Scheme of Work- Our World and the UK Key Stage: 3 Year: 7 Duration: Term 1a AIM: Develop contextual knowledge of the location of globally significant places – both terrestrial and marine. Understand the processes that give rise to key human geographical features of the world. Interpret a range of sources of geographical information, including maps, diagrams, aerial photographs and Geographical. Prior Learning Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. Be able to use maps, atlases, globes use the eight points of a compass. Success Criteria Labelling and Identifying continents and Oceans. Identify UK cities, islands, seas, physical landforms. Locate and describe countries using latitude and longitude co-ordinates. Demonstrate ability to use Ordnance Survey maps skills, scale, 4 & 6 figure grid references. Pedagogical Notes Geographical Association teacher toolkit. British Orienteering federation. Digimap for schools toolkit. Assessment Opportunities Teacher questioning Student responses Self/Peer/Whole class Baseline Task Mid-unit Assessment End of Unit Assessment Identified gaps from prior learning Locational Geography of the United Kingdom Countries and Capital Cities. Map reading skills Key word meanings Learning Skills Model pride in presentation- written work standards. Model listening skills for learning. Model responding to written feedback Reasoning in written text – keywords Interpersonal – empathy Cognitive – explain
Transcript
Scheme of Work- Our World and the UK
Key Stage: 3 Year: 7 Duration: Term 1a
AIM:
Develop contextual knowledge of the location of globally significant places – both terrestrial and marine.
Understand the processes that give rise to key human geographical features of the world.
Interpret a range of sources of geographical information, including maps, diagrams, aerial photographs and Geographical.
Prior Learning Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. Be able to use maps, atlases, globes use the eight points of a compass.
Success Criteria
Labelling and Identifying continents and Oceans. Identify UK cities, islands, seas, physical landforms. Locate and describe countries using latitude and longitude co-ordinates. Demonstrate ability to use Ordnance Survey maps skills, scale, 4 & 6 figure grid references.
Pedagogical Notes Geographical Association teacher toolkit. British Orienteering federation. Digimap for schools toolkit.
Assessment Opportunities Teacher questioning Student responses Self/Peer/Whole class Baseline Task Mid-unit Assessment End of Unit Assessment
Identified gaps from prior learning Locational Geography of the United Kingdom Countries and Capital Cities. Map reading skills Key word meanings
Learning Skills Model pride in presentation- written work standards. Model listening skills for learning. Model responding to written feedback Reasoning in written text – keywords Interpersonal – empathy Cognitive – explain
Cross Curricular Links: Numeracy -Interpreting and Analysing data Literacy -Enquiry questioning
Career links – Land surveyor, diplomat, and Geographic information system specialist.
SMSC / British Values links: The study of Geography is promoting a sense of wonder and fascination with the physical and human world. Analysing the effectiveness of the one child policy in China, giving their views and suggesting alternative methods to combat the issue of increasing populations. Using case studies of migration to understand the social and cultural impacts. Understand the importance of a diverse communities in the UK. The moral issue of fair trade and food miles putting profit before others and the environment.
Key Questions: How do we locate places around the world? How are populations changing? Where does everyone live and why? Can we control population size? Why do people migrate? What is urbanisation and are there any problems with it?
Skills to be taught / learnt Learning Activities with
resources Differentiation Homework
L1-1
Model pride in written presentation. What is a geographer? Discuss with examples types of geography physical and human
Complete short Baseline Assessment on locational geography of the United Kingdom
Student select learning tasks according to their confidence and prior learning.
Challenge and extension tasks available to students Model answers to support learning- I do, we do, you do. Scaffolding learning tasks with opening sentences, key word support boxes. Use reflective checks and questioning to assess secure knowledge before progressing.
L1-2
To compare the size of the world’s continents and oceans. Draw bar charts to show size of world continents and to analyse continent population size. To know about the geography of North and South America, and Europe.
