Geography

Aims

We aim to inspire a curiosity and fascination about the world and its people. Students will develop knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Students will learn how landscapes and environments have formed over time including how people use these today.

Students will develop a greater understanding of how local actions can have wide ranging implications on a global scale; furthermore, developing an awareness of controversial issues, encouraging them to develop informed opinions relating to them. In addition, studying geography will develop an understanding of different cultures and communities in Britain and elsewhere.

Teaching and Learning

The Department is committed to keeping variety in our teaching strategies. We adopt an enquiry approach to learning. Teachers are expected to facilitate a learning environment that helps students to think for themselves, weigh up the views of various stakeholders and analyse data with a view to reaching informed decisions. As a result all learning objectives will be framed as questions to encourage this approach to learning.

Variety and choice of teaching and learning approaches helps to ensure all students have the opportunity to learn to their full potential. There are occasions when it is appropriate to have mini debates; for instance the issue of how the Amazon Rainforest should be managed would lend itself to this approach. Role-play and debates require students to empathise with the different interests involved. Educational games e.g. Chocolate Trading Game help learners simulate real life events to assist with their understanding of cause, effect and response.

Geographical Information Systems (GIS) is a very important part of the subject; students are expected to use this across all key stages. Students are expected to use Google Earth and use this to present data. Students in Year 8 currently use this when studying coastal erosion at Happisburgh, North Norfolk. This must be used when completing fieldwork at GCSE and A Level.

Students complete a range of fieldwork opportunities across all key stages; please see below for more information.

 

Assessment for learning 

The study of geography is divided into topics. At the end of each topic students will complete an assessment. The majority of these are tests, however, the department also assesses students’ work; for example, models of the tropical rainforest, written reports and presentations.

Once every half term a piece of work is marked in detail using a Closing the Gap sheet. This provides students with detailed feedback. They reflect on this feedback during dedicated improvement and reflection time. Typical activities include commenting on their work and making corrections or improvements based on the feedback given.

Home Learning

  • Students will be set home learning activities including written work, research, revision, practice examination questions and report writing.
  • Show my Homework – all home learning activities will be published by individual staff members on the Show My Homework website which can be found by following the link on the school’s homepage. Students and parents can access this through their accounts or by filtering the results. Staff will add copies of resources (if available) and links to videos and websites if applicable to the task. The amount of time indicated suggests how long students should spend completing the task although it is not expected that this should be done all at once.

Equipment

Students should have pens, pencils, ruler, coloured pencils, glue, *calculator, *protractor and *compass. *Students may not need these items on a regular basis.

 

Geography - Key Stage 3

Programme of Study

Year

Autumn term

Spring term

Summer term

7

  • Why does climate vary across the world?
  • Why are tropical rainforests a life support system for the planet?
  • Why is our weather so changeable?
  • Why does it flood so often in Bangladesh?
  • What impact did the ice age have on the landscape?

 

Assessments

  • Climate test
  • Report on deforestation & model
  • Weather test
  • Decision making activity
  • Presentation

8

  • Why is Jane Archer’s house worth a pound?
  • Why can’t we live without the ocean?
  • Why is China seen as an emerging global superpower in 21st century?
  • Why do earthquakes and volcanoes cause so much damage?
  • Why are countries poor?
  • Russia – an energy superpower?

Assessments

  • Coast test & DME
  • Newspaper article – Asian tsunami
  • China test
  • Supervolcano report
  • Development test/ fair trade leaflet.
  • Presentation (Russia)

 

Additional Information

Students in Year 7 will complete a microclimate investigation around the school grounds.

The department organises two fieldtrips as part of the Big Activity Day enrichment programme. The first one in the Autumn term involves Year 8 students visiting Walton on the Naze to study coastal erosion at the Naze, how the coastline is protected and a town trail.

The second trip in the summer term involves Year 8 students completing the Lee Valley challenge. In groups of ten they use a compass to find each post in the park and the aim is to find as many posts as possible. This is excellent preparation for students who may want to get involved in Duke of Edinburgh Award in future.

How Parents/ Carers can help

Encourage your daughter to read a quality newspaper and watch the news on a regular basis. It is important that students are aware of recent events in the news including natural hazards, population & migration, nature, climate change and so on.

When visiting a place encourage your daughter to look at a map to find out where it is.

