Geography at key stage 3

There are 24 units, of which 16 form a complete scheme of work. There are three types of unit - long, medium and short. Long units are expected to take between 12 and 20 hours, medium units between 8 and 11 hours and short units between 4 and 7 hours. However, the length of the units can be varied to allow topics to be covered in more or less depth. Unit 24 'Passport to the world' is designed as a continuous unit and may be used at suitable points throughout the key stage or as homework tasks.

Time allocation

This time allocation for units is based on recommendations in the 1995 review of the national curriculum and QCA's research on the range of times allocated by schools to geography. The times are indicative only; they do not constitute a recommended time for geography.

Coverage of the programme of study

The units cover the programme of study for key stage 3 geography. However, the programme sets out a minimum entitlement for geography, so schools are free to supplement the units and decide the depth of coverage. Teachers may need to adjust the units to suit pupils' needs and the time available. The table below shows how the units cover the programme of study.

For explanation of codes click here

	Full (indicates coverage specified in 'Learning objectives' column; additional coverage may be implicit in the remaining columns but is not noted here)	Partial (indicates reasonable coverage of this area in the unit)
Unit 1 Making connections	1a, 1c, 1f, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3e, 4a, 4b, 6f, 6g, 7c	7a(i), 7a (v), 7b (i), 7b (ii), 7b (iv)
Unit 2 The restless earth - earthquakes and volcanoes	1a, 1b, 1e, 1f, 2c, 2d, 2e, 2f, 3a, 3c, 3e, 4a, 5a, 6b, 6f	7a (v), 7b (iv), 7d
Unit 3 People everywhere	1a, 1e, 2c, 2d, 2e, 2g, 3a, 3c, 3d, 4a, 6f, 6g	4b, 7a (i), 7a (iii), 7a (v), 7b (i), 7b (ii), 7b (iv)
Unit 4 Flood disaster - how do people cope?	1a, 1c, 1d, 2a, 2b, 2c, 2d, 3a, 3b, 3d, 4b, 6c, 7c	4a, 6d, 6i, 7a (i), 7a (iii), 7b (i), 7b (ii), 7b (iv), 7d
Unit 5 Exploring England	1a, 1b, 1c, 1d, 2a, 2c, 2d, 2g, 3a, 3b, 3c, 4a, 6d, 6f	4b, 7a (ii), 7a (iii), 7a (iv), 7b (ii)
Unit 6 World sport	1a, 1b, 1c, 1d, 1f, 2c, 2e, 2f, 2g, 3a, 3d, 3e, 4a	5a, 6h, 6i, 6j, 7a (iii), 7a (v), 7b (ii), 7c, 7d
Unit 7 Rivers - a fieldwork approach	1a, 1b, 1c, 1d, 1f, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3c, 4a, 4b, 6a, 6c, 7c	6d, 7a (i), 7a (ii), 7b (ii)
Unit 8 Coastal environments	1a, 1b, 1c, 1d, 1f, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 4b, 5a, 5b, 6c, 6i, 6j	4a, 7a (i), 7a (ii), 7b (ii), 7c
Unit 9 Shopping - past, present and future	1a, 1b, 1c, 1d, 1e, 2b, 2e, 2f, 3d, 4a, 4b, 6g, 6h, 7c	7a (i), 7a (ii), 7b (i), 7b (ii)