Passport to the world My home city Label Europe World maps Student Planner
My amazing place- research project on a favourite place. Or My dream destination – research project on a city in Russia, China or Saudi Arabia
L1-3
To understand the difference between latitude and longitude. To be able to locate places on a world map using co-ordinates
Label latitude and longitude lines Describe grid lines Locate countries using co-ordinates World Map – grid lines
Co-ordinates- locate place, country and describe the place you have found
L1-4
To understand how we locate features on OS maps. To be able to locate places on OS map using four figure grid references
Where’s Waldo? Find locations What makes a good/bad map? OS symbols Map worksheets
L1-5
To consolidate and develop how we locate features on OS maps. To be able to locate places on OS map using six figure grid references
Demonstrate 6 figure grid references Share common mistakes/ misunderstanding What makes a good map symbol?
Use geography learning mat Use of Dyslexic fonts for all power points
Assessment test paper available for students to access attempt and revise before exam
L1-6
How to respond to my class teacher feedback sheet.
DIRT Feedback activity in red pen Complete mid-unit assessment test on topics taught
L1-7
To understand the idea of scale. To understand that different scales of map can be used for different purpose
Review test paper. Close the gap activity. Measuring distances Planning the route OS maps
Scheme of Work- Natural Resources
Key Stage: 3 Year: 7 Duration: Term 1b
AIM:
To learn about the different elements that make up our planet and how they interact. To learn how people use the Earth’s natural resources such as water, oil and energy supplies. To learn the difference between renewable and non-renewable resources.
Prior Learning
Pupils should develop their knowledge and understanding of how rocks are weathered. Pupils recap the water cycle looking at the three states of water, and where water is found in the Earth’s system.
Success Criteria
To understand the difference between renewable and non-renewable resources.
To give a written explanation on how people use the Earth’s natural resources such as water, oil and energy supplies
Pedagogical Notes
Geographical Association teacher toolkit Teachit Geography resources Geography from KS3 to IB
Assessment Opportunities Teacher questioning Student responses Self/Peer/Whole class Retrieval Tasks Mid-unit Assessment End of Unit Assessment
Identified gaps from prior learning To review the concept of geological time.
Learning Skills
Model pride in presentation- written work standards. Model listening skills for learning. Interpret statistics and choropleth maps. Reasoning in written text – keywords Model group work roles and responsibilities.
Cross Curricular Links: Numeracy -Interpreting and Analysing data Literacy -Enquiry questioning Careers links – Geologist, environmental consultant & commercial surveyor
SMSC / British Values links: The study of Geography is promoting a sense of wonder and fascination with the physical and human world. Analysing the effects of the global sustainability of natural resources, giving their views and suggesting how it can impact on people’s lives and businesses. Review the UK government energy policy to understand the country role in the global development. Understand how organisations work to support the most vulnerable people in our world.
Key Questions: Why is the world so dependent on oil resources? What natural resources can be used to generate electricity? How can we use resources sustainably? How do we use our planet as a natural resource? Why are soils the root of life?
Cognitive & Interpersonal Skills: Empathy is “the ability to understand and share the feelings of another.” Research has shown that empathy is not simply inborn, but can actually be taught. Explain- Give more time to improve vocabulary and language knowledge. Practice questions which involve compare and contrast. Develop writing techniques give an example to illustrate the process or concept.
Skills to be taught / learnt Learning Activities with
resources Differentiation Homework
L2-1
Define what renewable and non-renewable natural resources are and look at how to decide whether a resource is renewable or non-renewable.
The four spheres of the Earth are introduced, and pupils are asked to consider how they are interconnected. To create a mind map to show how the resources are interconnected.
Student select learning tasks according to their confidence and prior learning.
Model answers to support learning- I do, we do, you do. Scaffolding learning tasks with opening sentences, key word support boxes. Use reflective checks and questioning to assess secure knowledge before progressing.
Knowledge organisers
L2-2
To learn about three main different types of rock, with examples for each. They look at how different types of rocks are used as natural resources including how they are used to provide shelter.
