Geography

GEOGRAPHY

Head of Dept

Mr G.Faraday
Miss C.Ainsworth
Mr T.Chappelle
Mrs H.Greenstein
Mr E.Sleeman

Mission Statement

We seek to offer a broadly balanced curriculum, in terms of human and physical geography, and have sought to update schemes of work and topics so that we are increasingly 'place based' as opposed to 'topic based'. This means, for example, that studying a country such as Brazil in year 7 allows us to look at both human and physical geography 'topics' and the links between them.
We also seek to encourage more nuanced consideration from pupils in different contexts, enabling them to explain processes and concepts in greater detail and complexity.

We also look to incorporate opportunities for links to current events and wider geographical issues with topics such as 'Brazil', energy and the environment and tectonic hazards. Teachers are encouraged to reference events and link to lessons wherever and whenever possible. This helps stimulate interest in the subject and topics being covered as well as 'bringing the subject to life'.

We want to apply the school aim of ‘Excellence in Education’ in a Geographical context. This is summed up below:

Environment - To develop understanding of the physical and human conditions on the Earth’s surface, leading to a sense of concern and responsibility.
Excitement - To instil a sense of wonder at the beauty of the natural world and the power of natural processes.
Empathy - For people with different cultures and lifestyles based on an informed interest in current events and a well developed sense of place.
Enquiry - To develop the skills and motivation of a Geographer through experience of fieldwork and geographical research.
Excellence - To strive to achieve high standards in the presentation of geographical information and a broad knowledge of Physical, Human and Environmental Geography.

Key Links:
AQA
BBC
S-cool
tutor2u

Curriculum: KS3

YEAR 7
Winter Term: ‘Factfulness – How we see the world’ & ‘Making Mapping Connections.

People living in the richest countries generally view the state of the world in very negative ways, dividing the world into rich and poor and believing in a ‘wealth gap’. These misconceptions can be problematic when studying the world, so we believe that it is essential to challenge these views before any further geographical study.

Pupils will see that there are numerous misconceptions about the global distributions of wealth and quality of life; the majority of the world’s population are neither poor or rich; in general, global quality of life is improving; places are not destined to always be poor.

Geography literally means drawing the world, so what better than to study maps? Pupils learn to read and understand Ordnance Survey maps, skills which will be essential throughout KS3 and beyond, to GCSE, A-Level and possibly for the Duke of Edinburgh’s Award.

Pupils will gain an understanding of compass directions, 4-figure and 6-figure grid references, OS map symbols, height on maps, map scale and latitude & longitude.

Spring Term: ‘Brilliant Brazil’

Brazil is an emerging country with a huge variety in both its physical and human geographies. The Amazon region contains the rainforest - ‘the lungs of the planet’ and the largest river in the world, whereas north-east Brazil is largely scrubland on the verge of desertification. Brazil’s people are no less diverse, with cities such as São Paulo having extremes of wealth and poverty.

Pupils will begin to understand the geographical processes that lead to the physical & human geography of Brazil; its varying climates; the Amazon rainforest, its animals and its destruction; Brazil’s ethnic diversity and population distribution; reasons for Brazil’s inequality and possible solutions.

Summer Term: ‘Making Manchester’ & Reasons for Retail

Manchester is our home town and a city like no other, but how did it come to be? Pupils will learn the different geographical reasons for Manchester’s establishment as a small fort by the Romans, its growth to a global industrial powerhouse and its transformation into a modern city.

Pupils will learn about different types of settlement and the settlement hierarchy; why the Romans chose Manchester’s location; reasons for Manchester’s growth; settlement functions and how and why Manchester’s have changed; Manchester’s multicultural population.

Some people love shopping and others loathe it, but the types of goods that we buy and the ways we shop are all linked to geography, be it through distance, urban/rural setting or even the weather.

Pupils will learn about different types of goods & services and their links to travel distance; out of town shopping centres – costs & benefits and reasons for their locations; internet shopping; how weather and climate can affect shopping.

