KS3 Geography Complete Revision & Practice (with Online Edition): superb for Years 7, 8 and 9 (CGP KS3 Revision & Practice)

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the sequencing of content is based on appropriate expectations of challenge and progression and helps to build pupils’ knowledge and skills in geography over time

there is no requirement to consider values and attitudes or capabilities, such as the application of geographical knowledge or carrying out an enquiry. However, teachers may well regard these as essential features of high-quality subject work and interpret them as being implicit in an understanding the subject’s content. physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

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Geography permeates all aspects of our everyday life. It affects us all, from our journey to school and the factors of current economics that make us decide whether to drive or walk to exploring in the far-flung reaches of the world and seeing how climate change has affected sinking tropical islands in the pacific or how economics can affect development. The PoS does not specify approaches to teaching, nor explain how to put the content into a teaching and learning sequence. See planning with the geography national curriculum for guidance on how to undertake these professional tasks.

interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Section Contents

use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment Lines of longitude run from the top of the Earth to the bottom, and divide up the Earth a bit like the segments of an orange.

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time extend their locational knowledge and deepen their spatial awareness of the world’s countries, using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities

Engage children with digital learning

collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes To support students in writing clearly and concisely making good use of subject specific vocabulary. It is our intent that pupils with special educational needs/disabilities (SEND) follow the same curriculum, learn alongside their peers and achieve similar outcomes. The other lines show how many degrees east or west of this you are. If I want to see where a place is in the world, I just need to look at where the lines cross, and read the numbers.