Look through your daughter’s exercise book; a useful activity is to make a list of misspelt words and encourage your daughter to use a dictionary to find the correct spelling and practice these until she can spell them correctly. Furthermore, encourage your daughter to respond to teacher feedback such as completing outstanding work.

 

If you have any further questions about this course, to whom do I speak?

Mrs Hebden, Head of Geography.

Key Stage 4 Geography

Programme of Study

Year 9 Students follow the Edexcel Geography B (9-1) syllabus.

Specification number:

Link to the specification website HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-GCSES/GEOGRAPHY-B-2016.HTML

Unit 1: Global Geographical Issues

Unit 2 : UK Geographical Issues

Unit 3: People - environment issues

This component draws across physical and human processes and people- environment interactions to consider key contemporary global geographical issues. This is divided into three sections;

Topic 1: Hazardous Earth – an overview of global circulation of the atmosphere and changing climate. This includes two studies of an extreme weather hazard e.g. tropical cyclones and tectonic hazards at contrasting locations

Topic 2: Development Dynamics– an overview of the scale of global inequality plus an in depth study of how one emerging country is developing and the consequences for people, environment and the country’s relationship with the wider world.

Topic 3: Challenges Of An Urbanising World – an overview of the causes and challenges of rapid urbanisation across the world. Including one in depth study of a megacity in a developing or emerging country.

 

 

This draws across physical and human processes and people-environment interactions to consider the key contemporary global geographical issues for the UK.  This is divided into three sections;

Topic 4: The UK’s Evolving Physical Landscape – an overview of the varied physical landscapes in the UK resulting from geology, geomorphic processes and human activity over time. Two in depth studies of distinctive landscapes coastal change and river processes and pressures.

Topic 5: The UK’s Evolving Human Landscape - an overview of the changing and varied human landscapes in the UK including the socio economic and political processes that influence it. Two in depth studies dynamic inner cities and changing rural settlements.

Topic 6: Geographical Investigations – two investigations, including fieldwork and research, carried out in contrasting environments; one from topic 4 and one from topic 5.

 

In this component, students will develop their knowledge and understanding of the processes and interactions between people and the environment and investigate related issues at a variety of scales. There are three sections;

Topic 7: People and the Biosphere - an overview of the global distribution and characteristics of large-scale ecosystems, why the biosphere is important to human wellbeing and how humans use and modify it in order to obtain resources

Topic 8: Forests Under Threat – a detailed study of tropical rainforests and the taiga,

looking at processes and interactions and issues related to their biodiversity and to their

sustainable use and management

Topic 9: Consuming Energy Resources - a study of renewable and non-renewable energy, its supply and demand, access and energy security issues, its sustainable use and management

 

 

Accreditation Structure

 

Unit

Assessment

Length

Weighting

1: Global Geographical Issues

(*Paper 1 code: 1GB0/01)

Written examination (94 marks)

 

1 hour 30 mins

37.5% of the final mark

2: UK Geographical Issues

(*Paper 2 code: 1GB0/02)

Written examination (94 marks)

 

1 hour 30 mins

37.5% of the final mark

3: People and Environment Issues – Making Geographical Decisions

(*Paper 3 code: 1GB0/03)

Written examination (64 marks)

1 hour 30 mins

25% of the final mark

 

Additional Information

Students will complete fieldwork at the end of Year 10 for the geographical investigations topic which is part of Unit 2. This is likely to be a residential trip to North Wales which will include fieldwork relating to rivers, coasts and rural settlements. There is likely to be fieldwork in the local area too.

The department will offer online revision sessions which are organised by the examination board. Staff will provide customised revision materials for each topic. Revision sessions will be held throughout the course to help students prepare for end of topic assessments and their final examinations at the end of Year 11.

GCSE Geography is a versatile academic subject which is part of the EBacc qualification. It provides a foundation for studying the subject at Advanced level and compliments the study of a wide range of subjects including; science, technology, history and business.

 

How Parents/ Carers can help

It is very important that students regularly read a quality newspaper and or watch the news. They will be awarded credit in examinations for using up to date examples. This includes items relating to; population, migration, resources (oil, energy and food), globalisation, natural hazards, climate change and so on.

The BBC website usually has excellent coverage of news events and in-depth articles and links to relevant websites.HTTP://WWW.BBC.CO.UK/NEWS

The link to the Geography Bitesize section is shown below:

HTTP://WWW.BBC.CO.UK/EDUCATION/SUBJECTS/ZKW76SG

Students should be encouraged to read through their work and make corrections. It is also important to encourage your daughter to begin revising throughout her course. This includes learning key words, learning key concepts and processes and developing a deep understanding of named examples/case studies. This can include revision flash cards and mind maps.

