Geography

At Key Stage 3 we introduce the core skills needed to become a successful geographer. Students receive a balanced curriculum with elements of physical and human geography, providing them with the opportunity to sample a wide range of topics. Some of these topics include traditional subject areas and contemporary issues, ranging from the dangers caused by the earth’s natural hazards, to examining the injustices of child labour in the fashion industry. Our aim is to provide a solid foundation for the students which they can then develop at Key Stage 4 and beyond.

Students often join the school with a varied background in the subject therefore we make it our priority to provide both an accessible and varied curriculum. Recent changes in the National Curriculum have seen a move away from the traditional approach of acquiring information to “making sense of new information through the active construction of knowledge”. Students need the time to explore new information and relate it to what they already know. It is therefore our role to facilitate this learning through various techniques such as map skills, group work, sorting data, ranking information, along with providing opportunities for data analysis and extended writing.

The year 7 curriculum provides the opportunities listed above, as students not only make sense of the world around them, but also their own local area. The emphasis is on:

• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

With this in mind, we have created a scheme of work that encapsulates these key factors, while allowing students with little background knowledge to progress with confidence in the subject. Throughout the year, we aim to focus on the following topics:

 

7.1 – INTRODUCTION TO GEOGRAPHY,  GEOGRAPHICAL SKILLS	This topic focuses on the basic skills needed to access the geography curriculum. Students are introduced to geography as a subject and basic map skills.
7.2 – THE UK + SETTLEMENT	Students are introduced to their local area with a focus on the UK’s physical landscape along with towns and cities. There are also opportunities for questioning on why there are divisions between countries and how the economic wealth of a country can place it in the forefront of society, also this topic focuses on the historical reasons for locating settlements and the problems and benefits associated with settlement growth.
7.3 – ECOSYSTEMS	Ecosystems are an important yet threatened resource. Here we study the value of our ecosystems, along with the reasons why they are at risk. The chosen case study for this topic is Tropical Rainforests – The Amazon.
7.4 – COASTS AND THE INDIAN OCEAN TSUNAMI	A popular topic, this looks at the devastating impact the 2004 tsunami had on those countries hit. Students will also gain an understanding of the processes at work on our coastlines.
7.5 – INDIA	India has a rich and diverse landscape and population. Students are given the opportunity to glance into the everyday lives of people in India.
7.6 – LOCAL FIELDWORK - ECOGARDEN	Consolidation of geographical skills learnt at the start of the year. Students are able to use our own Eco Garden to gather data and analyse their findings.

 

Assessment:

Assessment takes the form of end of topic tests along with Christmas and summer exams. The student’s understanding is continually monitored throughout the year through regular book marking. Homework is set once a fortnight.

The geography department has an ‘open door policy’ when it comes to additional support outside the classroom, and students are encouraged to seek assistance from the teacher with any homework or with understanding any issues. 

 

Helpful websites:

http://mapzone.ordnancesurvey.co.uk/mapzone/

http://www.bbc.co.uk/education/subjects/zrw76sg

http://geography.learnontheinternet.co.uk/ks3/index.html

http://www.geographyalltheway.com/ks3_geography.htm

Year 8 is an exciting time as by now, students have acquired a background knowledge into the concepts and skills associated with geography. This allows us to move forward with the curriculum with confidence.

Building on last year’s curriculum and skills, we dive into the complexities of the earth’s physical processes, gaining an understanding of the tectonic plates and the natural hazards that result from them. Historically, this has proven a very popular topic amongst both girls and boys. Students are also encouraged to extend their knowledge of the world’s major countries along with their physical and human features. The curriculum in year 8 is both stimulating and dynamic, moving on from basic skills to locational knowledge and spatial awareness. Students develop greater confidence in using geographical knowledge, approaches, concepts and geographical skills, in analysing and interpreting different data sources.

Continuing with our themes of location, place, fieldwork and human and physical geography, we deliver the following topics in year 8:

 

8.1 – GEOLOGICAL TIMESCALES AND NATURAL HAZARDS	This topic focuses on the hazards facing our world and the problems that can result from them.
8.2 – CHINA	A fascinating topic which looks at China’s population policy and disparities between rural and urban living. Students will gain an understanding of the impacts surrounding its rapid economic growth.
8.3 – GLACIATION	A phenomenal force of nature carving out landscape. Students will identify the processes involved in glaciated regions.
8.4 – DEVELOPMENT	Here we look at the reasons why some countries develop faster than others and the barriers they face as a result.
8.5 – NIGERIA	This is a new addition to our curriculum, which looks at Nigeria’s rapidly growing economy and the reasons for this growth.
8.6 – WEATHER AND CLIMATE	Understanding the natural forces that influence our weather patterns and identifying the impacts of extreme weather.

