Year Seven
GEOGRAPHY
Homework Booklet
2014-15
Geography
gets you there!
September 2014
Dear Parent, Guardians, Supporters and Pupils,
We hope that this comprehensive guide to this year’s geography homework will help you understand the assignments that will be set.
The geography department is committed to creating independent and engaged learners. Our range of research and enquiry based homework assignments will give pupils the opportunity to practice skills which are relevant across the curriculum and into their future life. We hope that our choice of subject matter will stimulate an interest in ‘real-world’ geography and create lots of questions which will bring our classroom activities to life and enhance learning.
If appropriate to the task, we always recommend that pupils conduct field research with their parents or in small groups of 3-4.
This booklet has been created to help everyone get organised so that late and unsatisfactory homework becomes a thing of the past. Pupil’s will be given clear instructions about these activities in class when they are set, but some pupils may want to get a head start! When assignments are set they will appear in each pupil’s online homework diary (on the Student Learning Gateway), the deadline for these assignments will also be published online. You will be able to access the Learning Gateway and your child’s online homework diary with your password.
This booklet also contains websites that can support and extend learning away from the classroom.
Please contact us with any queries that you may have.
Best wishes,
Mrs Loretta Lloyd
Mrs Rachel Akehurst
Joint Heads of Geography
DSHS Geography Department Homework Policy
1. All geography students will be set one homework task each half term. The homework will have clear learning objectives which will help pupils progress. Most homework assignments will take 1-2 hours to complete.
2. All homework will be detailed on the Student Learning Gateway (SLG). Pupils who are absent from lessons when the homework is set are still expected to complete the work.
3. It is the responsibility of the students to get their work handed in on time. Assignments should be printed (if appropriate) and ready to hand in during their geography lesson on the date indicated on the SLG. If a pupil is finding the work hard and would like support, they should ask their class teacher at least one week BEFORE the deadline. We do not recommend that work is left the last minute!
4. Pupils will be given ONE paper copy of the assignment instructions. Duplicate copies will be available on the SLG (along with a copy of this document).
5. E-homework cannot be accepted unless emailed from a parents account with a short note. Most members of the Geography Department teach over 330 pupils; we cannot be expected to print the homework for all these children! Computers and printers are available at lunch time and afterschool in many different rooms around the school. H5 is the geography computer room; pupils are welcome to use this room after 3.15pm to complete homework or print their work.
6. We will be very happy to award achievement points to pupils who hand their work in on time. If the deadline for a homework assignment is missed, pupils will be given a verbal warning and asked to bring the work ready for the next lesson. For each subsequent lesson that the homework is late a behaviour point will be recorded against the pupil.
7. We understand that life can sometimes be tricky. If there is a valid reason for missing a homework deadline, pupils should bring a note from home in place of the homework. In these instances, the class teacher will negotiate an extension to the deadline.
8. The geography department will organise an hour-long detention for pupils who have failed to hand in their work after repeated requests. Parents will be notified by email about this detention. Geography teachers will be available to support students during this detention. Failure to attend this detention will result in pupils being set a Senior Detention.
- The standard of the homework will be assessed independently of organisation. A pupil may hand-in an excellent piece of work late OR an unsatisfactory piece of work on time. This will be reported separately on the termly report cards.
Supporting your child with their homework
General Advice:
· All students are different and have different needs. Some will require a lot of support from you, others will require the minimum. It is most important that you have an honest discussion with your child – “How can I support you?” Many children will be put off if you become over-involved or controlling. Ensure you establish that you are there to support.
· Consider using a reward structure to motivate your child. This is not bribery; it is a reward just as you are rewarded by a salary or bonuses for working when you don’t feel like it. Rewards don’t have to be financial or very big; talk to your child about what they would value, an extra night out, and extension to the time they can come in, a trip with friends, being let off household chores etc. Don’t make rewards dependent on results, this can lead to added disappointment if they don’t do as well as expected; rewards should be based on effort.
· Clear boundaries are vital. Whilst you do not want to be seen to ‘nag’ you also have a duty to check that your child is doing their homework properly. Explain this to them from the outset. This will help avoid unnecessary accusations of ‘nagging’.