If you have any further questions about this course, to whom do I speak?

Mrs Hebden – Head of Geography

 

Key Stage 4 Geography (Last examination 2017)

 Programme of Study

Year 10 & 11 Students follow the Edexcel Geography B syllabus.

Specification number: 2GB01

Link to the specification website HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-GCSES/GEOGRAPHY-B-2009.HTML

Unit 1: Dynamic Planet

Unit 2: People and the Planet

Unit 3: Making Geographical Decisions

  • Restless Earth
  • Changing Climates
  • Battle for the Biosphere
  • Water World
  • Coasts
  • Oceans on the edge
  • Population dynamics
  • Consuming resources
  • Globalisation
  • Development Dilemmas
  • Changing settlements
  • Challenges of rural environments

This is a decision making exercise, with an unseen resource booklet, questions lead up to Students making a decision relating to a specific issue, based on sources of evidence studied. The skills you will learn in this unit will be valuable in all aspects of this GCSE in Geography, and in life.

 

Unit 4: Researching Geography

This will involve completing a piece of controlled assessment about coastal erosion and/ management, Students must complete fieldwork and then writing it up in 20 hrs. This piece of work cannot exceed 2000 words excluding tables and diagrams etc.

 

Accreditation Structure

 

Unit

Assessment

Length

Weighting

  1. Dynamic Planet

 

Written examination (78 marks)

 

1 hour 15 mins

25% of the final mark

  1. People and the Planet

 

Written examination (78 marks)

 

1 hour 15 mins

25% of the final mark

3.  Making Geographical Decisions

 

Written examination (53 marks)

1 hour 30 mins

25% of the final mark

  1. Investigating Geography

Controlled Assessment

20 hours

25% of the final mark

 

Additional Information

Students visit Walton on the Naze in the Autumn term in Year 10 to collect the data for their controlled assessment.

The department runs regular revision sessions throughout Year 11; including an Easter revision session and online revision session organised by the examination board.

The department holds a Controlled Assessment Clinic for students that require extra support when completing their report.

GCSE Geography is a versatile academic subject which is part of the EBacc qualification. It provides a foundation for studying the subject at Advanced level and compliments the study of a wide range of subjects including; science, technology, history and business.

 

How Parents/ Carers can help

It is very important that students regularly read a quality newspaper and or watch the news. They will be awarded credit in examinations for using up to date examples. This includes items relating to; population, migration, resources (oil, energy and food), globalisation, natural hazards, climate change and so on.

The BBC website usually has excellent coverage of news events and in-depth articles and links to relevant websites.HTTP://WWW.BBC.CO.UK/NEWS

The link to the Geography Bitesize section is shown below:

HTTP://WWW.BBC.CO.UK/EDUCATION/SUBJECTS/ZKW76SG

Students should be encouraged to read through their work and make corrections. It is also important to encourage your daughter to begin revising throughout her course. This includes learning key words, learning key concepts and processes and developing a deep understanding of named examples/case studies. This can include revision flash cards and mind maps.

If you have any further questions about this course, to whom do I speak?

Mrs Hebden – Head of Geography

 

Key Stage 5 Geography (First Examination in 2018)

 

Programme of Study

Students follow the Edexcel Geography syllabus.

Specification number: 9GEO

Link to the specification website: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html  

What will I study?

We live in a world of amazing beauty, infinite complexity and rigorous challenge. Geography is the subject which opens the door to this dynamic world and prepares each one of us for the role of global citizen in the 21st century. Geography is a subject which builds on young people's own experiences, helping them to formulate questions, develop their intellectual skills and find answers to issues affecting their lives.

Unit 1

Unit 2

Topic 1: Tectonic Processes and Hazards

Topic 2: Landscape Systems, Processes and Change – Coastal landscapes and change

Topic 5: The Water Cycle and Water Insecurity

Topic 6: The Carbon Cycle and Energy Security

Topic 3: Globalisation

Topic 4: Shaping Places – Regenerating Places

Topic 7: Superpowers Topic

8: Global Development and Connections

Unit 3

Unit 4

The synoptic investigation will be based on a geographical issue within a place-based context that links to the three synoptic themes:

• Players,

• Attitudes & actions

• Futures and uncertainties

The context of this is rooted in two or more of the compulsory content areas.