Assessment:

Following on from year 7, assessment continues to be a focal point in our department. Students are assessed in a similar way to year 7, with end of topic tests allowing us to identify students who may be struggling with the work. Our ‘open door policy’ remains, and we are encouraged by the growing number of students taking ownership of their own learning by availing of the support sessions that are run. Homework is set once a fortnight.

 

Helpful websites:

http://mapzone.ordnancesurvey.co.uk/mapzone/

http://www.bbc.co.uk/education/subjects/zrw76sg

http://geography.learnontheinternet.co.uk/ks3/index.html

http://www.geographyalltheway.com/ks3_geography.htm

“As pupils progress, their growing knowledge about the world should help them deepen their understanding of the interaction between physical and human processes”. – The Geographical Association

Year 9 is a crucial year for our students, as they have difficult decisions to make when choosing subjects for GCSE. Our curriculum aims to provide students with a sense of what is expected at GCSE Level, and many of the topics we study at Key Stage 3 provide the foundation on which GCSE content is delivered.

We have a growing emphasis on the skills associated with writing extended answers and analysing graphs and tables; skills that can be transferred across many subject areas. Physical and human geography topics are delivered through a wide range of mediums and these are consolidated through the fieldwork opportunities we are currently developing.

ICT is also a focal point of our Key Stage 3 curriculum and students are encouraged to be creative in their use of ICT to support their geographical learning. We are always looking at new ways to improve teaching and learning at Key Stage 3 through the use of new technologies.

The following topics are delivered in year 9:

 

9.1 – RIVERS AND FLOODING	This topic focuses on rivers and their power to erode and shape our landscape and also the causes of flooding and the impacts it has on countries at different stages of development.
9.2 – THE MIDDLE EAST – HOT DESERTS	The Middle East has featured regularly on news reports, and therefore this topic allows students to locate Middle Eastern countries and ask the questions they want to gain a better insight into recent events and its natural environments.
9.3 – RUSSIA – COLD DESERTS	This topic focuses on cold environments, deserts in particular. Students will gain an appreciation for life in marginal locations and have a greater understanding of the issues affecting these places.
9.4 – GEOGRAPHICAL SKILLS UNIT	Mapping websites are used along with the development of the skills learned throughout Key Stage 3. A local enquiry, developing students' questionnaire skills and dealing with the public.

 

Assessment:

Assessment continues to be a key priority, and additional to teacher assessment, we also provide opportunities for self and peer assessment activities. Homework is set one a fortnight. The school’s ‘Green Pen Policy’ is used regularly, where students get a feel for what it is like to assess work while learning at the same time.

 

Helpful websites:

http://www.bbc.co.uk/schools/riversandcoasts/

http://www.bbc.co.uk/education/subjects/zrw76sg

http://geography.learnontheinternet.co.uk/ks3/index.html

http://www.geographyalltheway.com/ks3_geography.htm

Subject content

Living with the physical environment

3.1.1 Section A: The challenge of natural hazards
3.1.2 Section B: The living world
3.1.3 Section C: Physical landscapes in the UK

Challenges in the human environment

3.2.1 Section A: Urban issues and challenges
3.2.2 Section B: The changing economic world
3.2.3 Section C: The challenge of resource management

Geographical applications

3.3.1 Section A: Issue evaluation
3.3.2 Section B: Fieldwork

Geographical skills

3.4 Geographical skills

 

Assessments

Paper 1: Living with the physical environment

What's assessed

3.1.1 The challenge of natural hazards, 3.1.2 The living world, 3.1.3 Physical landscapes in the UK, 3.4 Geographical skills

How it's assessed

Written exam: 1 hour 30 minutes
88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG))
35% of GCSE

Questions

Section A: answer all questions (33 marks)
Section B: answer all questions (25 marks)
Section C: answer any two questions from questions 3, 4 and 5 (30 marks)
Question types: multiple-choice, short answer, levels of response, extended prose

Paper 2: Challenges in the human environment

What's assessed

3.2.1 Urban issues and challenges, 3.2.2 The changing economic world, 3.2.3 The challenge of resource management, 3.4 Geographical skills

How it's assessed

Written exam: 1 hour 30 minutes
88 marks (including 3 marks for SPaG)
35% of GCSE

Questions

Section A: answer all questions (33 marks)
Section B: answer all questions (30 marks)
Section C: answer question 3 and one from questions 4, 5 or 6 (25 marks)
Question types: multiple-choice, short answer, levels of response, extended prose

Paper 3: Geographical applications

What's assessed

3.3.1 Issue evaluation, 3.3.2 Fieldwork, 3.4 Geographical skills

How it's assessed

Written exam: 1 hour 15 minutes
76 marks (including 6 marks for )
30% of GCSE
Pre-release resources booklet made available 12 weeks before Paper 3 exam

Questions

Section A: answer all questions (37 marks)
Section B: answer all questions (39 marks)
Question types: multiple-choice, short answer, levels of response, extended prose

3.1.2 Section B: The living world

In this section, students are required to study Ecosystems, Tropical rainforests and Cold environments.