Draw sketches of two photos and annotate them to show how rocks and other natural resources are use
L2-3
To understand how the Earth’s spheres, interact to create biomes. To look at the structure of the rainforest and how vegetation has adapted to the conditions within the biome. To understand why soils are an important natural resource.
Use their map skills to look at and describe the locations of the major rainforests in the world. Study an article which shows how different natural resources within the rainforest are used by humans, and how rainforests are important for the Earth’s systems. Complete an activity to draw their own soil profile and use the information given to label and annotate their diagram.
Research the extreme tribes found in the Congo rainforest. Explain how they survive in their environment.
L2-4
To understand the importance of water to our Earth and to life on Earth. To identify which water can be used and where it is found. The concept of water scarcity is introduced and how in many countries, water demand exceeds supply.
Analyse a diagram showing where Earth’s water is found, and consider why only a small amount of this water is easily accessible freshwater. Pupils show empathy when looking at how water scarcity affects people, including having to travel to find clean water.
Use geography learning mat Use of Dyslexic fonts for all power points
L2-5
Introduction to oil as a natural resource, used to fuel transport, generate electricity and produce goods. Explanations of crude oil and natural gas are given. To understand what oil is and how it forms.
Investigate how oil and gas are formed and extracted. They learn about the different ways oil can be used for different products.
Research the development in electric cars and what does the future hold?
L2-6
To identify sources of generating electricity. To classify these sources into renewable and non-renewable group.
Different ways of producing electricity are shown in photographs and descriptions. Compare eight natural resources that can be used to generate electricity, including looking at their advantages and disadvantages.
Assessment test paper available for students to access attempt and revise before exam
L2-7
The concept of sustainability, and how resources can be managed in a way that they will be available in the future. To look at how the UK Government is acting to improve sustainability, and how the UK’s energy mix is changing.
Debate the challenges to the Earth’s systems and spheres due to natural resources being used. A political cartoon is presented, and pupils consider the point being made by the cartoonist.
DIRT Feedback activity in red pen Complete mid-unit assessment test on topics taught.
Scheme of Work – Economy and World Trade with the UK
Key Stage: 3 Year: 7 Duration: Term 2a
AIM: To learn the ways in which jobs can be arranged into groups or sectors. To explore the range of jobs people do and how jobs have changed in the UK over time. To learn what trade is and how it has become global. To learn how the UK economy has developed and how our links with the world have grown.
Prior Learning
To have knowledge of what natural resources are found in the world and specific regions, to be able to suggest why these resources can be valuable for trading to other countries.
Success Criteria
To classify jobs into economic sectors. To understand economic systems at a variety of scales. To understand how economies change and evolve through time. To understand how places are interconnected and interdependent through trade.
Pedagogical Notes Geographical Association teacher toolkit
Assessment Opportunities
Teacher questioning Student responses Self/Peer/Whole class Baseline Task Mid-unit Assessment End of Unit Assessment
Identified gaps from prior learning
The regional areas/locations of the UK. To interpret a physical map of the UK and world. Comparing an OS map with an aerial photo to identify location factors for a car plant.
Learning Skills
Model pride in presentation- written work standards. Decision making using all sources available to make a conclusion. Model responding to written feedback Reasoning in written text – keywords Model group work roles and responsibilities. Interpersonal skills – Active listening Cognitive skills – link topics/events/locations.
Cross Curricular Links: Numeracy -Interpreting and Analysing data Literacy -Enquiry questioning Career links- Corporate Manager, Sale Manger and Resource and Finance Manager.
SMSC / British Values links: The study of Geography is promoting a sense of wonder and fascination with the physical and human world. Discuss how the city of Liverpool makes you feel, can you describe the city to others, how important is Liverpool to the UK economy? Using case studies of UK trade to understand the social and cultural benefits of globalisation. Understand the importance of the port in Liverpool to UK wealth. The moral issue of fair trade and food miles putting profit before others and the environment.
