3rd Year Scheme of Work
Theme
Think-Act
5 weeks
Key Ideas




What is global warming
and how else to we
personally contribute?
Possible activities
Learning outcomes
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, reuse, recycle, repair, refuse
Jack Johnson song ‘The 3R’s’
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
ICT skills
Find data and
web-based
research into
impacts. Wordprocessing to
record findings.
reduce the impacts of
global warming?
Come up with examples of each of these
methods that they could carry out.
begin to live more sustainably,
ways that can easily be taken on
board.
Ellen McCarthur You Tube clip ‘The Circular
Economy’
Plate
Tectonics
7 weeks
(2nd half of
Autumn
term)

The structure of the
earth and how it is
changing
Renewable energy project – IT (ipads) research
of different forms of renewable energy and
how these could be done in the city of
Southampton.
Paired presentation to Houses of Parliament
describing different forms of renewable energy
and explaining how these could be
implemented in the city of Southampton (could
include things already being done as well) and
how this will benefit the city. (Extension – could
look at limitations of some methods and explain
why these were ruled out)
Label a diagram and include further information
for each layer characteristics – Ferrero Roche
analogy sheet. Board Works Ppt to help
‘How Earth Made Us’ Episode 1 or ‘Tectonics Planet Earth
Pangea Jigsaw, Earthworks 3 worksheet.
Understanding of forms of
renewable energy, and the
benefits to a city
To understand the make-up of the
earth as a base to tectonics
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
ICT Research and
presentation
Diagram of the structure of a volcano

What happens at a
volcano?

One MEDC and one
LEDC volcano e.g. Mt St
Helens in USA and
Nevado del Ruiz in
Columbia

What happens in an
earthquake?
(1st half of
spring term)
Explanation of how they work – BBC Bitesize
website – animations.
Board Works – Richter scale explanation
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
earthquake.

Case study of one
earthquake
Comparing two earthquakes, e.g. Haiti Vs Chile,
key facts in a table.

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.
An understanding of
what development
means.
What does 80:20
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

Development
7 weeks
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
spread to display the facts from the volcano.
Ppt to accompany it.
Nevado del Ruiz listening activity from ‘More
thinking through Geography’. Then write up
background, causes and impacts with further
research.


Miniature Earth – 3.15 minutes long, to discuss
Web-based
research to top
up facts on
volcanic activity
represent?
the meaning of 80:20
of development between them
and within them.

Introducing the idea of
uneven development,
linking to celebrities
they may know
Celebrity Billionaire Guess Who Ppt.
Where do the top 10 billionaires live? Identify
patterns and discuss

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
poverty and studying the
impact of them in
different parts of the
world
Draw a picture board illustrating the main
causes of poverty: debt, health, unfair trade,
status of women, war, education etc. Add labels
to explain how they can cause poverty.
Linking different factors of quality
of life and the environment,
location and political situation, to
understand the causes of poverty.

Study of a specific cause
of poverty related to
health within an area
Class to carry out web-based research on
Web-based
Malaria of HIV/AIDS in an area to understand its Understanding the specific impacts research,
impacts on different aspects of quality of life
of a health issue on a local scale.
selecting and
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.
and development. Produce a report/leaflet

Globalisation
5 weeks
(2nd half of
spring term)
What is being done to
reduce poverty?
Introduce the Millennium Goals to class.
In groups of three, they should rank the goals
Linking topic to current affairs and
and choose 3 key ones and justify.
understanding that the need to
Millennium Goals in the News – class to find out reduce poverty is relevant.
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.

What is Fair Trade?

Understand the meaning Use examples of global music artists, big brands
etc. to prompt what we mean by globalisation.
of Globalisation
Ppt as intro.
To grasp the idea of sharing ideas,
global influences, exchanging
goods.

The Geography of my
belongings
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.

The geography of
consumption
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
To know the difference between
unfair and fair trade.
To identify the impacts that fair
trade has on communities and
development.
To start to make links between
development and the different
aspects of globalisation.
finding
information,
word-processing
Publisher to
create a leaflet.

Nike as a case study

Globalisation and my life

Who are the winners
and losers in the global
fashion industry?
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.
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 –
Putting together their ideas of how Paint or Word
their favourite brands are linked
globally understanding that
uneven levels of development lead
to spatial patterns in the fashion
industry.
Primark investigation video or ‘Blood Sweat and
T-shirts’ to introduce idea of exploitation.
Rosa’s day – story from Geog.3 text book.
Factory conditions Ppt.

Country of
choice
3-4 weeks
(1st half of
summer
term)

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?
Developing a
understanding of the
physical and human
Geography of a specific
country
This topic can be tackled in a variety of ways:
Students to find out what ethical fashion is,
write a fact-file to outline, with examples of
known brands that follow these standards.
Option 1: Teachers to teach a couple of lessons
on a country of their choice/interest. The key
purpose to share the Geography their chosen
country – physical and human (climate, rivers,
coastlines, population, tourism, etc) and linking
back to previous topics from the year (impacts
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.
of climate change on the country, renewable
energy use, tectonic activity development
indicators, globalisation – TNCs etc). Students
then have to research a country (various
options: allocated, they get to choose, all
students in the class do the same) and produce
a presentation on this country (various options:
individually/pairs/small groups)
GAP year
Last 2 weeks

What is a GAP Year?

Plan a GAP year trip
Option 2: The research by students could be
undertaken straight away and no preliminary
lessons given by teacher on a country of their
choice/interest.
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
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
3rd year Skills test – Worth 20% of end of year exam. To be carried out a week or two after the Easter holidays.