Year 8 Geography

Unit Content

Unit 1

Asia

In this unit, students study the most populated of the world's continents. They learn about the various biomes of Asia, and the vast difference in their landscapes. Looking more closely at countries, students evaluate the advantages and disadvantages of industrialisation in China, as well as the rapid development of Dubai. Later in the unit, students explore the human and natural causes of climate change, and make connections between feeding the world's growing global population and achieving environmental sustainability.

Knowledge developed:

  • Knowing the countries and biomes of Asia
  • Knowing human and physical causes of climate change
  • Understanding the causes and consequences of rapid development
  • Understanding global issues around food production and distribution

Skills developed:

  • How to interpret information from population pyramids
  • How to explain the steps that lead to tropical storms
  • How to analyse information from a proportional symbol map.

Assessment: Learning is assessed formatively in lessons, through the use of students’ class notebooks alongside quizzes and discussions. Learning is summatively assessed at the beginning of Term 6, in a written paper.

Unit 2

British Coasts 

This unit looks at coastal processes that shape the coastline. Students will use GIS to visit dramatic landscapes that make up the British coastline. They will apply their learning of processes to make predictions about what the coastline will look like in the future. Students will also learn about how humans manage the coastline to protect coastal communities. This unit is enriched by the Osmington Bay trip that is open to students in the summer of Year 8, when they will visit the Dorset coast and carryout coastal fieldwork. 

Knowledge developed: 

  • Knowing the processes that take place at the coastline 
  • Understanding how processes shape the coastline 
  • Understand the advantages and disadvantages of coastal management strategies 

Skills developed: 

  • How to use Geographic Information Systems to recognise coastal landforms and processes and make predictions about how they will impact settlements. 

Unit 3

North America

In this unit, students study tropical storms and the impact they can have on islands such as Puerto Rico. Learning is based on the graphic novel After Maria by Gemma Sou, which was created to tell the real-life stories of individuals impacted by Storm Maria in 2017. Studying the graphic novel allows students to empathise with the different groups impacted and to consider the different vulnerabilities that groups of people face in such circumstances. They then explore the various responses to Storm Maria, considering the media’s representation of people who are impacted by natural hazards. In the second half of the unit, students examine weather and climate, studying the devastating wildfires of North America, as well as the impacts that wildfires can have on ecosystems.

Key knowledge developed:

  • Knowing case study details relating to a tropical storm
  • Understanding the world’s climate and its relationship with natural hazards
  • Understanding the importance of ecosystems, and how various factors can impact them

Key skills developed:

  • How to use GIS to understand countries

Assessment: Learning is assessed formatively in lessons, through the use of students’ class notebooks alongside quizzes and discussions. Learning is summatively assessed at the start of Term 6 in written paper.