Year 8
Winter Term: ‘Iceland - Land of Fire & Ice’

Iceland’s geographic and tectonic setting provide for a fascinating mix of physical features, with powerful volcanoes buried beneath ice sheets and glaciers. Iceland’s physical geography also allows the country to have almost 100% of its energy to be from renewables, introducing pupils to the benefits (and costs) of these and their role in reducing climate change. The banking collapse of 2008-2011 had a huge negative impact on Iceland, but this led to the rise of the tourism industry and pupils will investigate the positives and negatives of this.

Pupils will learn about the distribution of Iceland’s human and physical geography and their interconnections; Tectonic processes in Iceland; the 2010 eruption of Eyjafjallajökull; The fight to save Heimaey; the processes of weathering and glacial erosion; the formation of glacial landforms; how environmentally friendly Iceland’s energy is; the positives and negatives of tourism.

Spring Term: ‘Rivers in Action’

All land is shaped by rivers, as they carve through mountains and create fertile floodplains. The water they bring is vital to support settlements and societies but, largely due to climate change, they are also flooding more frequently and threatening settlements. Pupils build on their knowledge of weathering and erosion from their work on Iceland, applying them to a new environment, as well as learning new physical processes on transportation and erosion, as well as investigating the reasons for river flooding. This topic builds foundations for future Geography studies at GCSE and at A-Level.

Pupils will study the river processes of weathering, erosion, transportation and deposition; the hydrological cycle; the features of a river basin; the river long profile; landforms of the upper course (v-shaped valleys & waterfalls); the features of the middle and lower courses (meanders, oxbow lakes, floodplains and levees); the causes of flooding; flooding in the UK; flooding in Bangladesh; flood management.

Summer Term: ‘Energy and the Environment’

Climate change is the greatest challenge facing the world today, and it has been created by our need for energy. Building upon knowledge gained earlier in the year studying Iceland’s energy, pupils study the greenhouse effect, the benefits and costs of different energy types and the idea of energy security, all via an investigation and cost/benefit analysis of Fracking in the UK.

Pupils will investigate possible climate futures; what fracking is; the costs and benefits of fracking; the alternatives to fracking for the UK’s energy, including a decision making exercise about wind energy; different opinions about fracking; conclusions and debate.

Year 9
Winter Term: ‘The Rise of China’ & 'Going Boldly - India's Space Programme'

China and India are the two most populous countries in the world, with their combined populations being over 1/3 of the global total. Both countries are rapidly developing and this is the focus of pupils’ studies at the start of Year 9. Pupils build on ideas first touched upon when studying the growth of Manchester in Year 7 and are introduced to concepts that are further developed when studying GCSE Geography.
The Rise of China: Pupils will learn about China’s population distribution and reasons for this; different development indicators and a comparison of data for different countries; how and where China is changing; industrialisation, unrbanisation and globalisation; foreign direct investment and TNCs; the environmental impact of China’s energy production – the Three Gorges Dam; China’s one child policy.
Going Boldly - India's Space Programme: Pupils will investigate India’s level of development and main development needs; the concepts of the multiplier effect and brain drain; weather satellites’ relationship with cyclone impacts; space spinoffs; a cost benefit analysis of India’s space program in relation to the country’s development.

Spring Term: ‘Tectonic Hazards’

Tectonics are the processes that control the structure and properties of the Earth's crust and its evolution through time – in other words how our planet works. Building on knowledge from their studies of Iceland in Year 8, pupils will develop an understanding of the processes that drive planet Earth and investigate the devastating hazards that are side effects of these processes – Volcanic eruptions, earthquakes and tsunamis.

Pupils will study the structure of the Earth; the 4 different types of plate boundaries; composite and shield volcanoes; a case study of the Montserrat eruption; supervolcanoes; earthquakes; a case study of the Kobe earthquake; tsunamis and the 2011 Japan tsunami.

