Curr - Geography 2017-18

Curriculum Plan: Geography "Geography is a subject which holds the key to our future." Michael Palin Geography aims to capture the imagination of each pupil through the diverse curriculum offered. Geographers see the world differently; we seek to spark curiosity and encourage students to critically question, investigate and research their own questions. The curriculum aims to consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. Students will become more aware of increasingly complex geographical systems in the world around them. We challenge our students’ thinking and attitudes and we expect them to develop their own views and values about issues that affect our changing world and are able to make informed decisions. We instil the importance of knowledge and understanding of people and places, patterns and processes and we convey the relevance of Geography to our students and the lives of people they will never meet. Students develop greater competence using their geographical knowledge, approaches and concepts and geographical skills to analyse and interpret different data sources. The curriculum will allow pupils to continue to enrich their locational knowledge and spatial and environmental understanding. The curriculum also provides an excellent foundation for those wishing to continue geography at GCSE level and beyond and it also provides a great rounding experience for those who do not. We employ a range of teaching and learning techniques to make geography accessible and interesting to all learners. Our units of work are as follows:

Year Group

Halfterm

7

1

Units of work

Assessed piece/skills

Numeracy, Reading and Writing skills

Year 7 Power of the Planet: The main purpose of this unit is to further develop pupils’ knowledge and understanding of places and geographical processes. Pupils investigate some of the features and characteristics of different places while also developing a range of geographical skills.

• ask geographical questions • communicate appropriately • use atlases/globes/maps • annotating photographs/sketches  Cross section of a volcano • develop extended writing Assessment 1 Students are assessed on knowledge, understanding and application by an end of unit test.

Numerical skills to be developed in class and through homework.

Reading skills to be developed in class and through personal research to complete homework.

Extended writing required in many of the assessed pieces of work.

Year Group

Halfterm 2

Units of work New World Explorers: This involves pupils using atlases to investigate places and their human and physical features. Pupils will investigate the key features of maps such as map symbols, keys, titles and the idea of the plan view, provides them with an opportunity to use these skills in creating their own map, and introduces them to important geographical concepts such as scale, distance and direction. They are also provided with practical examples regarding measuring distances, planning routes, identifying features using four and six-figure grid references, analysing height and relief of land through contour lines.

Russia: This involves pupils extending their locational knowledge and deepening their spatial awareness of Russia. They will investigate key physical and human characteristics and major cities.

3

Assessed piece/skills

Population & Urbanisation – this unit explores the fact that the world’s population is growing and that everyone needs to live somewhere. Urbanisation is a global phenomenon and since 2007 more people live in urban than rural areas, it will look at the impact of this important fact. It will also look at the causes of urbanisation and the different land uses in urban areas. The location of settlements and how they have grown, developed and in some instances have gone through a period of decline and regeneration.

Numeracy, Reading and Writing skills Numerical skills to be developed in class and through homework.

• ask geographical questions • knowledge of globes, atlases and maps to identify significant features • use and interpret OS maps to develop map skills • draw sketch maps

• • • •

ask geographical questions develop independent learning communicate appropriately use atlases/globes/maps/satellite images/photographs/graphs/data to communicate geographical information.

• develop extended writing • ask geographical questions • communicate appropriately • use atlases/globes/maps/satellite images/photographs/graphs/data/writing to communicate geographical information.

• Graphical skills • develop extended writing Assessment 2 Students are assessed on knowledge, understanding of topics covered so far.

Reading skills to be developed in class and through personal research to complete homework.

Extended writing required in many of the assessed pieces of work.

Year Group

Halfterm 4

Units of work Middle East: This involves pupils extending their locational knowledge and deepening their spatial awareness of Middle East. They will investigate key physical and human characteristics, countries and major cities.

5&6

Physical Landscapes – (Rivers, Glacial and Coastal) - This unit of work develops students understanding of how natural and human processes have affected the environment. It also investigates resilience in the context of water and flooding. An investigation of landforms and the processes that form them is undertaken. It delivers an understanding of awareness, preparedness and knowledge of what actions should be taken in the event of flooding; and of how changing physical and human processes bring about flooding in the first place. This unit nurtures vital skills for what might be termed 'environmental citizenship'. There will be also an opportunity to undertake a geographical enquiry.

Assessed piece/skills • • • •

ask geographical questions develop independent learning communicate appropriately use atlases/globes/maps/satellite images/photographs/graphs/data to communicate geographical information.

• develop extended writing • develop geographical enquiry skills.

• communicate appropriately through diagrams and text.

• Use of atlases/maps/satellite images/photographs/diagrams to locate, identify, and communicate geographical information.

• develop extended writing Assessment 3 - Students are assessed by completing an end of year exam on all topics covered this year.

