Geography

The Geography Department in Saint John Houghton Catholic Voluntary Academy endeavours to reflect the aims of the school mission statement. We strive to work within this framework whilst delivering a broad geographical curriculum to Key Stage 3 and 4 students.

Time allocation:

•Year 7 and 9 – 1 period per week
•Year 8 – 2 periods per week
•Year 10 and 11 – 5 periods across the two week timetable

 Staffing: Mrs C. E. Hartharn is Head of Humanities Faculty and curriculum leader of Geography.  Mr B. Poland also teaches both Keystage 3 and 4 Geography.

Keystage 3

The Key Stage 3 curriculum reflects the demands of the current National Curriculum. This include both investigating key physical and human  Geography topic areas such as; weather and climate, rivers and coasts, geology – glaciation and weathering, earthquakes and volcanoes,  urbanisation, population , development and comparing countries at different stages of economic development.

In addition, all students are taught key map skills, how to interpret data and are encouraged become more independent learners.

Key Stage 4

Students follow the WJEC Geography B GCSE Specification.

Course content

The GCSE specification  is divided into three themes:

  • Theme 1: Challenges of Living in a Built Environment
  • Theme 2: People and the Natural World Interactions
  • Theme 3: People Work and Development

Skills and techniques incorporated in the specification

In order to ensure effective teaching and learning of the syllabus students will encouraged to develop the following skills and techniques:

  • Reference skills – ability to make use of a variety of sources for obtaining information.
  • Communication skills – ability to present information in a clear and appropriate way through written and oral communication.
  • Interpretative skills – ability to give meaning to data.
  • ICT – using ICT to research, process, evaluate and present information.
  • Evaluative skills – ability to analyse critically and interpret evidence and to formulate conclusions.
  • Problem-solving skills – the ability to enquire, to think clearly, critically and constructively and make decisions based on evidence.
  • Fieldwork – the ability to work outside the classroom, collecting primary data from a variety of sources. Students will be given the opportunity to use fieldwork equipment and work in a more independent manner.

•To allow students to appreciate that geography is dynamic, i.e. geographical features/patterns change and new ideas and methods lead to new interpretations.

GCSE Assessment

The course is assessed using both examination (75%) and controlled assessment (25%):

Unit 1: Challenges and Interactions in Geography (1 hour Written Paper) – 30%
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 (2 hour Written Paper) – 45%
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: Geographical Enquiry (Controlled Assessment) – 25%
An enquiry based on fieldwork. This takes the format of a report with data (primary and secondary), analysis and conclusions.

 

Particular demands

A genuine interest in the subject and willingness to devote time to coursework preparation is essential The course also requires motivation, enthusiasm and dedication to class work and homework assignments.
Students must be willing to contribute to class discussions and relate current world events (environmental, political, social etc.) to the key themes we are going to investigate.
0 Within both the Keystage 3 and Keystage 4 Geographical Curriculum of the school, our key teaching aims are:

•To develop in students an understanding, appreciation and sensitive awareness of the human and physical dimensions of the environment and environmental links, at varying scales from local to global.

•To cultivate in students a sense of location, a knowledge of places and respect for differing cultures and an empathy with people in our own and other societies.

•To develop in students an understanding of the significance of the actions and different attitudes of individuals and groups who use, manage and make decisions about their physical, economic, social, political, and cultural environments and how these environments interact and affect the landscape.

• To enable students to understand and confidently use the terminology specific to the subject.

•To encourage in students the development of informed opinions and to support such opinions with reasoned arguments, communicating ideas and opinions effectively.


 

Extension Homework

 Key Stage 3 – Years 7, 8 and 9

  • Using the information from your recent lessons create a key word glossary booklet (key word and definition).
  • Find an article on the BBC news website that links to the topic you are studying. Print it out and highlight the key areas.
  • Create a key term, word search for the topic you are covering I class at the moment. Word search blanks can be easily found on the internet. Search for “printable word search blanks”
  • Produce a picture collage about the topic you are covering in class. Add labels and see what the most unusual image is that you can find.
  • Do you have a test coming up? Create a revision booklet. Make sure you include key terms you need to know, any diagrams with labels and extra information that you can describe and explain.
  • SPELLING!!! – is one of your targets “spag”?. Create a spellings list, of the words you are finding the most difficult. You can ask your teacher to check they all correct and then you can try to learn them.
  • EXPLAINING!! – is one of your targets to explain more?  List all the useful connectives you can think of and make a booklet to use in lessons and assessments to help you make sure you are writing sentences with elaborated.

GENERAL TASKS:

  • Make a key word glossary with clear definitions. Focus on those words used in recent lessons.
  • EXPLAINING!! – is one of your targets to explain more?  List all the useful connectives you can think of and make a booklet to use in lessons and assessments to help you make sure you are writing sentences with elaborated
  • SPELLING!!! – is one of your targets “spag”. Create a spellings list, of the words you are finding the most difficult. You can ask your teacher to check they all correct and then you can try to learn them.
  • Do you have a test coming up? Create a revision booklet. Make sure you include key terms you need to know, any diagrams with labels and extra information that you can describe and explain.
  • Look on the BBC News website – find an article linked to the topics we have covered recently in class. Print it out and highlight the key points. Make sure you add this to your folder of work in class.

 

 

THEME 1

  • Barcelona Case Study – find a good map of Barcelona, create an A4 fact sheet abut the city to support your Case study.
  • Investigate an area of the world that is an LEDC with poor quality housing. Create a fact file on this slum/shanty town/spontaneous settlement. Include key facts and figure and a few images.
  • Johannesburg and Limpopo migration case study; create a fact sheet on either Limpopo or Johannesburg. Include some key facts about where people live, what jobs are available, a map, what is the current population etc.
  • Planning – find out if there are any new buildings being planned in your local area. Is there a new housing estate being built? Is there a new supermarket being planned? Etc. Collect some information and create a short fact file (A4 size). Think about the positive and negative aspects about this proposed development.

THEME 2

Key words and terms are vital in this theme as it covers all of the physical geography. – Any time that you can spend on revising and learning these new key terms will greatly help to improve your grade.

  • Weather and climate: research the climate of somewhere very different from the UK. Choose somewhere that may have no coastline or nearer to the equator or the poles! Create an information sheet, including a climate graph, how does this climate effect people and the environment.
  • River features  – Create a fact sheet on a major river. Include a map, key facts and figures, information on how the river is formed; what effects does it have on people who live in the area.
  • Coastal erosion: investigate an area of the UK coastline that is suffering from erosion. For example Holderness Coast, East Norfolk coast. Include information on how the coast is being eroded and managed.

 

THEME 3

  • Employment: Compare the employment structure (primary, secondary, tertiary, quaternary) of the UK with another very different country. This could be an LEDC or NIC? Think about the BRIC countries. Create a comparison information sheet, use graphs and charts to help compare and contrast your data.
  • Relocating industry: We have been looking at the movement of the BBC to Salford, near Manchester. Where else has industry moved to in the UK? Do some investigating and produce a shirt report on this. Follow the same format as the case study, with good detailed description and explanation.
  • International water supply: In addition to the Mekong River that we examine in lessons, investigate a further international water supply issue. A good places to start are the Nile, Amazon, Yellow River, Ganges and Rhine. Plan an A4 fact file on this issue. Included a map, what are main points of conflicts between different countries using this river. Remember to include detailed description and explanation.
Saint John Houghton Catholic Voluntary Academy