Key Questions: Why is manufacturing all about choosing the right site? Why is the tertiary sector increasing? What is globalisation? How does the UK trade with the world? How does a shipping container accelerate globalisation?
Skills to be taught / learnt Learning Activities with
resources Differentiation Homework
L3-1
To understand the concepts of economy, employment sectors and employment structure of a country. Draw a line graph, and describe how the percentage share of each sector has changed from 1791-2011
Using a set of engaging photographs, in groups discuss what types of jobs people do in the Liverpool region. They classify jobs into primary, secondary, tertiary and quaternary
Student select learning tasks according to their confidence and prior learning.
Model answers to support learning- I do, we do, you do. Scaffolding learning tasks with opening sentences, key word support boxes. Use reflective checks and questioning to assess secure knowledge before progressing. Use geography learning mat Use of Dyslexic fonts for all power points
Knowledge organisers
L3-2
To study a business strategy guidance leaflet which provides advice on how to locate factories. How does Liverpool compare to London?
A decision-making activity to consider which the best location for a new factory from five possible factory sites.
Produce a tourism leaflet/ advertising Liverpool’s top ten attractions.
L3-3
To understand why the tertiary sector of the UK economy is growing. To enquire how tourism creates tertiary jobs.
To investigate evidence that shows that Liverpool is a popular area for tourism, and how this has led to the development of jobs in the tertiary sector. Pupils use their OS map skills to identify tourist attractions.
Vocabulary books
L3-4
To understand what a port is and how it functions. To research the port of Liverpool and explain its trade distribution. To know the main UK imports and exports
To create a map to show the location of the top ten countries the UK trades with for imports and exports.
L3-5
To understand the idea of globalisation. To identify the impact of globalisation on China.
China globalisation case study. Information about how iPhones are produced is given, and why iPhones are made in China. To consider which elements of globalisation affects their lives.
L3-6
To enquire about the development of trade between Ghana and UK through the example of cocoa. Look at how cocoa is grown and harvested. To understand how primary, secondary and tertiary sectors work together to make an economy.
Use map skills to look at and describe where the producers of cocoa are located around the world, and where the consumers of chocolate are located around the world. Draw a flow chart of chocolate production stages in order, and list whether the jobs involved are primary, secondary or tertiary.
DIRT Feedback activity in red pen Complete mid-unit assessment test on topics taught
Assessment test paper available for students to access attempt and revise before exam
L3-7
To introduce containerization and how the use of container ships has made global trade between countries easier. To understand the advantages of containers for transporting goods. To appreciate how containerisation has accelerated globalisation. End of unit test paper.
Look at how containers are used to transport goods and consider the advantages of containers. A graph is provided that shows the levels of world merchandise trade. Use the graph to consider the effect of containers on globalisation.
Respond to teacher feedback
Scheme of Work – Coasts
Key Stage: 3 Year: 7 Duration: Term 2b
AIM: To identify coastal landforms on OS maps photo and field visit. To consider how the coast is used by people To consider different viewpoints and justify decisions about coastal management
Prior Learning Pupils should extend their knowledge and understanding of the Merseyside Coast and Formby area to identify human and physical features.
Success Criteria
To understand how erosion, deposition and transportation create and change coastal landforms over time. To understand the need for, and impact of, different coastal management strategies.
Pedagogical Notes Geographical Association teacher toolkit National Trust - Formby
Assessment Opportunities Teacher questioning Student responses Self/Peer/Whole class Baseline Task Mid-unit Assessment End of Unit Assessment
Identified gaps from prior learning
Map reading skills Key vocabulary and meanings Visit coastline to experience investigate and develop field skills.
Learning Skills
Model pride in presentation- written work standards. Model enquiry questions. Model responding to written feedback Reasoning in written text – keywords Identify physical features using graphics, OS maps, and photographs. Collaboration in groups of 4 to conduct field study. Interpersonal skills – collaboration Cognitive skills - identify
Cross Curricular Links: Numeracy -Interpreting and Analysing data Literacy -Enquiry questioning
Career – Marine resource management, Civil engineering and Conservation.