Unit 10 Weather patterns over Europe	1a, 1d, 2a, 2c, 2d, 2e, 2g, 3a, 3b, 4a, 4b, 6d	7a (iv), 7b (iii), 7d
Unit 11 Investigating Brazil	1a, 1b, 1c, 1d, 1f, 2a, 2c, 2d, 2f, 2g, 3a, 3b, 3c, 3d, 3e, 4b, 5a, 5b, 6a, 6f, 6i, 6j, 7b (iv)	4a, 6g, 6h, 7a (ii), 7a (iii), 7a (iv)
Unit 12 Images of a country	1d, 2b, 2d, 3a, 5b, 6a	4a, 4b, 6i, 7a (ii), 7a (iii), 7b (iv), 7c
Unit 13 Limestone landscapes of England	1a, 1b, 1c, 1d, 1e, 1f, 2a, 2c, 2e, 3a, 3b, 3c, 4b, 5a, 5b	4a, 6c, 6h, 6i, 6j, 7a (ii), 7a (iii), 7a (iv), 7b (ii)
Unit 14 Can the earth cope? Ecosystems, population and resources	1a, 1b, 1c, 1d, 1e, 2c, 2d, 3a, 3e, 4a, 5b, 6e, 6k	4b, 5a, 6d, 6f, 6j, 7a, 7a(iv), 7a (v), 7d
Unit 15 Crime and the local community	1c, 1d, 1e, 1f, 2e, 3a, 3c, 4a	4b, 6g, 7a (i), 7a (ii), 7a (iii), 7a (iv), 7b (i), 7b (ii), 7d
Unit 16 What is development?	1a, 1d, 1e, 2a, 2c, 2d, 2f, 3a, 3b, 3c, 3e, 4a, 4b, 5b, 6i	7a (i), 7a (iii), 7a (iv), 7a (v), 7b (i), 7b (ii), 7b (iv), 7d
Unit 17 The changing economic geography of France	1a, 1b, 1c, 1d, 2c, 2d, 2e, 2f, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 5b, 6a, 6h	7a (ii), 7a (iii), 7a (iv), 7b (iii)
Unit 18 The global fashion industry	1a, 1b, 1d, 1e, 1f, 2a, 2c, 2d, 2e, 2f, 3e, 4a, 4b, 5b, 6h, 6i, 7d	7a (v), 7b (iv)
Unit 19 Tourism - good or bad?	1a, 1b, 1c, 1d, 1f, 2d, 2e, 3b, 4a, 4b, 5b, 6h, 6i	7a (iii), 7a (v), 7b (ii), 7b (iv), 7d
Unit 20 Comparing countries	1a, 1b, 1d, 2c, 2d, 2f, 3b, 3d, 3e, 6a, 6i	4a, 4b, 7a (ii), 7a (iii)
Unit 21 Virtual volcanoes and internet earthquakes	1a, 1b, 1c, 1d, 2a, 2c, 2d, 2f, 2g, 3a, 3c, 4a, 4b, 6b, 7d	6a, 6i, 7a (i), 7a (v), 7b (iv), 7d
Unit 22 Mining on the internet	1a, 1b, 1c, 1d, 1e, 2b, 2c, 2d, 2e, 2g, 3a, 3c, 3d, 3e, 4a, 6h	4b, 7a (ii), 7b (i), 7b (ii)
Unit 23 Local actions, global effects	1a, 1b, 1c, 1d, 1f, 2b, 2d, 2e, 2f, 2g, 3a, 3b, 3e, 4a, 5a, 5b, 7c	4a, 4b, 6j, 6k, 7a (i), 7a (ii), 7a (iii), 7a (v), 7b (i), 7b (ii), 7b (iii), 7d
Unit 24 Passport to the world	1c, 1d, 2c, 2d, 2e, 2f, 3a, 3b, 3c, 3e	4a, 7d

Example long-term plan

Year 7
Unit 1 Making connections	Medium
Unit 5 Exploring England	Short
Unit 4 Flood disaster - how do people cope?	Medium
Unit 3 People everywhere	Medium
Unit 6 World sport	Medium
Unit 24 Passport to the world	Continuous
Year 8
Unit 8 Coastal environments	Medium
Unit 10 Weather patterns over Europe	Medium
Unit 11 Investigating Brazil	Long
Unit 14 Can the earthcope? Ecosystems, population and resources	Long
Unit 9 Shopping - past, present and future	Short
Unit 24 Passport to the world	Continuous
Year 9
Unit 16 What is development?	Long
Unit 17 The changing economic geography of France	Long
Unit 18 The global fashion industry	Medium
Unit 21 Virtual volcanoes and internet earthquakes	Long
Unit 23 Local actions, global effects	Long
Unit 24 Passport to the world	Continuous

