Download Year 8 Geography Standard 2

Year 8 Geography Standard 2
Term 1
Our Restless Planet
Population and
migration
Knowledge
Understanding
Skills
(the things we know)
(the questions we can answer)
(the things we can do)
To know the names of the
layers within the Earth.
To know the names of the major
plate boundaries
To know the difference
between continental and
oceanic plates.
To know definitions of key
terms such as epicentre,
magma, mantle, focus, Richter
scale, seismometer, composite
and shield volcano.
To know factual information
about one earthquake, volcanic
eruption and tsunami.
To know the meanings of key
population vocabulary such as
birth rate, death rate, natural
change, immigration,
emigration, infant mortality rate
and life expectancy.
To understand the structure of the Earth
To understand convection currents, different
plate boundaries, and landforms associated
with each.
To understand the distribution of tectonic
activity is liked to plate boundaries and hot
spots.
To understand the differences between shield
and composite volcanoes.
To understand the causes, effects and
responses to earthquakes, volcanoes and
tsunamis.
To be able to annotate diagrams of tectonic
landforms and processes
To be able to interpret geographical
photographs and maps showing tectonic
activity and/or patterns.
To be able to ask geographical questions about
earthquake, volcanic or tsunami hazards.
To understand reasons for world population
growth and how it has changed in recent times
To understand push and pull factors of
migration.
To understand why countries at different
stages of economic development have
different population structures.
To understand how countries have tried to
manage their populations (2 contrasting
example)
To be able to use a variety of map skills
including:
Using symbols and a key; locating places in an
atlas; grid references; measure distances
(scale); calculate direction (compass points);
use contours lines; use latitude and longitude
on a map; be competent in the use of OS maps.
To be able to draw and interpret population
line graphs
Term 2
Rivers and flooding
To know meanings of key rivers
vocabulary (landforms and
processes) such as erosion,
transportation and deposition.
To know specific examples of
river landforms in the UK
To know meanings of key rivers
vocabulary (landforms and
processes) such as erosion,
transportation and deposition.
To know specific examples of
river landforms (around the UK
and worldwide).
To learn about a variety of hard
and soft engineering river
management strategies (and
the pros and cons of each)
To understand that our rivers are shaped by a
number of physical processes
To understand the different types of erosion
and transportation processes and landforms,
alongside depositional features.
To understand the step by step sequence in
the formation of a variety of river landforms
(for example meanders and waterfalls)
To understand issues of flooding and how it
can be managed by stakeholder groups.
To understand why different types of flood
management strategies are used in different
places
To be able to draw and label diagrams of river
landforms and processes (for example Ox bow
lake formation).
To be able to identify river landforms on OS
maps.
To research specific examples of river features
and landforms
To interpret photographs of rivers and their
drainage basins.
Evaluative and decision-making skills: To be
able to weigh up the relative merits of a range
of flood management strategies
Cost-benefit analysis of flood management
Development
To know the meanings of key
development vocabulary (GNI
per capita, trade, aid, poverty
line, subsistence farming,
quality of life, access to
services)
To know case study examples of
less economically developed
countries and strategies that
they have adopted to improve
people’s lives
To understand the different ways
development can be measured
To understand the reasons for different levels
of development around the world.
To understand strategies to alleviate poverty
around the world
To be able to interpret a variety of graphs (line,
bar, pie).
To be able to interpret photographs showing
quality of life indicators.
To be able to interpret a variety of maps
(Choropleth, topological, isoline) linked to
development.
Term 3
Asia
Asia:
To know locational knowledge
of the continent of Asia,
countries and their capitals.
To know the main physical
features of Asia. (mountains,
rivers, glaciers, deserts)
China (South West
region)
To know main points in Asia’s
history and its past links with
Europe
To know the main biomes of
Asia
To know the main physical
features of China
To know how China is changing
To know geographic
information about Chongqing
the world’s fastest growing
urban area.
To be able to understand the features of Asia’s
main biomes.
To be able to Interpret photos, satellite images,
and maps.
To understand the human and physical
features of Asia
To be able locate Asia on a world map
To understand how and why population
density varies greatly across Asia.
To be able to interpret tables, choropleth maps
and pie charts
To understand reasons for the uneven
population distribution across China
To understand the changes in China over the
past 40 years
To understand the lives of people in different
areas of the south west region
To learn how China is addressing
environmental issues such as biodiversity
threats
To be able locate physical and human features
on a map of China.
To be able to interpret tables, choropleth maps
and pie charts about China.