· All pupils will fall behind, feel unmotivated or overwhelmed, or struggle with the balance of social and school demands at times. When your child feels like this, getting cross can have a negative effect. Talk to them about the issues, acknowledge their feelings, then help them to find a solution, help them prioritise.
· Be flexible. Use the 80/20 rule (if your child is sticking to what they are supposed to be doing 80% of the time, they are probably doing alright!)
· Hours can quite happily be eaten up by online communications, and it is important that you set boundaries for the use of Facebook and other social media, just as you would for going out or watching TV.
Setting your child up for homework:
· Talk to your child about how you can support them and what they would find helpful.
· Help your child to plan a realistic homework timetable. It will take an investment of your time (probably an hour or so), but it will make a big difference to their work. Plan in favourite TV shows, dinner time, time with friends and family, chores, etc. It must be realistic if you want it to work.
· If possible try to create a clutter free area in which your child can do their homework or agree a dedicated time when they can use the dinner/kitchen table to work. Try to keep this time and area quiet.
· Check the Student Learning Gateway. All pupils have an online homework diary which you can access to check homework assignments and deadlines.
Supporting your child while they do their homework:
· Provide snacks and drinks during extended homework periods
· Be flexible – if they want to go out to out during an agreed homework time, discuss when they will make the time up.
· Be sensitive to the pressure your child may be feeling, let them know that if they are really not up to it on odd days, it isn’t the end of the world. Let it go when it really matters to them, and remind them of all the good work they have done and will continue to do.
· Keep up with regular ‘check-ins’ and don’t nag in between times. Show an interest on how their homework is going, talk through any difficulties and be prepared to help them if necessary.
· Keep things in perspective. Your child may not be doing things the way you would do them, or as often as you would like, but they are doing the best they can.
11
YEAR SEVEN Geography Homework Assignments
All pupils are asked to cover their exercise books at the beginning of each year. We find that this practice gives pupil’s ownership of their books, encourages them to take pride in their work, discourages unsightly graffiti and makes their book easy to distinguish at the beginning of each lesson when books are being collected from the front of the room.
Note: The first Y7 assignment is shorter than usual to slowly introduce Y7 pupils to the workload of secondary school. This is in line with the whole school homework policy.
Term / Approx. dates / Description of Homework Assignment / Learning Objective1.1 / Sep
Oct / Online quiz: http://www.sheppardsoftware.com/Europe/Eur_G0_1280_800.html
Pupils should repeat the quiz until they are happy with their score. They should print out a copy of the completed quiz (with their final score!) to hand in to their geography teacher on the date published on the SLG. / To learn the location of European countries; to become familiar with the political geography of our continent.
1.2 / Nov
Dec / Contour Model: Pupils should use contour lines to create a 3D model of Cereal Island. Please refer to the detailed instruction sheet on Page 8 of this booklet. / To demonstrate that pupils understand contours can show gradient and altitude on OS maps.
2.1 / Jan
Feb / Longshore Drift Experiment: Pupils will be asked to design an experiment to measure Longshore Drift (the movement of material along a beach) in class. Please refer to Page 9 of this booklet for in-class instructions. Pupils have a choice for this homework assignment:
Option 1: Individually present their proposed experiment in a poster format that could be displayed in the classroom. Pupils should include clear instructions, images and/or diagrams (drawn or from the internet) to explain their experiment design.
Option 2: With parental consent, pupils should work in small groups to try out the experiment they designed in class. Their experiment should be documented in video or photographs. Their evidence should be accompanied by a short critique of their experiment outlining the problems they incurred while doing their field research. / To show understanding of geographical theory by designing a field experiment to capture primary data which could be used to test geographical theory.
2.2 / Mar
Apr / Urbanisation & Population Keywords in Pictures: Pupils should copy & paste from the internet, cut & stick from magazines or newspapers or draw by hand a relevant image into each of the boxes on the template provided to illustrate the keywords associated with our China unit of work. A copy of the template is on Page 10 of this booklet (the first box has been completed as an example – it should be replaced!). / To demonstrate an understanding of the vocabulary associated with the geographical topics of Population and Urbanisation.
