KS3 Geography: Introducing the physical and human geography of India, including its size

Introducing the physical and human geography of India - including its size and a typical city.

Video summary

Download/print a transcript of the video.

Three 13-year-old pupils from the UK - Dua, Amalia and Nayan - are on a trip to explore the geography of India.

The pupils discover India is huge, more than ten times the size of the UK. They explore Patna, the capital of Bihar state, in north-eastern India. Patna has a population of nearly two million people, which is larger than Birmingham and Manchester combined. They also discover India is a country of contrasts as they witness both poverty and wealth.

They then travel 2500 kms south to Bangalore (Bengaluru). Bangalore is one of India’s fastest growing cities and the centre of India’s hi-tech industry. They meet some pupils from a local school and discuss the changes in Bangalore due to its growth. They discuss the length of India’s coastline and explore India’s scale further. After travelling over 10000 kms the three pupils’ preconceptions of India have been challenged.

This clip is from the series Exploration India.

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Teacher Notes

Download/print the Teacher Notes for this episode (pdf).

Teacher Notes prepared in partnership with the Geographical Association.

Video summary

Three 13-year-old pupils from the UK - Dua, Amalia and Nayan - are on a trip to explore the geography of India.The pupils discover India is huge, more than ten times the size of the UK. They explore Patna, the capital of Bihar state, in north-eastern India. Patna has a population of nearly two million people, which is larger than Birmingham and Manchester combined. They also discover India is a country of contrasts as they witness both poverty and wealth.They then travel 2500 kms south to Bangalore (Bengaluru). Bangalore is one of India’s fastest growing cities and the centre of India’s hi-tech industry. They meet some pupils from a local school and discuss the changes in Bangalore due to its growth. They discuss the length of India’s coastline and explore India’s scale further. After travelling over 10000 kms the three pupils’ preconceptions of India have been challenged.

Before watching the video

Ask students what they already know about India. This could be done as a ‘Think-Pair-Share' activity to give time for students to think about what they know and to discuss this with their peers.

Using a world map, locate India. Ask students to write a locational description of where India is. A satellite image of India could also be looked at. Ask students what physical and human features they can see on the satellite image.

Introduce key terms such as:
Wealth: a large amount of money or valuable possessions.
Hi-tech industry: industries that use a high level of cutting-edge technology, for example, aerospace and robotics.
Globalisation: the way in which the world has become more interconnected.

During the video

You may wish to stop at relevant points during this short film to pose questions and check understanding or wait until the end. Useful questions might include:

  • What is it like when they arrive in Patna?
  • How many people live in Patna?
  • What is a Scorpio?
  • What is car ownership suggesting to the children?
  • What languages do the Indian students speak?
  • What is it like in Bangalore?
  • What is migration?
  • What impact is globalisation having on some cities in India?

After watching the video

Split the class into groups and give each a different area of India to research and to present back to the class. Students should research the key human and physical features of their given location. Challenge students to use a range of sources to avoid building a single story of that location.

When students present, the other students in the class should make notes about each of the locations so that they can compare and contrast the different parts of India.

After the presentations, discuss with students how their preconceptions of India have changed and what they have now learnt about India. You could also ask what else students wish to know about India.

Where next

Using GapMinder’s website Dollar Street investigate the lives of other families around the world. This website gives you an insight into their lives and looks at different products that families have in their homes.

Students could look at families across India and see how their lives differ, this could then branch out to other families around the world.

Links to Bitesize

Introduction to India

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Curriculum relevance

This clip will be relevant for teaching Geography at KS3 in England and Northern Ireland, 3rd Level in Scotland and Progression Step 4 in Wales.

Students and teachers over the age of 16 can create a free Financial Times account. For a Financial Times article about Bangalore's high-growth tech hub from 2022, click here.

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Education - building the India of tomorrow. video

Dua, Amalia and Nayan meet Indian children who have been given the opportunity for a different life through education.

 Education - building the India of tomorrow

Rural life in India. video

Dua and Nayan explore rural life in India and learn that the majority of India’s population work in farming and agriculture in the countryside.

Rural life in India

Rivers: The Ganges. video

Dua, Amalia and Nayan explore the River Ganges in India and discover its significance to both physical and human geography.

Rivers: The Ganges

Urbanisation in India. video

Dua, and Amalia learn about the impact of migration to the Indian city of Bangalore (Bengaluru) and its rapid urbanisation.

Urbanisation in India

Working life and employment in Indian cities. video

Dua, Amalia and Nayan explore urban life in Bangalore, India - a city that attracts young Indians seeking work and careers.

Working life and employment in Indian cities
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