Numeracy, Reading and Writing skills Numerical skills to be developed in class and through homework.

Reading skills to be developed in class and through personal research to complete homework.

Extended writing required in many of the assessed pieces of work.

Year Group

Halfterm

8

1

Units of work

Assessed piece/skills

Numeracy, Reading and Writing skills

Year 8 Weather & Climatic Hazards The purpose of this module is to explore the weather and climates of today and predict the climates of the future. The focus of the module is how and why climates change, what the impacts of this change might be, and how we can behave sustainably to limit the impacts of this change.

8

2

Population & Development – The module will further develop students’ understanding of the reasons and impacts of the increasing global population. It also looks the implications of the level of development and the issues this creates. It will review migration investigating the causes and effects and the impacts this has on different people and places. Chocolate is important for many different reasons, students will play a game about chocolate and the impact that Fair trade can have on producers and consumers.

2

Economic Activity & Resources What impact is industry having on planet earth? The unit will look at how natural resources, people and employment are linked.

Students will gain an understanding about the different types of industry where they are located and the impact on the population and environment at different scales. With a focus on comparisons between the UK, China and Ethiopia.

• ask geographical questions • develop independent learning • use atlases/globes/maps/satellite images/photographs/graphs/data to communicate geographical information accurately and appropriately.

• develop extended writing Assessment 1 Students are assessed on knowledge, understanding and application by an end of unit test.

• develop geographical enquiry skills.

• research and present information.

• communicate appropriately through diagrams and text.

• use maps/satellite images/photographs/diagrams.

• debate arguments and make decisions.

• demonstrate decision-making skills, • analyse and interpret data.

• develop geographical enquiry skills.

• communicate arguments appropriately.

• use maps/photographs/graphical/ source data to communicate geographical information accurately and appropriately.

• develop extended writing

Numerical skills to be developed in class and through homework.

Reading skills to be developed in class and through personal research to complete homework.

Extended writing required in many of the assessed pieces of work.

Year Group

Halfterm 3

Units of work Energy – what is the problem? – What impact is a growing population and a changing industry caused by globalisation having on Planet Earth? The unit will look at how natural resources, people, employment and energy are linked. It will challenge students to think about where electricity comes from, the problems of burning fossil fuels, the extracting of shale gas and the different sources of renewable energy.

Assessed piece/skills • develop geographical enquiry skills.

• communicate appropriately through diagrams and text.

• use maps/satellite images/photographs/diagrams/data sources/graphs to communicate geographical information accurately and effectively.

• debate arguments and make decisions.

• develop extended writing

Numeracy, Reading and Writing skills Numerical skills to be developed in class and through homework.

Reading skills to be developed in class and through personal research to complete homework.

Extended writing required in many of the assessed pieces of work.

Assessment 2 Students are assessed on knowledge, understanding of topics covered so far.

4

Microclimates fieldwork - This module focuses on the application of knowledge and understanding gained in the weather and climate module to undertake an investigation into different microclimates around the school.

An enquiry will be created and students will write up their findings.

4

Africa -

5&6

Ecosystems – The aim of this unit is for

This involves pupils extending their locational knowledge and deepening their spatial awareness of Africa. They will investigate key physical and human characteristics, countries and major cities.

• develop geographical enquiry skills.

• communicate appropriately through diagrams and text.

• use maps /photographs/diagrams.

• Present data, appropriately and accurately.

• analyse and interpret data.

• Reach conclusions and undertake an evaluation • ask geographical questions • develop independent learning • communicate appropriately • use atlases/globes/maps/satellite images/photographs/graphs/data to communicate geographical information.

• develop extended writing

••

ask geographical questions

Numerical skills to be developed in class and through homework.

Year Group

Halfterm

Units of work students to gain an in depth knowledge and understanding of tropical, desert and polar ecosystems. They will investigate each

ecosystem’s, location, climate, how animals and people have adapted to survive in such extreme environments.

Assessed piece/skills • develop independent learning • use atlases/globes/maps/satellite images/photographs/graphs/data to communicate geographical information accurately and appropriately.

• develop extended writing Assessment 3 - Students are assessed by completing an end of year exam on all topics covered this year.

Numeracy, Reading and Writing skills Reading skills to be developed in class and through personal research to complete homework.

Extended writing required in many of the assessed pieces of work.

Geography Curriculum Overview – KS4 ‘Geography is all about the living, breathing essence of the world we live in. It explains the past, illuminates the present and prepares us for the future. What could be more important than that?’ Geographical Association President Currently we have two GCSE courses running - a two year and a three year course.

For those students currently in Year 10 & 11 who will be examined in 2018 and 2017 respectively we follow the AQA specification over two years.