SMSC / British Values links: The study of Geography is promoting a sense of wonder and fascination with the physical and human world. Analysing how the physical coastline changes due to nature and man, giving their views and suggesting alternative methods to combat coastal erosion. To make moral judgements on which coastal areas and communities you should protect and ones you cannot. Understand the importance of a coastline on communities in the UK.
Key Questions: What shapes our coastal landscapes? What landforms are created by forces of erosion? How does deposition change the coastline? What defences can be used to protect the coast? What happens the when the land meets the sea?
Marking: Follow the academy marking policy as stated.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with
resources Differentiation Homework
L4-1
To look at how humans use the coast. To understand that the coast is changing
Write about a coastline they have visited, describing what it was like. Read an article about the retreating coastline and suggest how this area of coast is at risk. They look at the government’s decision not to rebuild sea defence. They create a table to compare the positives and negatives of living by the sea and discuss their ideas with a partner.
Student select learning tasks according to their confidence and prior learning.
Challenge and extension tasks available to students Model answers to support learning- I do, we do, you do. Scaffolding learning tasks with opening sentences, key word support boxes. Use reflective checks and questioning to assess secure knowledge before progressing. Use geography learning mat
Graphic Organisers
L4-2
The concept of geomorphology is introduced, and weathering is discussed in relation to cliffs and coastlines. Describe the rock types of a coast, what the rocks are like and how this might influence the shape of the coastline.
Using a photo, draw and annotate a sketch of a cliff to explain how subaerial erosion changes the cliffs. Using the OS map extracts of the Holderness coast, consider how geology has influenced the different shapes of the coastland.
Graphic Organisers
L4-3
To learn about the different types of coastal erosion and how these erosion processes change coastlines. To make some predictions about what might happen to the landscape shown in the future, with reference to specific erosion types.
To draw a labelled diagram or cartoon for each erosion. Describe what is happening at the cliff face in a photograph, and how weathering and erosion is having an impact.
L4-4
To identify different erosional coastal landforms. To understand how these landforms are formed and explain how they change over time.
Pupils draw a diagram to show how a headland erodes to leave a stump. Write definitions of a wave-cut notch and a wave-cut platform and describe how a cliff is eroding.
Graphic Organisers
L4-5
To identify different types of waves. To understand how transportation occurs through the process of longshore drift. Consider what problems longshore drift could cause for beaches and for people. To understand how landforms are created by deposition.
Research the difference between a destructive and constructive wave, and how a strong backwash leads to eroded beaches. Draw an annotated step-by step diagram to explain how longshore drift occurs. Explain how longshore drift helps to create a spit. They explain the difference between a bar and a tombolo. Draw a table to show the different ways humans can use landforms created by deposition, categorizing them into social, economic and environmental uses.
Use of Dyslexic fonts for all power points
Assessment test paper available for students to access attempt and revise before exam
L4-6
To understand how the Formby coastline has changed over time and the threats it faces. To appreciate how people are affected by coastal processes.
Consider the factors that have contributed to Formby coast being eroded over the last 50 years. Describe the Formby area and how it is used by people. They look at which locations are valuable enough to be protected by sea defences.
Graphic Organisers
L4-7
To understand what is meant by ‘coastal management’ and identify types of sea defenses. To evaluate different types of sea defenses.
Create a table for each coastal management strategy and compare the advantages and disadvantages of each strategy.
DIRT Feedback activity in red pen Complete mid-unit assessment test on topics taught
Scheme of Work – Development rich v poor
Key Stage: 3 Year: 7 Duration: Term 3a
AIM:
• To define development and compare development around the world. • To understand where and why inequality occurs. • To understand the actions taken by individuals, governments and communities to aid development.
