Geography

Geography2Geography

Within the academy we strive to create a learning environment, curriculum, experiences and relationships in which all individuals can find expression, be nourished and developed.

The academy commits itself to creating an environment for everyone that is characterised by our core values of Truth, Justice, Forgiveness, Generosity and Respect.

 

Geography KS3
We are enthusiastic about the subject and see it as a way, not only of developing an enquiring attitude to the world around us, but encouraging pupils to take responsibility for the environment they live in. In Geography, we study the relationships between people and the environments in which they live, work and play. We seek to develop an understanding of our world and its future. We also aim to encourage pupils to develop communication and thinking skills. We have a vision of Geography that we want to share. Geography is a unique and questioning subject, one which encourages respect for other people’s values and attitudes.

 

Locational knowledge

  • extend their locational knowledge and deepen their spatial awareness of the world’s countries, using maps of the world to focus on Africa and Asia (including China and India), Russia and the Middle East focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.

 

Place knowledge

  • understand geographical similarities, differences and links between places through the study of the human nd physical geography of a region in Africa and a region in Asia.

 

Human and physical geography

Physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts.

Human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

 

Geographical skills and fieldwork

  • build on their knowledge of globes, maps and atlases, and apply and develop this knowledge routinely in the classroom and in the field.
  • use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.
  • Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs.
  • Use Geographical Information Systems (GIS) to view, analyse and interpret places and data

 

THE TOPICS COVERED IN YEAR 7 INCLUDE:

Students will develop their skills and knowledge in the following areas:

  • MAPS AND MAPSKILL: Use of an atlas, using latitude and longitude, location of the world’s continents, oceans, seas, lakes, canals, rivers, mountains, countries and cities, introduction to ordnance survey work using a 1:50,000 local area map.
  • RESTLESS EARTH: Where the major earthquakes and volcanoes are located in the world and their effects, an explanation of plates and where they are located, newspaper report about an earthquake.
  • ABOUT THE UK: Explanation and location of settlements and how they are different, functions of settlements and services provided, exploring Britain – location, population distribution and economic activities.
  • AFRICA: discover the enormity of the continent, its variety of biomes, cultures, physical features and history.
  • CHINA VS BRAZIL (LIC vs HIC): a case study on each country to understand their social, economic and political impact on the level of development.
  • OUR WARMING PLANET: An investigation into climate change and global warming. Looking at the impact it is having on environment and lifestyle.

 

THE TOPICS COVERED IN YEAR 8 INCLUDE:

  • WEATHER AND CLIMATE: a study of how and why weather and climates vary, specific investigation into the effect weather has on the environment.
  • WATER ON THE LAND:  Causes and effects of river floods and the human response to them, landforms associated with channels, valleys, basins and processes that form them
  • TYPICAL RAINFORESTS AND ECOSYSTEM: What is a rainforest ecosystem like? Why are rainforests being cut down and what are the consequences of forest clearance?
  • POPULATION: Population distribution/migration. Life in the countryside. Life in cities. Development and trade.
  • COASTS: Causes and effects of coastal erosion, transporation and deposition, landforms associated with bays and headlands, feature of erosion and deposition.
  • INTERNATIONAL DEVELOPMENT: the growth of transnational corporations and the effect that communication and technology have on a global scale.

 

PARENTS OF YEAR 7 & 8 CAN HELP THEIR CHILD BY:

  • Undertaking walks along the coastal areas and rivers which help to bring geography to life for students in a practical and enjoyable way. They should be encouraged to use their new knowledge to explain what they can observe
  • Parents can help students look out for TV programmes on natural disasters, life cultures of various countries as well as tourism.
  • Finding relevant information on the internet and newspaper reports or TV news reports will also raise awareness of the topics covered. Encouraging students to use an atlas regularly to make them aware of the geography of the world.
  • Encouraging students to collect and read holiday brochures.
  • Collecting newspaper reports about natural disasters.
  • Providing access to a local map and use one for finding one’s way or following routes would be helpful.
  • Visiting the local museum which will help students to put their learning into a ‘real life’ context.
  • Encouraging students to watch the weather forecast and observing the weather with a keen eye.

 

Geography KS4
STUDENTS WILL STUDY: AQA GCSE Geography
Curriculum Progress Leader: Mr Darcy
GCSE 9-1 3 exams
Paper 1: Living with the physical environment – The challenge of natural hazards,The living world, Physical landscapes in the UK (35%)
1 hour 30 minute written exam
Paper 2: Challenges in the human environment – Urban issues and challenges, The changing economic world, The challenge of resource management (35%)
1 hour 30 minute written exam
Paper 3:  Issue evaluation, 3.3.2 Fieldwork, 3.4 Geographical skills (30%)
1 hour 15 minute written exam – Pre-release resources booklet made available 12 weeks before Paper 3 exam

 

Links to further information:
THE TOPICS COVERED IN YEAR 9, 10 & 11 INCLUDE:
PAPER 1 – LIVING WITH THE PHYSICAL ENVIRONMENT
SECTION A: THE CHALLENGE OF NATURAL HAZARDS
  1. Natural hazards
  2. Tectonic hazards
  3. Weather hazards
  4. Climate change
SECTION B: THE LIVING WORLD
  1. Ecosystems
  2. Tropical rainforests
  3. Cold envirionments
SECTION C: PHYSICAL LANDSCAPES IN THE UK
  1. UK landscapes
  2. Coastal landscapes
  3. River landscapes

 

PAPER 2 – CHALLENGES IN HE HUMAN ENVIRONMENT
SECTION A: URBAN ISSUES
  1. The Urban world
  2. Urban change in the UK
  3. Urban sustainability
SECTION B: THE CHANGING ECONOMIC WORLD
  1. The development gap
  2. Nigeria: a newly emerging economy (NEE)
  3. The changing UK economy
SECTION C: THE CHALLENGE OF RESOURCE MANAGEMENT
  1. Resource management
  2. Water management

 

PAPER 3 – GEOGRAPHICAL APPLICATIONS AND SKILLS
ISSUE INVESTIGATION:
Pre-release resources booklet made available 12 weeks before Paper 3 exam.
FIELDWORK A and B
Physical: Hornsea needs sea defences.
Human: Tourism is important for Hornsea.
Geographical skills:
Cartographic, graphical and statistical skills.

 

PARENTS CAN HELP BY:
  • Observe the urban surroundings when visiting other towns or cities.
  • Use Ordnance Survey maps when travelling or on walks.
  • Watch TV programmes about towns and cities which could be used as case studies.
  • Visit a local beachfront making note of the engineering types used to protect the coastline.
  • Students could be encouraged to watch TV programmes about LIC’s HIC’s and NEE’s eg Nigeria, London, Rio, Brazil and cities developing their renewable energy sustainability.
  • Develop an awareness of the types of landscape in river areas e.g. water falls, meanders floodplains and levee’s within a river valley.
  • Students could be encouraged to watch TV programmes about earthquakes, hurricanes, cold envirionment seg. Alaska, flooding, volcanoes etc. They can collect newspaper and magazine clippings regarding natural disasters which occur during their GCSE studies which can be used for case studies eg Hurricane Irma and Storm Emma.
  • Students should be in the habit of reading local and national newspapers looking for information regarding all of the above but particularly for articles regarding the iron and steel, car, high technology and retail industries and multi-national companies. TV programmes about the reasons for the decline of an industry are also very useful.
Also look out for updates on the St Lawrence Academy’s Geography twitter page at https://twitter.com/TSLA_Geog