3.1 / Apr
May / Haikus: Pupils should identify 3 contrasting locations within Brighton or Hove. They should go to each location and write a haiku which reflects the characteristics of each different environment. (Haikus are 3 line poems, formatted with 5 syllables, 7 syllables, 5 syllables). Pupils should present their three poems on one sheet of A4 paper and select images or illustrate their work so that it could form part of a classroom display. (See example Haiku on Page 11 of this booklet) / To explore the contrasting geography of their city. To identify characteristics of different places. To enhance vocabulary by describing locations with limited words.
3.2 / Jun
Jul / Fuel Debate Research: Pupils will debate the advantages and disadvantages of a variety of different energy sources. Pupils should use the information sheet provided to research the energy source allocated to them. Pupils should bring their research notes to class and be ready to discuss their energy source within a small group. / To research and debate the controversial, but essential, topic of energy sources. To present a balanced argument.
Recommended geography websites to support and extend classroom learning
Term 1.1: The British Isle & Europe· http://www.quia.com/hm/164946.html?AP_rand=673296684
· http://www.purposegames.com/game/727
· http://www.purposegames.com/game/2306
· http://www.triviaplaza.com/uk-irish-cities-quiz/
· http://www.purposegames.com/game/your-game-name-quiz4ee99ca2
· http://www.purposegames.com/game/uk-mountains-quiz
· http://www.rgs.org/webcasts/activities/eu_countries/eu_countries.html / Term 2.2: Urbanisation & Population
· http://www.geography.learnontheinternet.co.uk/topics/popn.html
· http://www.geography.learnontheinternet.co.uk/topics/settlements.html
· http://www.geography.learnontheinternet.co.uk/topics/empstruct.html
· http://www.bbc.co.uk/schools/gcsebitesize/geography/urban_environments/
· http://www.bbc.co.uk/schools/gcsebitesize/geography/population/
· http://geography.about.com/od/chinamaps/a/china.htm
· http://kids.nationalgeographic.com/explore/countries/china.html
· http://www.bbc.co.uk/bitesize/ks3/geography/places/contrasts_within_continent/revision/3/
Term 1.2: OS Map Skills
· http://mapzone.ordnancesurvey.co.uk/mapzone/
· http://www.bbc.co.uk/schools/gcsebitesize/geography/geographical_skills/
· http://www.rgs.org/webcasts/activities/grid_references/grid_references.html
· http://www.rgs.org/webcasts/activities/os_snap/os_snap_rev.html
· http://www.rgs.org/webcasts/activities/scale_distance/scale_distance.html
· http://www.rgs.org/webcasts/activities/contours/contours.html
· http://www.rgs.org/webcasts/activities/toolbox/toolbox.html
· / Term 3: Sustainability & Ecosystems
· http://www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/
· http://www.geography.learnontheinternet.co.uk/topics/resources.html
· http://www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/
· http://www.bbc.co.uk/schools/gcsebitesize/geography/wasting_resources/
· http://www.geography.learnontheinternet.co.uk/topics/ecosystem.html
· http://www.bbc.co.uk/schools/gcsebitesize/geography/ecosystems/
Term 2.1: Coasts
· http://www.bbc.co.uk/schools/gcsebitesize/geography/coasts/
· http://www.geography.learnontheinternet.co.uk/topics/coasts.html
· http://www.geography.learnontheinternet.co.uk/topics/erosion_and_weathering.html
· http://www.georesources.co.uk/ws.htm
11
CEREAL ISLAND CONTOUR MODEL HOMEWORK
To make a contour model of Cereal Island, shown below, you will need:
a) Paper or cardboard c) Glue e) Scissors
b) Tracing paper d) Colours
Instructions
1. Draw and cut out a rectangle 13cm by 10cm. This is your base, the Rye Sea. Colour it blue.
2. Trace the outline of Cereal Island (the sea level line). Put the tracing onto your card and cut out this shape. Glue this to your rectangle.
3. Now trace and cut out each of the contour lines in turn. Keep them the right way up and glue them to your island. You can check their positions from the map below.
4. Colour the model and add the landmarks shown on the map.
5. Add the scale and a title to your model.
Design an experiment to test the direction of transportation along a beach.