3.1.2.1 Ecosystems - Ecosystems exist at a range of scales and involve the interaction between biotic and abiotic components.

3.1.2.2 Tropical rainforests - Tropical rainforest ecosystems have a range of distinctive characteristics. Deforestation has economic and environmental impacts. Tropical rainforests need to be managed to be sustainable.

3.1.2.4 Cold environments – (Polar and Tundra) have a range of distinctive characteristics. They create opportunities and challenges. They are at risk from economic development, such as oil and fishing. An understanding that these areas of wilderness are fragile and should be protected.

3.1.3 Section C: Physical landscapes in the UK

In this section, students are required to study UK physical landscapes, Coastal landscapes in the UK and River landscapes in the UK.

3.1.3.1 UK physical landscapes - The UK has a range of diverse landscapes, An overview of the location of major upland/lowland areas and river systems.

3.1.3.3 River landscapes in the UK - The shape of river valleys changes as rivers flow downstream. Distinctive fluvial landforms result from different physical processes. Different management strategies can be used to protect river landscapes from the effects of flooding.

3.1.3.4 Glacial landscapes in the UK – An understanding that ice is a powerful force in shaping the physical landscape of the UK. Distinctive glacial landforms result from the different physical processes. Glaciated upland areas provide opportunities for different economic activities, and management strategies can be used to reduce land use conflicts.

 3.2.1 Section A: Urban issues and challenges 

 A case study of a major city in an LIC or NEE to illustrate:  Lagos, Nigeria

• the location and importance of the city, regionally, nationally and internationally
• causes of growth: natural increase and migration
• how urban growth has created opportunities:
  • social: access to services – health and education; access to resources – water supply, energy
  • economic: how urban industrial areas can be a stimulus for economic development
• how urban growth has created challenges:
  • managing urban growth – slums, squatter settlements
  • providing clean water, sanitation systems and energy
  • providing access to services – health and education
  • reducing unemployment and crime
• managing environmental issues – waste disposal, air and water pollution, traffic congestion.

A case study of a major city in the UK to illustrate:  London, UK

• the location and importance of the city in the UK and the wider world
• impacts of national and international migration on the growth and character of the city
• how urban change has created opportunities:
  • social and economic: cultural mix, recreation and entertainment, employment, integrated transport systems
  • environmental: urban greening
• how urban change has created challenges:
  • social and economic: urban deprivation, inequalities in housing, education, health and employment
  • environmental: dereliction, building on brownfield and greenfield sites, waste disposal
• the impact of urban sprawl on the rural–urban fringe, and the growth of commuter settlements.

3.2.2 Section B: The changing economic world

• There are global variations in economic development and quality of life.
• Various strategies exist for reducing the global development gap.
• Some LICs and NEEs are experiencing rapid economic development which leads to significant social, environmental and cultural change - A case study of one LIC or NEE - Nigeria
• Major changes in the economy of the UK have affected, and will continue to affect, employment patterns and regional growth.

3.2.3 Section C: The challenge of resource management

• Food, water and energy are fundamental to human development
• The changing demand and provision of resources in the UK create opportunities and challenges.
• An overview of resources in relation to the UK.

Food:

• the growing demand for high-value food exports from low income countries and all-year demand for seasonal food and organic produce
• larger carbon footprints due to the increasing number of ‘food miles’ travelled, and moves towards local sourcing of food
• the trend towards agribusiness.

Water:

• the changing demand for water
• water quality and pollution management
• matching supply and demand – areas of deficit and surplus
• the need for transfer to maintain supplies.

Energy:

• the changing energy mix – reliance on fossil fuels, growing significance of renewables
• reduced domestic supplies of coal, gas and oil
• economic and environmental issues associated with exploitation of energy sources.

