Geography

Geography Department

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Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Inclusion

Lessons will be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum.

Numeracy and Mathematics

Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data.

Language and Literacy

The geography curriculum will seek to develop pupils’ spoken language, reading, writing and vocabulary through the topics and activities outlined. This will be achieve through oral presentations, reading of subject material, writing in various format and the development of vocabulary through key terms.

Aims

The national curriculum for geography aims to ensure that all pupils:
develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
-understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to:
–collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
–interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
–communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

Attainment targets:

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Throughout the course emphasis should be placed on allowing pupils to work with; geographical data, geographical ideas and geographical context. The key point to note in teaching geography is to ensure the pupils build on their prior knowledge, develop concepts and processes, and enable them to apply new knowledge, understanding and skills to meet learning objectives.

Year 7
What is Geography a. The Types of Geography
b. Geography Detective
c. Atlas work; map of the world, continents, oceans, mountains
Into Africa a. Africa Scale and diversity
b. Common misconceptions of Africa
c. How does Football Connects Us to Africa(Ivory Coast)
d. How does Mobile Phones Connects Us to Africa(DRC)
e. How does Comic relief Connects Us to Africa(Kenya)
f. Conflict in Sudan
Rivers a. The Hydrological Cycle.
b. The amazon River Introduction
c. Stages of the River
d. River Landforms
e. Uses of the Amazon River
Flooding a. Causes of Flooding
b. Flooding in the UK (Case Study)
c. Flooding in Bangladesh (Case Study)
d. Coping with Floods
The Geography of my stuff a. Where does my stuff come from?
b. Why can people buy more stuff than they used to?
c. Where do we go to buy our stuff?
d. Virtual stuff
e. The kids who make our stuff
f. Global impacts and possible actions
NB See www.geographyteachingtoday.org.uk
Year 8
People a. The Geography of Names
b. Population Distribution
c. Migration
d. Population growth in India and China
e. China’s One child policy
f. Shanty Towns
Resources  a. Types of Resources
b. Fuels
c. Oil in the Middle East (case study)
d. The trouble with fossil fuels
e. Saved by the winds?
f. Is solar power the answer
g. Going Solar in Gosaba, India.
The Earth  a. Structure of the earth
b. Folding and Faulting
c. Fold Mountains
d. Rift Valleys
Weather and Climate a. Elements of Weather
b. Climate change
c. Hurricane/Typhoon case study
Geography in the news  This will be a theme that is current and of interest to the pupils. The aim here is to reinforce the idea that geography is a part of their everyday lives. This theme can be chosen by either the teacher, the pupils, or with input from both.

 

Year 9
Ecosystems a. Polar ecosystem
b. Hot desert
c. Desertification
d. Famine
Development a. Patterns of development (MEDC and LEDC)
b. Indicators of development
c. Globalisation
d. China, emerging world superpower
Coasts a. Waves and Tides
b. Waves actions
c. Landforms created by waves
d. Along the Dorset Coast
e. Coastal Management.
Natural Hazards a. Plate Tectonics
b. Earthquakes
c. Case Study
d. Volcanoes
e. Case Study
f. Tsunami case study
Geography in the news This will be a theme that is current and of interest to the pupils. The aim here is to reinforce the idea that geography is a part of their everyday lives. This theme can be chosen by either the teacher, the pupils, or with input from both.

Key stage Four

WJEC GCSE Geography Specification B is divided into three compulsory themes.

Theme 1. Challenges of living in a built environment

• Quality of life / access to housing
• Access to / changing service provision
• Urbanisation
• Planning issues in built environments
• Rural change & planning issues

Theme 2. Physical processes and relationships between people and environments

• Weather and climate
• Ecosystems
• The issue of desertification
• River processes / landforms
• Coastal processes / managemen

Theme 3. Uneven development and sustainable environments

• Employment structures / opportunities
• Location of economic activities
• Economic activity and the environment
• Development
• Development issues and water
• Interdependence

SUMMARY OF ASSESSMENT

Unit 1: Challenges and Interactions in Geography (30%) Written Paper: 1 hour (F/H) – 60 marks
Two compulsory structured questions, one from Theme 1 and one from Theme 2, each containing a choice of case study.
Unit 2: Development and Problem Solving Geography (45%) Written Paper: 2 hours (F/H)- 94 marks
Section A
One compulsory structured question from Theme 3 containing a choice of case study.
Section B
A cross-unit problem solving exercise structured in three parts.
Unit 3: Fieldwork Enquiry (25%) Controlled Assessment – 50 marks
An enquiry based on fieldwork.

Last updated: February 22, 2017 at 8:45 am

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