1. Where do we live?

2. Why do we live there?

3. What is 'my place' like?

4. Should 'my place' change?

5. O/S skills (integrated throughout unit)

 

 

 

 

 

 

as unit 1

 

 

 

 

Local geographical issue (e.g. pollution, traffic, leisure facilities etc.)

1. Plan enquiry - asking geographical questions, linking with previous knowledge and planning a suitable sequence.

2. Collecting data (fieldwork, internet, and library)

3. Making sense of the data (develop)

4. Conclusion and evaluation (reflect)

KS3 Student Assessment Portfolio (SAP) - Evidence 1

 

1. What are resources?
2. What are non-renewable and renewable resources?
3. What are the benefits and problems of them?
4. What were the causes, effects of and responses to the Sea Empress oil spill?
5. What are the benefits and problems of using wind power?
6. What are the arguments for and against the off-shore wind farm planned in Porthcawl?

 

 

 

1. How are we connected to other parts of the UK?

2. How are we connected to the rest of Europe?

3. How are we connected the rest of the world?

4. How is the world represented by geographers and cartographers?

 

 

 

 

 

1. What is extreme weather?

2. What are the causes, effects and responses to the following natural hazards?:

Personal enquiry (SAP Evidence 2)

 

 

1. What is crime and what does it have to do with geography?
2. Is there a geography of youth crime in Pencoed?
3. Is there a geography of more serious crime in Pencoed?
4. How do crime rates compare throughout the UK?
5. Is there a global pattern of crime?
6.How are crimes globally linked?
7.How can GIS help understand and reduce crime patterns?

1. What is it like in a tropical rainforest?
2. Where are rainforests found?
3. Why are they found in these places?
4. How do we use the rainforest?
5. Why is the rainforest threatened?
6. How can the rainforest be managed sustainably?

 

See Mrs Price!

 

 

 

 

 

 

 

 

 

1. What is climate change?
2. Why do the majority of experts believe climate is changing?
3. Are there alternative explanations for our changing climate?
4. What are the possible likely effects of climate change?
5. What can we as individuals, as a school community, as a country and as a group of countries do to reduce our 'carbon footprint'?

 

 

1. Plan enquiry - asking geographical questions, linking with previous knowledge and planning a suitable sequence.

2.Collecting data (Internet, TV News and library)

3. Making sense of the data (develop)

4. Conclusion and evaluation (reflect)

 

 

1. Is there a spatial pattern to volcanoes and earthquakes?
2. Why do they happen in particular places?
3. What are the effects of these events?
4. How can people prepare for these events?

Tectonic event enquiry

KS3 SAP- Evidence 3

 

1. Where are the Premiership football clubs located?
2. Where do the players come from?
3. How do these countries compare to the UK?
4. How are we connected to China (home of the Olympic Games 2008)?
5. Why is Cardiff City FC moving from Grangetown?

 

1. Where do the designer clothing companies come from?
2. Where are their clothes made?
3. What is it like in a 'sweatshop'?
4. What are the benefits and problems of 'globalisation'?
5. Can 'fairtrade' products improve lives?

 

1. Where are the best surfing beaches in the UK?
2. Where are the best locations in the world?
3. What makes the 'perfect wave'
4. What impact to surfers and other tourists have on these places?
5. Can tourist resorts be more sustainable?

 

 

 

1. What is development?
2. Is there a global pattern of development?
3. What is it like to live in an LEDC?
4. Why are some countries less developed?
5. What is it like in a shanty town?
6. Why is HIV/AIDS such a big problem?
7. How can the 'development gap' be bridged

 

 

1. Plan enquiry - asking geographical questions, linking with previous knowledge and planning a suitable sequence.

2.Collecting data (Emails to pupils in Kabundi High School, internet, atlases and library)

3. Making sense of the data (develop)

4. Conclusion and evaluation (reflect)

KS3 SAP - Evidence 4