|For year seven pupils there are useful resources to be found on the induction site www.neutralised.com. You will find a floor plans of the main school and the sixth form block. In addition there is an aerial photograph of the school site which has clear labels of the major features. CLICK HERE to be redirected to the year seven web site.|
YEAR SEVEN - UNIT 3 & 4
GEOGRAPHY DEPARTMENT YEAR 7 SCHEME OF WORK
Described in terms of content of two periods per week (a double), with
one homework of 20 minutes developed from the lesson material.
UNIT THREE - HOME REGION - 2 WEEKS AND UNIT FOUR - ATLAS SKILLS - 2 WEEKS.
WEEK ONE AND TWO - BIRMINGHAM.
Handouts. Outline of Birmingham wards. The West Midlands Standard region. This is the first of two lessons that deal with the geography of Birmingham and the West Midlands.
1) The growth of Birmingham. Teacher exposition of growth of Birmingham. The word Birmingham is thought to be Saxon. The final syllable, ham, means a home or residence. Birm (Berm) would be a family name and Ing the young offspring, race or tribe. In 1066 the Normans led by William the Conqueror invaded England and carried out the first known census of the country. This was known as the 'Domesday Book* and the entry for Birmingham reads as follows: 'Richard holds of William 4 hides (a hide was about 50 acres) in Bermingham. The arable employs 6 ploughs; one is in the demesne. There are 5 villeins and 4 bourdons with 2 ploughs. Wood half a mile long and 4 furlongs broad. It was and is worth 20s.* At the beginning of the 16th century a writer who visited Birmingham called Leland described it as a little village of one street. The early site of Birmingham was on the sandstone ridge which is now marked by the rotunda. The early settlers had an elevated defensive site, water from the River Rea which was forded at a site very close to the site of the modern St Martins church. This ford was called Digbeth. In 1540 a charity school called King Edwards was founded in New Street. By 1714 the population was 15,000 mainly in rural occupation but with some industry based on brass and copper working. St Philips church was finished during this time. Iron working and leather industries flourished and the market of the Bull Ring at Digbeth became a focus for the city. 1626 and 1665 saw major plagues in Birmingham. Trade flourished via the new turnpike roads system but the toll costs of the turnpikes proved restrictive. Canals were therefore built to link Birmingham with the major rivers. This provided cheap transport and between 1770 and 1830 there was a time of extraordinarily rapid growth in the town. Manufacturing of buttons, buckles, jewellery and pins flourished along with gun making. By 1801 the population reached 70,000. Immigrants were drawn to the enterprise of Birmingham and included Joseph Priestley and James Watt. In 1838 Birmingham was first linked to London and Liverpool by railway. Cheap and rapid transport by rail led to greater production; materials were supplied more readily; finished goods were put more readily and easily on the market. New openings for enterprise brought manufacturers and dealers to the places best served by the railways; new opportunities for employment drew multitudes of workers; and industrial towns grew with unrivalled speed. In 1847 John Cadbury started manufacturing chocolate. He retired in 1861 in ill health and his firm was near bankruptcy. His sons, Richard and George, set about making a profit. In 1866 an efficient machine was bought in Holland which enabled them to produce a cacao essence which saw their sales grow rapidly. In 1879 they moved to Bournville and built a model industrial village. By 1850 the south of Birmingham only reached Camp Hill (the site of the old school on Stratford Road).
2) On a blank outline of the Birmingham wards, shade home ward, school ward and city centre ward. Use different colours for these wards shown by a key. Using 1:50,000 OS maps relate city boundary to West Midlands conurbation.
3) On a blank outline map of 'West Midlands Standard Region* pupils shade Birmingham with West Midlands conurbation (red), Hereford and Worcester (blue), Warwickshire (green), Staffordshire (yellow) and Shropshire (orange). 4) Pupiis shade West Midlands region within map of Britain on same handout. Homework. Pupils complete maps and attach handouts to their book.
4) Pupils to define British Isles, UK and Great Britain in groups. Class discussion and acceptance of final definitions which are to be written in exercise books. UK - England, Scotland, Wales, Northern Ireland. Great Britain - England, Scotland, Wales. British Isles - Geographical region of UK + Eire. Homework. Pupils complete colour shading of countries of the British Isles.
UNIT FOUR - ATLAS SKILLS - 2 WEEKS.
WEEK THREE - LATITUDE AND LONGITUDE.
Handouts - Activity sheet 1.2 How do we find out where places are? Using pp 12-13 teacher led discussion of their imaginary lines of latitude and longitude. Teacher to use globe and direct pupils to 'Images of the world* cd-rom. After discussion of page 12 pupils to complete Activity sheet 1.2. Work through page 13 with atlases which have been distributed. Pupils to work though Exs p.13 in groups. Homework. Pupils complete Activity page 12. Pupils to bring the orange peel to the next lesson.
WEEK FOUR - LATITUDE AND LONGITUDE During lesson pupils decide 20 key cities of the world. These should be arranged alphabetically. Pupils to construct a table of the cities which show 1)Country 2)Latitude and Longitude Pupils should use an atlas index. The exercise can be marked in the lesson Homework Ex2&3 p.63