Prior Learning
Pupils should develop their knowledge and understanding of countries and continent. Pupils have understanding of economic trade between countries and the impact it has on a country being rich or poor.
Success Criteria
To understand global patterns of development. To locate countries in different states of development. To understand that there are regional disparities of development within UK. To identify reasons for poverty, including gender inequality.
Pedagogical Notes Geographical Association teacher toolkit Teachit Geography resources Geography from KS3 to IB
Assessment Opportunities
Teacher questioning Student responses Self/Peer/Whole class Retrieval Tasks Mid-unit Assessment End of Unit Assessment
Identified gaps from prior learning To review urbanisation and understand how a UK city has changed over time. Apply this to economic and trade benefits to its people.
Learning Skills
Model pride in presentation- written work standards. Model listening skills for learning. Interpret statistics and choropleth maps. Reasoning in written text – keywords Model group work roles and responsibilities. Interpersonal – resilience Cognitive - describe
Cross Curricular Links: Numeracy -Interpreting and Analysing data Literacy -Enquiry questioning Careers links – International Aid worker, environmental consultant & foreign service.
SMSC / British Values links: The study of Geography is promoting a sense of wonder and fascination with the physical and human world. Analysing the effects of the global development, giving their views and suggesting how it can impact on people’s lives and businesses. Using case studies of UK regional inequality to understand the social and cultural reasons for poverty. Understand how organisations work to support the most vulnerable people in our world.
Key Questions: How is money spread around the world? What other ways can be used to measure development? How can development change over time? Why do people live in poverty? How do countries and organisations support development?
Key Words: Poverty World Bank Gross National Income Human Development Index Aid Inequality
Marking:
Follow the academy marking policy as stated.
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with
resources Differentiation Homework
L5-1
The Development Compass Rose (DCR) is introduced, a tool which Geographers use to interpret data. Pupils ask questions about the photographs using the DCR.
The Dollar Street website is introduced: www.gapminder.org/dollar-street. An extract from Anna Rosling’s TedTalk explains the concept. Pupils analyse the screenshots from Dollar Street and explain how they help better understanding of development.
Student select learning tasks according to their confidence and prior learning.
Model answers to support learning- I do, we do, you do. Scaffolding learning tasks with opening sentences, key word support boxes. Use reflective checks and questioning to
Research global distribution of GNI per capita.
L5-2
To understand how to measure development using one economic indicator. To interpret different ways of presenting development data. To investigate the patterns of wealth across the world.
Rank all 10 countries using the table and the categories provided. They then discuss the benefits of the choropleth map and discuss the usefulness of GNI per capita as an indicator. Using an Oxfam poster, pupils consider the message, and where most of the 3.5 billion poorest people are located.
L5-3
Introduce the Human Development Index and the ecological footprint as different ways of measuring development.
The indicators for HDI are introduced: life expectancy, schooling and GNI per capita. Pupils use the data in the table to sort the countries out into a rank order for each indicator. They discuss the benefits of using other indicators of development.
Review, apply understanding, using a range of geographical data for Bolivia to write a report about development priorities.
L5-4
Compare the UK in 1791 and 2011 (pre and post-industrial Britain) and identify five ways the UK has changed. To understand that development occurs at different rates and times in different countries.
Pupils explain why the UK’s development was gradual over the last 200 years. BRICS are introduced. Pupils consider why these BRIC countries are able to develop rapidly. Pupils compare two pie charts to consider how China’s economy has changed.
assess secure knowledge before progressing. Use geography learning mat Use of Dyslexic fonts for all power points DIRT Feedback activity in red pen Complete mid-unit assessment test on topics taught.
L5-5
To understand the causes of poverty. Students develop the skills of enquiry questioning.
Pupils analyse the photos of poverty in different locations to construct questions around a Development Compass Rose. Case study on Nepal, draw a spider diagram to show the causes of poverty. They then describe the causes of poverty in Nepal.