Independent Investigation

Students design their own question based on Coastal landscapes (sand dune environments) or Regenerating Places (urban areas). They will collect fieldwork data (individually or as part of a group) and complete their own research. The report will include independent analysis and evaluation of data, presentation of data findings and extended writing. 

 

Accreditation Structure

 

Component

Mode of Assessment

Weighting

Unit 1:

2hour  30 mins examination

 

30% of the total GCE

Unit 2:

2 hour 15 mins examination

 

30% of the total GCE

 

Unit 3:

2 hour  15 mins examination

 

20% of the total GCE

A2 Unit 4

A written report of 3000-4000 internally assessed

20% of the total GCE

 

Additional Information

Students are provided with guides for each unit including examination advice, past questions and mark schemes. Each student has their own textbooks and can access to a range of resources including Geography Review, National Geographic and Topic Eye magazines. Students have access to reading materials; PowerPoint’s used in lessons and links to videos via the VLE (Moodle).

There are a range of fieldwork opportunities provided for Unit 4 including a residential visit to Liverpool. Students are also offered opportunities to attend lectures and conferences in London during their course.

Easter revision sessions take place along with online revision sessions organised with chief examiners from Edexcel.

Geography A Level is listed as a facilitating subject by Russell group universities. A facilitating subject is one that universities require students to have to get on to many degree courses. Geography is accepted on to Science based courses at university because they value a good grade in this versatile and academic qualification.

Students can study Geography at undergraduate level as a BA or BSc, other related subjects include; Environmental Science, Geology and Geography is offered as a joint degree with a range of subjects. Studying Geography allows students to develop number of skills which are crucial in the workplace. These include; analysis, problem solving, team work, ICT skills including GIS and so on.

 

How Parents/ Carers can help

It is very important that Students regularly read a quality newspaper and or watch the newsHTTP://WWW.THEGUARDIAN.COM/UK

HTTP://WWW.INDEPENDENT.CO.UK/

HTTP://WWW.TELEGRAPH.CO.UK/

They will be awarded credit in examinations for using up to date examples. This includes items relating to; population, migration, resources (oil, energy and food), globalisation, natural hazards, climate change and so on.

The BBC website usually has excellent coverage of news events and in-depth articles and links to relevant websites. HTTP://WWW.BBC.CO.UK/NEWS  this link allows students to listen to shows on radio 4 especially listen to the today programme HTTP://WWW.BBC.CO.UK/PODCASTS/RADIO4

If you have any further questions about this course, to whom do I speak?

Mrs Hebden – Head of Geography

 

Key Stage 5 Geography (Last Examination in 2017)

 

Programme of Study

Students follow the Edexcel Geography syllabus.

Specification number: 8GEO1 (AS) 9GEO1 (A2)

Link to the specification website HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-A-LEVELS/GEOGRAPHY-2008.HTML

Unit 1: Global Challenges

Unit 2: Geographical Investigations

Students will study two topics;

  • World at Risk – this involves the study of global hazards (earthquakes, volcanoes, cyclones, tsunami, flooding and landslides), global trends and how these create multiple hazard hotspots in California and the Philippines. Climate change is a major risk, students study its causes, global warming impacts in Africa and the Arctic including and the challenge of managing these hazards in the future.
  • Going Global – this involves the study of how globalisation has shaped the world in which we live. Students examine how inequalities have widened due to changes in the world economy and the impact of this on population growth, migration and the rise of megacities.

Assessment: 1 ½ hour examination including resource booklet which is a combination of data response / short questions leading onto longer / guided essay questions.

Students will complete fieldwork and research, using the latest ICT and GIS technology to investigate both topics;

  • Crowded Coasts – this involves the study of the coastal zone, its ecosystems, development and land use over time and its susceptibility to flooding resulting from storm surges and rising sea levels.
  • Rebranding – this involves the study of how and why a range of places such as urban, rural and coastal resorts need change their image to become successful areas.

Assessment: 1 hour 15 minute examination including resource booklet. There are two questions, each is in three parts; data response, investigation skills and impacts/ management issues. There is no formal report to write, students must use their fieldwork and research findings in their examination.

