# data[].attributes.body
Global distribution of Biomes
Tropical ecosystems and description of climate graphs, is progressed when looking at different environments in India and therefore there is no need to spend any time creating these or explaining the differences between weather and climate. This was also covered in year7 looking at regional variation in the UK. The materials from the GA toolkit are much more detailed in explaining the different weather patterns of India.

# data[].attributes.body
Students will have look at the case study of TNCs in India and the for and against when deciding development strategy.

# data[].attributes.attachment_link.title
Scannable Document on 3 Mar 2019 at 12_29_23

# data[].attributes.body
Describing location from map source. UK asian populations in the UK

Progression of skills from all previous units

use of knowledge of UK places

return to Atlas work latitude and longitude

Use of longitude to compute time zones

description and interpretation of climate graphs (L3 physical Geography)

# data[].attributes.body
2 distinct units with strong draw on Indian case study
Development Dynamics
Urbanised world case study of Mumbai

# data[].attributes.body
Look at how the physical geography of India lends itself to globalisation and economic development.

# data[].attributes.body
Location of UK Indian population
Main feature of India on a map
Photographic knowledge of India
Possibly time zones and latitude and longitude global position of India

# data[].attributes.body
Testing knowledge of students place names and physical features of India
Formative peer assessed written description of the location of British Indians pakistanis and Bangladesh in UK.

# data[].attributes.body
History study colonialism in year 8

# data[].attributes.headline
Understanding of the conditions, processes and interactions that explain features, distribution patterns, and changes over time and space.

# data[].attributes.subject
Understanding of the conditions, processes and interactions that explain features, distribution patterns, and changes over time and space.

# data[].attributes.body
extending from the familiar and concrete to the unfamiliar and abstract;
• making greater sense of the world by organising and connecting information and ideas about people, places, processes and
environments;
• working with more complex information about the world, including the relevance of people’s attitudes, values and beliefs.

Understand in some detail what a number of places are like, how and why they are similar and different, and how and why they are changing. They know about some spatial patterns in physical and human geography, the conditions which influence those patterns, and the processes which lead to change. They show some understanding of the links between places, people and environments.

# data[].attributes.headline
Competence in geographical enquiry, and the application of skills in observing, collecting, analysing, evaluating and communicating geographical information.

# data[].attributes.subject
Competence in geographical enquiry, and the application of skills in observing, collecting, analysing, evaluating and communicating geographical information.

# data[].attributes.body
increasing the range and accuracy of pupils’ investigative skills, advancing their ability to select and apply these with increasing independence to geographical enquiry.

Be able to carry out investigations using a range of geographical questions, skills and sources of information including a variety of maps, graphs and images. They can express and explain their opinions, and recognise why others may have different points of view.

# data[].attributes.headline
Have a more detailed and extensive framework of knowledge of the world, including globally significant physical and human features and places in the news.

# data[].attributes.subject
Have a more detailed and extensive framework of knowledge of the world, including globally significant physical and human features and places in the news.

# data[].attributes.body
demonstrating greater fluency with world knowledge by drawing on increasing breadth and depth of content and contexts.

Have a more detailed and extensive framework of knowledge of the world, including globally significant physical and human features and places in the news.

# data[].attributes.headline
See also GCSE assessment objectives A01-A04

# data[].attributes.subject
See also GCSE assessment objectives A01-A04

# data[].attributes.headline
create a summative assessment for the unit

# data[].attributes.subject
create a summative assessment for the unit

# data[].attributes.body
UK and Inda comparisons

# data[].attributes.body
physical features of India 🇮🇳

# data[].attributes.body
L3 physical geography of India.
Students can draw cross sections of India
Look at layer shading to show relief (yr 6 skills revisited)

# data[].attributes.attachment_link.title
2018-10-26 20-12 Copy of KS3 Prog of Study Audit

# data[].attributes.attachment_link.title
2018-10-26 20-12 Copy of KS3 Teaching Approaches Matrix (4)