstorm why rainforests are so important to
the planet.
The Nutrient Cycle – draw a diagram

Amazonia – How has it
Understand the structure of the
rainforest and its extensive
biodiversity.
Web-based
research into
Brazil, word
processing,
perhaps use of
table tools
Collect existing knowledge of the
rainforest and share ideas.
Silent movie – Planet Earth- Jungles. Put the
start of the film on with no sound and pupils
come up and narrate as they see fit.
Observe and link. Thinking about
the key characteristics of the
rainforest.
Write down the advantages and disadvantages
Thinking about how different
Opportunity for
been developed? Human of all the different land uses of the Amazon
uses of the rainforest.
rainforest. Work in groups to research one land
use each and share findings to class.

Living in the rainforest
Human Planet – Jungles, footage of tribes never
seen before. Tree house building section also
good to show how people adapt to their
surroundings.
groups of people benefit or are
affected by different
developments in the rainforest.
Board Works Ppt on tribes.
Design a poster for a new campaign to promote
the lifestyle of the tribal people in the Amazon
– using book information, previous knowledge
and research.
Gain an understanding of the way
different groups of people live in
the rainforest, the pressures they
are facing to remain undisturbed
and how they adapt and use the
resources around them.
Be able to consider the fragility of
their lifestyle in the face of
development and the positive
factors of protecting the tribes.

Understanding
deforestation
Explain the scale of the process and the key
causes – satellite images, Google Earth to see
evidence of deforestation.
New terminology. Understanding
map evidence and identifying why
deforestation is a huge problem.

What are the
consequences of
deforestation?
Different scales – local scale, Spot the Different
cartoon picture to label with key impacts:
flooding, soil erosion, migration of inhabitants,
loss of biodiversity etc.
Global scale – write a news paper report on the
impact of deforestation on a wide scale, global
warming, loss of species, etc.
Linking the problem to wider
geographical issues, understanding
the impacts at different scales.
Understanding the term
‘sustainable development’ and
assessing whether different
schemes are sustainable/ will be a
success.
Being able to put across a point of
view together with solid evidence
– communication skills and

Sustainability – can the
rainforests be
protected?
Analysis of different schemes – decision making
as to whether they are successful or not, with
justifications.

Development or
destruction – A debate
p.122-123 Horizons 3, students to carry out the
investigation ready to carry out a managed
class debate on the topic. Ppt presentations
web-based
research
Web-based
research and
word-processing
Creation of Ppt
presentations.
Think-Act
5 weeks




What is global warming
and how else to we
personally contribute?
may be used to help argue their point.
research.
Britain Under Threat – video on Click View
Brainstorm ‘Global Warming’. Explain causes,
draw diagram of greenhouse effect.
Gain an insight into the many
different ways climate change is
already affecting where we live
and what could happen in the
future.
Understand the greenhouse effect.
Explain, with Ppt, ‘Global Footprint’.
On a Giant outline foot, write down all other
ways in which they have contributed to global
warming today.
Learn what is meant by ‘Global
Footprint’ and be able to link it to
their lives.
Country investigation –
climate change
Using weblink from p.87 Horizons 3, in pairs,
investigate impacts of climate change on two
countries (UK, Switzerland, Finland, Spain)
The Carbon Cycle
Draw a diagram of the Carbon Cycle from the
text on p.89
How far does our food
travel?
Work out food miles for their favourite meal,
web-based research, to find its source. Map the
journey from source to their plate on a blank
world map.
Explain ‘Food Miles’, with Ppt, and discuss
whether they think it is good that our food
often comes form other countries or not.
Does our food affect the environment?
Introduce idea of Ghost Acres.

How can we help to
reduce the impacts of
global warming?
Reduce, reuse, recycle, repair, refuse
Jack Johnson song ‘The 3R’s’
Come up with examples of each of these
Understand that climate change is
having different impacts on
different parts of the world.
Understand how carbon is
transferred.
Gaining an understanding of where
food comes from. Plotting
information onto a map
Understand the concept of food
miles, and ghost acres. To realise
that we have a responsibility to
make choices which can eventually
have a global effect.
Understanding ways that we can
begin to live more sustainably,
Find data and
web-based
research into
impacts. Wordprocessing to
record findings.
methods that they could carry out.
GAP year
4 weeks

What is a GAP Year?

Plan a GAP year trip
Ellen McCarthur You Tube clip ‘The Circular
Economy’
Discuss what we mean by a GAP year,
brainstorm what different things can be done in
the year between the end of A-Levels and
University: World travel, experiencing cultures,
languages, lifestyles, adventure, aid projects,
trekking, exploration, work experience, saving
money for uni, visiting family abroad, working
abroad, ski season, challenges etc…
Moodle course called World Travel.
In pairs or on their own create a presentation to
share with the class at the end of term.
They must plan a trip abroad including the
following:
 Main aims of the trip
 The route on a map, including at least
one different continent and at least 3
different countries
 Basic itinerary
 Very basic costs
 Images
ways that can easily be taken on
board.
Understand why some people
want to carry out gap years.
Identify some of the benefits of
travelling.
Understand that gap years are not
just a long holiday but about selffulfilment and gaining experiences.
By carrying out research which will
be presented to the class, they
should gain a real idea of what
they might like to do later on.
Working out the cost will enable
them to consider what would be
realistic.
It will open their eyes to the
wealth of opportunities and some
of the different projects available
to gap year students.
Extensive webbased research
Use of Ppt
Map plotting –
Word/Paint