Assessment Overview

Paper 1: Living with the physical environment	Paper 2: Challenges in the human environment	Paper 3: Geographical applications
What's assessed 3.1.1 The challenge of natural hazards 3.1.2 The living world 3.1.3 Physical landscapes in the UK, 3.4 Geographical skills	What's assessed 3.2.1 Urban issues and challenges 3.2.2 The changing economic world 3.2.3 The challenge of resource management 3.4 Geographical skills	What's assessed 3.3.1 Issue evaluation 3.3.2 Fieldwork 3.4 Geographical skills
How it's assessed • Written exam: 1 hour 30 minutes • 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG)) • 35% of GCSE	How it's assessed • Written exam: 1 hour 30 minutes • 88 marks (including 3 marks for SPaG) • 35% of GCSE	How it's assessed • Written exam: 1 hour 15 minutes • 76 marks (including 6 marks for SPaG) • 30% of GCSE • Pre-release resources booklet made available 12 weeks before Paper 3 exam
Questions • Section A: answer all questions (33 marks) • Section B: answer all questions (25 marks) • Section C: answer any two questions from questions 3, 4 and 5 (30 marks) • Question types: multiple choice, short answer, levels of response, extended prose	Questions • Section A: answer all questions (33 marks) • Section B: answer all questions (30 marks) • Section C: answer question 3 and one from questions 4, 5 or 6 (25 marks) • Question types: multiple choice, short answer, levels of response, extended prose	Questions • Section A: answer all questions (37 marks) • Section B: answer all questions (39 marks) • Question types: multiple choice, short answer, levels of response, extended prose

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Useful websites:

http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030 - for access to the AQA spec, past papers and mark schemes

http://www.bbc.co.uk/schools/gcsebitesize/

http://www.geography.org.uk/projects/ks4ict/qcasubjectcriteria/

GCE ‘A’ Level Geography - Edexcel

A Level geography is a broad subject, which focuses on many contemporary topics. Students studying geography at this level are encouraged to broaden their understanding and knowledge of the subject beyond the classroom. The Edexcel course focuses on the relationships between people and their environment.​

Assessment

AS Geography

Paper 1: Dynamic Landscapes

Topic 1: Tectonic Processes and Hazards - Tectonic processes, a study of the causes of tectonic hazards, the impact of tectonic activity on people, and responses to tectonic hazards.

Topic 2: Landscape Systems, Processes and Change - An integrated study of processes, landforms and landscapes. A study of one landscape system and the physical and human processes influencing change over time and space. Option 2b: Coastal Landscapes and Change.

Fieldwork: Physical geography

1 hour and 45 minutes

50% contribution to AS qualification Total marks 90

Paper 2: Dynamic Places

Topic 3: Globalisation - A study of globalisation, its causes and consequences for different people and places. Topic 4: Shaping Places - A study of how and why places are shaped and changed, the meanings and identities attached to different places and the consequences for different people. Option 4a: Regenerating Places.

Fieldwork: Human geography

1 hour and 45 minutes

50% contribution to AS qualification Total marks 90

 

A level Geography

Topic 1: Tectonic Processes and Hazards - Tectonic processes, a study of the causes of tectonic hazards, the impact of tectonic activity on people, and responses to tectonic hazards.

Topic 2: Landscape Systems, Processes and Change - An integrated study of processes, landforms and landscapes. A study of one landscape system and the physical and human processes influencing change over time and space. Option 2b: Coastal Landscapes and Change.

Topic 3: Globalisation - A study of globalisation, its causes and consequences for different people and places.

Topic 4: Shaping Places - A study of how and why places are shaped and changed, the meanings and identities attached to different places and the consequences for different people. Option 4a: Regenerating.

Topic 5: The Water Cycle and Water Insecurity - Water cycle, human and natural factors that impact on water cycling, consequences for water security and future water conflicts.

Topic 6: The Carbon Cycle and Energy Security - Carbon cycle, human and natural factors impacting on carbon cycling, the consequences for ecosystems and management strategies. Physical Systems and Sustainability.

Topic 7: Superpowers - Superpowers, the reasons for shifting economic and political power, the impacts of superpowers, influence of superpowers in governing the global commons.

Topic 8: Global Development and Connections - Option 8b: Migration, Identity and Sovereignty

 

Outline of Assessment at A2

Area of study 1:

Dynamic Landscapes Topic 1: Tectonic Processes and Hazards

Overview

Tectonic hazards – earthquakes, volcanic eruptions and secondary hazards such as tsunamis – represent a significant risk in some parts of the world. This is especially the case where active tectonic plate boundaries interact with areas of high population density and low levels of development. Resilience in these places can be low, and the interaction of physical systems with vulnerable populations can result in major disasters. An in-depth understanding of the causes of tectonic hazards is key to both increasing the degree to which they can be managed, and putting in place successful responses that can mitigate social and economic impacts and allow humans to adapt to hazard occurrence.

