• Age groups: 11-14s
• Subjects: Geography
• Topics: Energy

Curriculum links

England

Design and Technology

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

Geography

Geographical skills and fieldwork

Human and physical geography

Pupils should be taught to:

• understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

Scotland

Technology

• Craft, design, engineering and graphics contexts for developing technological skills and knowledge
• By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement. (TCH 2-12a / TCH 3-12a)
• By using problem-solving strategies and showing creativity in a design challenge, I can plan, develop, organise and evaluate the production of items which meet needs at home or in the world of work. (TCH 3-14a)
• I can use my knowledge and skills of science and mathematics and can apply the basic principles of control technology in solving practical problems. (TCH 4-12b)
• Showing creativity and innovation, I can design, plan and produce increasingly complex items which satisfy the needs of the user, at home or in the world of work. (TCH 4-14a)

Social Studies

People, place and environment

I can use a range of maps and geographical information systems to gather, interpret and present conclusions. (SOC 3-14a)

Wales

Skills

Designing

Pupils should be given opportunities to:

• Use given design briefs, and where appropriate, develop their own to clarify their ideas for products
• Identify and use appropriate sources of information to help generate and develop their ideas for products
• Be creative and innovative in their thinking when generating ideas for their products

Making

Pupils should be given opportunities to:

• Develop the skills to select and work with a range of materials and ingredients to make products in a variety of contexts

Range

Pupils should be given opportunities to develop their design and technology capability through:

Activities in which they design and make products, focusing on different contexts and materials

Geography

Skills

Investigating

Pupils should be given opportunities to:

• Observe, measure, extract and record data through carrying out practical investigations and fieldwork and using a variety of secondary sources
• Analyse and evaluate ideas and evidence, answer questions and justify conclusions

Range

Pupils should be given opportunities to carry out:

• At least one group investigation and one independent investigation into a geographical question or issue
• Fieldwork to observe and investigate real places and processes

Northern Ireland

Science and technology

Technology and design

Young people should be given opportunities to:

• Design – identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety
• Manufacturing – selecting and using materials fit for purpose; safe use of a range of tools and processes appropriate to materials, demonstrating accuracy and quality of outcome

Environment and society

Geography

Developing pupils’ knowledge, understanding and skills

Young people should have opportunities to:

• Develop enquiry and fieldwork skills: questioning, planning, collecting, recording, presenting, analysing, interpreting information and drawing conclusions relating to a range of primary and secondary sources
• Develop critical and creative thinking skills to solve geographical problems and make informed decisions