Summer Term: ‘Pole to Pole’

The polar regions are the least explored and unspoilt regions of our planet’s surface, but they are also changing rapidly due to climate change. While they are indeed poles apart, differing from each other in many ways, they also share a number of characteristics. These environments are the greatest barometers for climate change and are an essential study in our changing world.

Pupils will discover the basic differences and similarities between the polar regions; their differing climates and the reasons for these; polar animal adaptations; people at the poles; international agreements and conflicts; how the poles are changing.

KS4: GCSE Geography (Edexcel A)

The Geography department offers the following two-year GCSE course, leading to a very relevant and interesting qualification. Our syllabus is a thematic one, where we build on topics studied in Years 7-9 such as plate tectonics and globalisation including such issues as climate change, world population growth and international development.

For the more scientifically minded students, our first year is also for you with a number of studies, based on parts of the physical and biological environment. These are based in and around the U.K. and you will pick up skills in Geographical Information Systems (G.I.S.), and graphical and cartographic skills, which are the essence of the subject.

The examinations for this subject are in Physical and Human Geography as well as Geographical Investigations.

Two fascinating years of study lead to a valued qualification that is astride the science-humanities boundary, giving a well balanced GCSE course for both sets of students.

Summary of Subject Content:

Physical Geography: (37.5% of the total marks)

The changing landscapes of the UK (coastal landscapes, river landscapes)
Weather hazards and climate change
Ecosystems, biodiversity and management

Human Geography: (37.5% of the total marks)

Changing cities
Global development
Resource management (energy resources or water resources)

Geographical Investigations: (25% of the total marks)

Fieldwork investigation
UK challenges

A LEVEL GEOGRAPHY (Edexcel)

A Level Geography provides students with an opportunity to study a diverse range of topics. Students will be able to understand how both human and physical factors affect the world around them and how interactions between these shape our everyday lives. A Level Geography offers a natural progression for students who have studied and enjoyed GCSE Geography and will build on some of this prior knowledge as well as introducing some exciting new areas of study.

The A Level Geography course also requires students to undertake an independent investigation. This requires them to take part in a 4 day residential field course toward the end of Year 12.

In addition, A Level Geography is considered a ‘facilitating subject’ by Russell Group Universities.

Area of Study 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.
Choose one from:
• Option 2.1: Glacial landscapes and change
• Option 2.2: Coastal landscapes and change

Area of Study 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.
Choose one from:
• Option 4.1: Regenerating Places
• Option 4.2: Diverse Places

Area of Study 3. Physical Systems and Sustainability

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.

Topic 7: Climate Change Futures
Exploring the links between the carbon and water cycles through climate change.

Area of Study 4. Human Systems and Geopolitics

Topic 8: Superpowers
Superpowers, the reasons for shifting economic and political power, the impacts of superpowers, influence of superpowers in governing the global commons.

Topic 9: Global Development and Connections
Choose one :
• Option 8: Health, Human Rights and Intervention
• Option 9: Migration, Identity and Sovereignty

A Level Assessment (end of Year 13):

Paper 1	Paper 2	Paper 3	Non-Examined Assessment
Assessment of Dynamic Landscapes and Physical Systems and Sustainability. (topics; 1,2,5,6,7)	Assessment of Dynamic Places and Human Systems and Geopolitics. (topics; 3,4,8,9)	Synoptic investigation of a geographical issue.	Independent Investigation
1hr 30mins	1hr 30mins	1hr 45mins	Recommended word count: 3000-4000.
Total Marks: 90	Total Marks: 90	Total Marks: 60	Total Marks: 60
30% contribution to A-Level Qualification	30% contribution to A-Level Qualification	20% contribution to A-Level Qualification	20% contribution to A-Level Qualification

Extension Learning
KS3: Year 7-9
KS4: GCSE
KS5: A-Level

GEOGRAPHY

Mission Statement

Curriculum: KS3

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