Geography

Geography2In 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 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.

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.

 

Students are taught Geography within the Humanities lessons. They will develop their skills and knowledge in the following areas:

  • Use of an atlas, using latitude and longitude
  • Location of the world’s continents, oceans, seas, lakes, canals, rivers, mountains, countries and cities
  • What makes the geography of one country different from another?
  • 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
  • Explanation and location of settlements and how they are different
  • Functions of settlements and services provided
  • Settlements in the home region
  • Understanding a settlement hierarchy
  • History of settlements in the local area
  • Introduction to ordnance survey work using a 1:50,000 local area map
  • Land forms associated with channels, valleys, basins and processes that form them
  • Causes and effects of river floods and the human response to them
  • Study of how and why weather and climate vary
  • Exploring Britain – location, population distribution and economic activities

PARENTS CAN HELP BY:

  • Encouraging students to use an atlas regularly to make them aware of the geography of the world.
  • Providing access to a Geo-safari, a small computer which allows self-testing and learning to take place, would be an advantage
  • Encouraging students to collect and read holiday brochures
  • Encouraging students to watch appropriate TV programmes
  • Using CD Roms such as Encarta
  • 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
  • Observing the weather with a keen eye
  • Using weather instruments e.g. read barometer, thermometer etc.

Students are taught Geography within the Humanities lessons. Year 8 students will study most of the following topics:

  • SPORT – A study of football and/or the Olympic Games
  • CLIMATES OF THE WORLD – A comparison of four world climatic regions i.e. tropical rainforests, hot deserts, savannah grasslands and tundra/arctic regions
  • TYPICAL RAINFORESTS ECOSYSTEM – What is a rainforest ecosystem like? Why are rainforests being cut down and what are the consequences of forest clearance? A study of the traditional way of life of the Forest Indians (Brazil)
  • A STUDY OF A DEVELOPING COUNTRY (Kenya) – Population distribution/migration. Life in the countryside. Life in cities. Development and trade. A study of tourism and its social, economic and environmental effects
  • PRIMARY, SECONDARY AND TERTIARY INDUSTRIES – Types and classifications of economic activity and how industry can pollute the environment
  • A STUDY OF THE IRON AND STEEL INDUSTRY IN THE UK AND SCUNTHORPE – What factors affect the location of industry (a factory). The changing distribution of the iron and steel works in the UK. A study of iron and steel making in Scunthorpe. A study of the Berkeley Industrial estate.

SUGGESTIONS FOR EXTENDED STUDY AT HOME:

  • River walks can 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
  • Discussion of any personal experiences of the steel industry or a visit to the steelworks will motivate students’ interest
  • Parents can help students look out for TV programmes on natural disasters, life in Kenya, tourism
  • Finding relevant information on CD Rom and newspaper reports or TV news reports will also raise awareness of the topics covered
  • Collecting holiday brochures on Kenya and looking at library books on the Masai tribe would also be helpful.

Students are taught Geography within the Humanities lessons. Year 9 students will study most of the following topics:

  • ENVIRONMENTAL ISSUES AND NATIONAL PARKS – Conflicts of interest planning and management within the National Parks of the UK. The importance and impact of tourism in Europe.
  • ENERGY PRODUCTION AND ENVIRONMENTAL ISSUES – Focus on the production of electricity and oil and their effects upon the environment. Acid rain and the greenhouse effect.
  • GEOGRAPHY AND CRIME – mapping crime and looking at its causes and effects.
  • EUROPE AND THE EUROPEAN UNION INCLUDING A STUDY OF ITALY- What is the European Community? Characteristics of Italy. A comparison of the north and south of Italy. Tourism in Italy.
  • POPULATION AND DEVELOPMENT – Global population distribution and the continued growth in the world?s population. Reasons for the growth in population, over-population and migration. What is meant by development? Links between jobs, trade and development.

SUGGESTIONS FOR EXTENDED SUPPORT AT HOME:

Encourage students to study maps of the European Union and Italy. Obtain Italy tourist brochures. Research in the library in Scunthorpe.

  • A visit to a National Park and to a power station would be an advantage.
  • Students could be encouraged to look out for relevant CD Roms and TV programmes. It would be helpful for students to develop the habit of reading national newspapers regularly to raise awareness of what is happening in our world.
  • Studying maps of the European Union and of Italy in particular together with any research of Italy in Scunthorpe Central Library would be useful. Making a collection of Italian holiday brochures will also help.

PEOPLE AND THE NATURAL ENVIRONMENT TOPICS

  • Tectonic Activity
  • Rocks and Landscapes
  • River Landscapes
  • Glacial Landscapes
  • Coastal Landscapes
  • Weather and Climate
  • Ecosystems

PEOPLE AND THE HUMAN ENVIRONMENT TOPICS

  • Population
  • Settlement
  • Agriculture
  • Industry
  • Managing Resources
  • Development

PARENTS CAN SUPPORT STUDENTS AT HOME BY ENCOURAGING THEM TO:

  • 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 Meadowhall or other regional shopping centres
  • Visit a National Park e.g. the Peak District or Lake District would be advantageous
  • Students could be encouraged to watch TV programmes about life and attractions in the Parks as well as developing an awareness of the types of landscape found there e.g. limestone scenery, glaciated uplands, river valleys
  • Students could be encouraged to watch TV programmes about earthquakes, hurricanes, desertification, flooding, volcanoes, avalanches. They can collect newspaper and magazine clippings regarding natural disasters which occur during their GCSE studies which can be used for case studies
  • 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

ADVICE ON COURSEWORK:

  • All original data sheets containing primary data should be included in the fieldwork if it is to be validated
  • Marks are awarded for planning and organisation, observation, collection and recording of data. The better candidates will be able to describe and explain why they chose a particular method as opposed to other methods
  • Marks are awarded for data transcription into tables, graphs and maps which should be neatly and accurately presented. Most marks are awarded for the explanations of data obtained. They need to be detailed and factual and linked to the original aim of the investigation/enquiry
  • It is essential that students know what to do before tackling each hypothesis set and complete tasks on time so as not to fall behind
  • The coursework is worth 25% of the final exam mark and will therefore influence the GCSE grade awarded to students on completion of the course
  • Students can ask questions regarding geography and other subjects using the website www.askjeeves.com