Topic 2: Landscape Systems, Processes and Change Option 2B: Coastal Landscapes and Change

Overview

Coastal landscapes develop due to the interaction of winds, waves and currents, as well as through the contribution of both terrestrial and offshore sources of sediment. These flows of energy and variations in sediment budgets interact with the prevailing geological and lithological characteristics of the coast to operate as coastal systems and produce distinctive coastal landscapes, including those in rocky, sandy and estuarine coastlines. These landscapes are increasingly threatened from physical processes and human activities, and there is a need for holistic and sustainable management of these areas in all the world’s coasts. Study must include examples of landscapes from inside and outside the UK.

Area of study 2:

Dynamic Places Topic 3: Globalisation

Overview

Globalisation and global interdependence continue to accelerate, resulting in changing opportunities for businesses and people. Inequalities are caused within and between countries as shifts in patterns of wealth occur. Cultural impacts on the identity of communities increase as flows of ideas, people and goods take place. Recognising that both tensions in communities and pressures on environments are likely and will help players implement sustainable solutions.

Topic 4: Shaping Places Option 4A: Regenerating Places

Overview

Local places vary economically and socially with change driven by local, national and global processes. These processes include movements of people, capital, information and resources, making some places economically dynamic while other places appear to be marginalised. This creates and exacerbates considerable economic and social inequalities both between and within local areas. Urban and rural regeneration programmes involving a range of players involve both place making (regeneration) and place marketing (rebranding). Regeneration programmes impact variably on people both in terms of their lived experience of change and their perception and attachment to places. The relative success of regeneration and rebranding for individuals and groups depends on the extent to which lived experience, perceptions, and attachments to places are changed. Students should begin by studying the place in which they live or study in order to look at economic change and social inequalities. They will then put this local place in context in order to understand how regional, national, international and global influences have led to changes there. They should then study one further contrasting place through which they will develop their wider knowledge and understanding about how places change and are shaped. A local place may be a locality, a neighbourhood or a small community, either urban or rural.

Exam Board: Edexcel

Area of study 3: Physical Systems and Sustainability

Topic 5: The Water Cycle and Water Insecurity

Overview

Water plays a key role in supporting life on earth. The water cycle operates at a variety of spatial scales and also at short- and long-term timescales, from global to local. Physical processes control the circulation of water between the stores on land, in the oceans, in the cryosphere, and the atmosphere. Changes to the most important stores of water are a result of both physical and human processes. Water insecurity is becoming a global issue with serious consequences and there is a range of different approaches to managing water supply.

Topic 6: The Carbon Cycle and Energy Security

Overview

A balanced carbon cycle is important in maintaining planetary health. The carbon cycle operates at a range of spatial scales and timescales, from seconds to millions of years. Physical processes control the movement of carbon between stores on land, the oceans and the atmosphere. Changes to the most important stores of carbon and carbon fluxes are a result of physical and human processes. Reliance on fossil fuels has caused significant changes to carbon stores and contributed to climate change resulting from anthropogenic carbon emissions. The water and carbon cycles and the role of feedbacks in and between the two cycles, provide a context for developing an understanding of climate change. Anthropogenic climate change poses a serious threat to the health of the planet. There is a range of adaptation and mitigation strategies that could be used, but for them to be successful they require global agreements as well as national actions.

 

Area of study 4: Human Systems and Geopolitics

Topic 7: Superpowers

Overview

Superpowers can be developed by a number of characteristics. The pattern of dominance has changed over time. Superpowers and emerging superpowers have a very significant impact on the global economy, global politics and the environment. The spheres of influence between these powers are frequently contested, resulting in geopolitical implications.

Topic 8: Global Development and Connections Option 8B: Migration, Identity and Sovereignty

Overview

Globalisation involves movements of capital, goods and people. Tensions can result between the logic of globalisation, with its growing levels of environmental, social and economic interdependence among people, economies and nation states and the traditional definitions of national sovereignty and territorial integrity. International migration not only changes the ethnic composition of populations but also changes attitudes to national identity. At the same time, nationalist movements have grown in some places challenging dominant models of economic change and redefining ideas of national identity. Global governance has developed to manage a number of common global issues (environmental, social, political and economic) and has a mixed record in its success in dealing with them. It has promoted growth and political stability for some people in some places whilst not benefiting others. Unequal power relations have tended to lead to unequal environmental, social and economic outcomes.