Unit 3: Contested Planet

Unit 4: Geographical Research

Students will examine how the planet is ‘contested’ in a variety of ways; they study six topics;

  • Energy security
  • Water conflicts
  • Biodiversity under threat
  • Superpower geographies
  • Bridging the development gap
  • Technological fix

Students will explore how people’s actions are increasing demands for key resources such as energy, water & ecosystems. In addition, they will assess the importance of wealth and power by explaining how conflict occurs over the use of resources versus their protection. Furthermore, students will assess the future options such as whether current patterns of consumption are sustainable, or are more radical actions needed? Are technological developments the solution to problems of resource depletion and environmental degradation, or it is part of the problem?

Assessment: 2½ hour examination including resource booklet with a pre-released synoptic materials. In Section A – students complete two questions from a choice of five. In Section B there are 3 synoptic short essay style questions based on a 5-6 page booklet. Usually the resources will be based on a region such as North America. They will focus on ONE of the topics from Unit 3 e.g. Water Conflicts. The resources are written to LINK to other topics; there will be both obvious and more subtle linkages.

Students will complete research based on one topic; the Food supply problem. They will research four enquiry questions;

  • What are tectonic hazards and what causes them?
  • What impact does tectonic activity have on landscapes and why does this impact vary?
  • What impacts do tectonic hazards have on people and why do these impacts vary?
  • How do people cope with tectonic hazards and what are the issues for the future?

 

Students will record all their research in their reading log and will complete regular practice reports. Once the steer has been released they work to extract relevant research to prepare for the examination.

 

Students will have the opportunity to attend a student conference in December to help them prepare for this examination.

 

Assessment: 1½ hour examination with a pre-release which will focus on one enquiry question. Students write a report based on their research in examination conditions.

 

 

Accreditation Structure

 

Component

Mode of Assessment

Weighting

Unit 1: Global Challenges *Unit code 6GE01

1hour  30 mins examination

 

60% of the total AS marks

30% of the total GCE

Unit 2: Geographical Investigations *Unit code 6GE02

1 hour 15 mins examination

 

40% of the total AS marks

20% of the total GCE

 

A2 Unit 3: Contested Planet *Unit code 6GE03

2 hour  30 mins examination

 

60% of the total A2 marks

30% of the total GCE

A2 Unit 4: Geographical Research *Unit code 6GE04

1 hour 30 mins examination

40% of the total A2 marks

20% of the total GCE

 

Additional Information

Students are provided with guides for each unit including examination advice, past questions and mark schemes. Each student has their own textbooks and can access to a range of resources including Geography Review, National Geographic and Topic Eye magazines. Students have access to reading materials; PowerPoint’s used in lessons and links to videos via the VLE (Moodle).

There are a range of fieldwork opportunities provided for Unit 2 including a residential visit to Liverpool. Students are also offered opportunities to attend lectures and conferences in London during their course.

Easter revision sessions take place along with online revision sessions organised with chief examiners from Edexcel.

Geography A Level is listed as a facilitating subject by Russell group universities. A facilitating subject is one that universities require students to have to get on to many degree courses. Geography is accepted on to Science based courses at university because they value a good grade in this versatile and academic qualification.

Students can study Geography at undergraduate level as a BA or BSc, other related subjects include; Environmental Science, Geology and Geography is offered as a joint degree with a range of subjects. Studying Geography allows students to develop number of skills which are crucial in the workplace. These include; analysis, problem solving, team work, ICT skills including GIS and so on.

 

How Parents/ Carers can help

It is very important that Students regularly read a quality newspaper and or watch the newsHTTP://WWW.THEGUARDIAN.COM/UK

HTTP://WWW.INDEPENDENT.CO.UK/

HTTP://WWW.TELEGRAPH.CO.UK/

They will be awarded credit in examinations for using up to date examples. This includes items relating to; population, migration, resources (oil, energy and food), globalisation, natural hazards, climate change and so on.

The BBC website usually has excellent coverage of news events and in-depth articles and links to relevant websites. HTTP://WWW.BBC.CO.UK/NEWS  this link allows students to listen to shows on radio 4 especially listen to the today programme HTTP://WWW.BBC.CO.UK/PODCASTS/RADIO4

If you have any further questions about this course, to whom do I speak?

Mrs Hebden – Head of Geography

  • The Jack Petchey Foundation
  • Specialist Schools Trust
  • Sport England
  • Church of England Affiliation Scheme
  • The Duke of Edinburgh Award
  • Healthy Schools - Bronze
  • Healthy Schools - Silver
  • LIFE Education
  • Ofsted Good