For those students currently in Year 9 the course will be delivered over three years. Both courses are divided up into three teaching units, covering a wide range of interesting topics linking human and physical geography. Students will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs).

Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use.

Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.

Geography Exam Board: AQA Code: 8035 Aims of the Subject      

To focus on the geographical processes that shape our world through the study of human and physical geography.

To encourage students to relate to and learn from the world around them.

To appreciate the threats to the planet and evaluate suitable solutions.

To develop a variety of skills including – map work, fieldwork, ICT, numeracy and literacy.

To use a wide range of teaching and learning activities.

To build on the Geography covered in KS3 and provide a stepping stone to further study and career opportunities.

Course Description Unit 1 – Living with the Physical Environment This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.

1.

2.

3.

Natural hazards including earthquakes, volcanoes, storms and climate change Ecosystems focusing on tropical rain forests and cold environments UK Physical Landscapes including rivers and coasts.

Unit 2 – Challenges in the Human Environment This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments.

1. Urban issues and challenges 2. Changing economic world 3. Resource management focusing on energy Unit 3 – Geographical Applications The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study.

Section A: Issue evaluation This section contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources. The issue(s) will arise from any aspect of the compulsory sections of the subject content but may extend beyond it through the use of resources in relation to specific unseen contexts. Students develop knowledge and understanding of physical geography themes in unit 3.1 and human geography themes in unit 3.2. This section is synoptic and the assessment will require students to use

their learning of more than one of the themes in units 3.1 and 3.2 so that they can analyse a geographical issue at a range of scales, consider and select a possible option in relation to the issue(s) and justify their decision.

A resource booklet will be available twelve weeks before the date of the exam so that students have the opportunity to work through the resources, enabling them to become familiar with the material. Students will not be allowed to take the original resource booklet into the examination room but will be issued with a clean copy in the exam. Sources could include maps at different scales, diagrams, graphs, statistics, photographs, satellite images, sketches, extracts from published materials, and quotes from different interest groups. Assessment will consist of a series of questions related to a contemporary geographical issue(s), leading to a more extended piece of writing which will involve an evaluative judgement. Students will apply knowledge and understanding to interpret, analyse and evaluate the information and issue(s) in the pre-release resources booklet and the question paper. They will also use geographical skills to set the issue(s) in context and to examine conflicting viewpoints about the issue(s). Students will develop a critical perspective on the issue(s) studied, consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives. The exam will also require students to consider physical and human interrelationships and to make reasoned justifications for proposed solutions in terms of their likely impact on both people and the physical environment.

Section B: Fieldwork Students are required to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise. There is a clear link between the subject content and geographical enquiries, and the enquiries are based on parts of the content addressed in units 3.1 and 3.2.

The two enquiries are carried out in contrasting environments and show an understanding of both physical and human geography. Students are able to show an understanding about the interaction between physical and human geography. Students’ understanding of the enquiry process will be assessed in the following two ways: 1 questions based on the use of fieldwork materials from an unfamiliar context 2 questions based on students’ individual enquiry work.

For these questions students will have to identify the titles of their individual enquiries. Students will be expected to: 1 apply knowledge and understanding to interpret, analyse and evaluate information and issues related to geographical enquiry 2 select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings in relation to geographical enquiry.

A summary of the methods of assessment is on the next page.

35 %

35 %

30 %

There is a strong emphasis on linking Geography with jobs and careers. Geography provides an excellent knowledge base from which to pursue many Post-16 courses. Transferable skills, such as ICT and numeracy, are utilised on a regular basis. Literacy is a very strong feature and is our key to ensuring good results. In addition, subject-specific skills link with many aspects of the workplace.

We aim to provide a learning environment in which students can feel confident and positive about their abilities and enjoy their lessons. We do this by providing a variety of teaching/learning experiences and by careful monitoring of students. Students really enjoy learning Geography, and are very successful in the subject.

OUTSIDE THE CLASSROOM Fieldwork is a vital part of the curriculum, enabling pupils to build on what they have learned in the classroom. The buildup of fieldwork experience gives pupils a chance to develop their skills so that by the time they undertake investigations in KS3 and for GCSE, so they become familiar with the techniques used to collect, present and analyse raw data.

Recent destinations have included Ingleton Waterfalls and White Scar Caves and coastal investigations at Blackpool.

At GCSE fieldwork is a compulsory part of the curriculum and students are required to undertake a human and a physical investigation. Therefore we like to go and investigate our local geography. Students will visit Blackpool to investigate the impacts of regeneration and the effectiveness of coastal management strategies. There is also a fieldtrip that goes to Iceland to experience first hand the ‘Land of Fire and Ice’ every two years.