L5-6
To understand how bilateral and nongovernmental aid supports development. To understand how development aid may change over time.
Pupils use data to map the top ten countries that the UK provides aid to. Using data provided, pupils draw a bar graph and describe different types of projects that aid is spent on.
Assessment test paper available for students to access attempt and revise before exam
L5-7
Sustainability development goals Respond to teacher feedback.
Scheme of Work – Russia
Key Stage: 3 Year: 7 Duration: Term 3
AIM: To learn about the physical landscape, climate and natural environment of Russia. To learn about the culture of Russia and how important Russia is to the world. To understand why Russia planted their flag on the seabed of the North Pole.
Prior Learning
Students must be able to locate Russia and its surrounding countries. Identify key features of Russia’s physical landscape, climate, and economy.
Success Criteria
To complete an individual enquiry project into the physical landscape of Russia. To understand how biomes are formed by the interaction of the Earth’s spheres – taiga, tundra. Consider different points of view about the future of the Arctic and Russia’s involvement.
Pedagogical Notes Geographical Association teacher toolkit
Assessment Opportunities Teacher questioning Student responses Self/Peer/Whole class Project Task / Assessment End of Unit discussion/debate
Identified gaps from prior learning
Map reading skills Key vocabulary and meanings Russia rich or poor Russia and trade in natural resources.
Learning Skills
Investigate and research enquiry questions and skills. Identify physical features using graphics, OS maps, and satellite photographs. Demonstrate ICT skills when using geography data. Contribute to a discussion and formulate an opinion on the future of the Artic.
Cross Curricular Links: Numeracy -Interpreting and Analysing data Literacy -Enquiry questioning
Career – Geographical information systems manager and Government Department posts.
SMSC / British Values links: The study of Geography is promoting a sense of wonder and fascination with the physical and human world. Analysing the biggest country on earth, does it economic power benefit all citizens, does other countries including the UK have a friendly or anxious relationship with Russia? To make moral judgements on who should lay claim to the Artic and how governments and individuals should protect this unspoilt landscape.
Key Questions: What is the physical landscape of Russia? What is the climate of Russia? What biomes exist in Russia? Why did Russia plant their flag on the seabed of the North Pole?
Skills to be taught / learnt Learning Activities with
resources Differentiation Homework
L6-1
Introduces the physical landscape of Russia including mountains and plains, coastlines and volcanoes.
Investigate the physical landforms of Russia in more depth using an atlas or website and use their information to draw and label the main features on an outline map. They write a paragraph to describe the physical landscape of Russia.
Student select learning tasks according to their confidence and prior learning.
Challenge and extension tasks available to students Model answers to support learning- I do, we do, you do. Scaffolding learning tasks with opening sentences, key word support boxes. Use reflective checks and questioning to assess secure knowledge before progressing. Use geography learning mat Use of Dyslexic fonts for all power points
Russia Interesting facts
L6-2
To interpret climate graphs and isotherm maps of Russia. To describe and explain the climate of Russia. The concept of permafrost is introduced. Pupils consider how a very cold climate affects people’s lives. To describe the distribution of population across Russia.
Analyse a climate graph of Moscow. Compare the climate of Russia to the climate of the UK. Explain the reasons why Russia is sparsely populated and identify reasons for the more densely populated areas of Russia.
To classify economic activity. To understand Russia’s economic structure.
L6-3
To understand the distribution of biomes in Russia. To understand how tundra and taiga biomes have evolved across Russia.
Study the taiga biome, including the vegetation of the taiga, and why it is important to the planet. Using an annotated photograph, draw a diagram to show how the taiga forest and soils have adapted to the cold climate.
L6-4
To consider how countries claim right of ownership in the Arctic, and why they want to claim increased rights of ownership. To consider the economic advantages of increased ownership of the Arctic, including mineral resources and natural gas resources.
Using the geographical data, conduct a geographical enquiry to answer the question ‘Why did Russia plant their flag on the seabed of the North Pole?’