Year 7 A combination of units which:	allows for a gradual widening of scale from the local to the global introduces a variety of KS3 themes at the local (unit 1) and national (unit 5) scales contains a mix of physical and human-led topics for study introduces thinking skills early in the key stage
Year 8	a preponderance of studies at national and international scales, with a mix of physical and human-led themes
Year 9	two units with a strong global focus (units 16, 18) combined with two which range the scales. A final unit (23) pulls a number of strands together
Fieldwork	opportunities to work in the field in each year (units 1, 3, 4, 6, 8, 9, 23)

The example long-term plan is one way of sequencing the units. Other approaches include:

• constructing a plan that mixes units from this scheme with units developed by the school (the full programme of study will need to be covered);
• teaching a particular part of the programme of study at a particular point in the key stage;
• making a comparative study of two contrasting countries rather than teaching about two countries at different points in the key stage, eg unit 20 'Comparing countries' shows how comparative work might be developed, while unit 12 'Images of a country' shows how pupils may compare images of contrasting places;
• using the ideas and approaches set out in a particular unit and adapting them to different content, eg unit 13 'Limestone landscapes of England' investigates the limestone landscape around the Yorkshire Dales, but the questions and activities could be developed for another part of the country or in relation to a different rock type. Unit 22 'Mining on the internet' is based on the coal-mining industry, but teachers could use the unit as a model for examining a chosen local industry more accessible to the pupils;
• deciding which content to use in relation to specified themes, eg unit 8 'Coastal environments' and unit 7 'Rivers - a fieldwork approach' provide alternative contexts for investigating geomorphological processes and their effects on landscape and people.

Explanation of terms used in the table:

Scale: Go up the whole scale for understanding of process; come all the way down to local scale to learn about the reality of places and people

Local: Anywhere in the world (small area) - not just the home area

Regional: Part of a country, eg Brittany, or part of several countries, eg the Alps

National: A whole political unit - England? UK? Other?

International: Links/relationships between two or more countries - often between continents, eg world trade

Global: Worldwide or whole world, eg distribution of people or earthquakes

Weather and climate: a useful theme to keep returning to in different contexts

Contrasting countries A & B: A comparative study of two contrasting countries is an option. Relate your chosen countries to their regions and their international and global connections

In using this planning matrix take the following considerations into account:

• decide how the themes and places will be organised into teaching units
• in all units, make appropriate link across scale and themes
• explore a variety of themes in your chosen countries
• plan for continuity and progression in skills, places and themes
• ensure your programme provides a coherent experience of England and the UK and the EU
• select topical examples
• look for opportunities for fieldwork - remember this can be in the school grounds and the local area as well as further afield
• integrate map, atlas and globe work in all units
• build up ideas about citizenship and sustainable development at different scales through the key stage
• allow for development of key skills through the programme

*Themes from the programme of study have been used here for illustrative purposes. Teachers may wish to substitute unit titles from their own scheme of work.

Teaching and learning approaches

The units suggest a range of approaches to teaching and learning, including:

• direct teaching, through whole-class and small-group sessions;
• opportunities for pupils to apply their learning, either on their own or with others, with varying degrees of support;
• opportunities for pupils to reflect on their own learning.

The approaches may need to be adapted to meet pupils' needs. Whatever approaches are used pupils should have opportunities to:

• have their own experiences and knowledge of the world recognised;
• work outside the classroom;
• use a wide range of visual materials and other resources which are varied, accurate and up to date;
• use several resources simultaneously;
• use a variety of maps in the context of real places to develop an understanding of scale;
• look for patterns in distribution and to ask questions about these patterns;
• look for relationships between people, places and environments;
• use a range of ways to describe the world (eg specialist vocabulary, maps, diagrams, models, ICT);
• develop their ability to integrate skills, themes and real places;
• experience a range of types of places and understand how they are connected;
• develop their enquiry skills and their growing capacity to pursue independent investigations;
• enjoy learning geography and be motivated by it.