Department Vision:

 

To develop the interest of our students about the world they live in; by investigating the diversity of the physical and human processes that shape our planet and the interaction of humans with the natural world. To develop the geographical awareness, skills and understanding of our students.

Curriculum Information

Key Stage 3

In key stage 3, pupils are taught by all five Departmental staff in two lessons per week. Each unit is taught over the duration of a term, and is based around a place. The topics are introduced in relation to the place, and built up across the years.

Homeworks are set as per the College timetable, and after school sessions are available in room G4 every Tuesday, Wednesday and Thursday from 3:15 until 4:30.

Year 7

Term 1: Our World

Pupils study the different aspects of the subject of Geography. Physical and human geographical features are studied, related to places in the real world. Global features, both physical and human, are studied to enable pupils to develop a spatial awareness of different areas and features of our planet. Locational skills are developed. Densely populated and sparsely populated areas of our world are located, with the characteristics of various regions investigated. An individual investigation into the geography of a chosen continent is undertaken for homework.

Pupils also develop their map skills in this opening term. Skills involving direction, distance and scale, relief, and the use of Ordnance Survey map symbols are developed. Locational skills are also developed; through the study and use of four-figure and six-figure grid references, and lines of latitude and longitude. Technology and maps is also investigated, through studying Google Maps and GIS. A booklet of various mapskills is completed for homework.

Term 2: Our Developed World

Pupils reinforce learning they began at key stage 2 and further their understanding of the composition of the United Kingdom and its major physical and human features. Farming in the UK is studied, along with the climate of the nation (and variations within it). The characteristics of urban areas of the UK are investigated; such as the central business district, the inner city, and the inner and outer suburbs. Issues in the inner city and on the rural-urban fringe are also investigated, along with policies to address such issues. An individual investigation into the geographical features of a chosen UK city is completed for homework.

The nations and major features of the continent of Europe are studied, and the work of the European Union is evaluated. The country of Italy is then studied, contrasting the north and south of the country. An individual investigation into the geography of a European nation of choice is undertaken for homework.

Term 3: Our Less Developed World

In contrast to the previous unit, pupils investigate the continent of Africa. The climate across the continent is studied, along with the ecosystems created as a result of it. The nations of Africa are located, and pupils study population distribution across the continent with its associated factors. Variations in wealth are investigated, and the importance of trade is evaluated. Individual investigations into the geography of two chosen African nations are completed for homework in this unit.

The country of Kenya is focused on; in terms of physical features and location. Development and urban areas are investigated, with the lives of the rich and poor in Nairobi studied. The lifestyle of the rural Maasai people are investigated; enabling pupils to empathise with the lives of other people across the world. The topic of tourism is introduced, with pupils investigating the different types of holidays Kenya has to offer, and the impacts of such tourism.

 

Year 8

Term 1: Our World’s Superpowers

Pupils study the concept of global development, and industry. Employment sectors and structures are investigated, comparing nations of different levels of economic development. Industrial location factors are evaluated, with their relative importance studied for different types of industry. Trans-national corporations are investigated, as are high technology industries and the car industry.

The major physical and human features of the USA are located, together with population distribution across the nation. The causes, impacts and responses of Mexican migration into the USA are studied. An individual investigation into a chosen US city is undertaken for homework.

The major physical and human features of Japan are then located, and the concept of plate tectonics is introduced. Population distribution across the Japanese islands is investigated, followed by comparing traditional Japanese life with that of today. A further individual investigation into a chosen Japanese city is also undertaken for homework.

Term 2: Our World’s Future Superpowers?

This unit involves the pupils investigating the two most populated nations on our planet: China and India. The global population explosion is studied, along with factors affecting the population of a place. The demographic transition model is introduced, with nations at different stages of the model compared. The population policies of China (one-child) and Kerala in India (indirect) are evaluated and compared.

The physical features and nations of the Asian continent are located, along with population distribution. The physical features and population distribution of both China and India are investigated, along with studies of urban and rural life in each country. Homework tasks include the individual investigations into two other Asian nations of choice.

Term 3: Our Developing World

Pupils investigate Russia and the countries in the Middle East in this unit of work. The initial concepts studied involve environmental issues and the evaluation of non-renewable and renewable resources, with a focus on oil and wind power. An individual investigation into the scale and impacts of nuclear energy is undertaken for homework.

The location of physical features and major cities in Russia are studied, along with population distribution across the world’s largest nation. Climates across Russia are compared, and their influence on biome location. The concept of time zones is introduced, and the features and dismantling of the Soviet Union are investigated.

Nations of the Middle East are located, as are its physical features. Oil production in the region, and conflict are also studied. The concept of tourism is studied in detail in this unit, including the scale of the industry and the stages of the Butler resort life cycle model. The case study of tourism in Dubai is also investigated. An individual investigation into a chosen country of the Middle East is also completed for homework.

 

Year 9

Term 1: Our Unstable World

This unit begins with pupils studying the history of the earth, with the geological timescale investigated. The structure of the earth is also studied, with the characteristics of each layer of the earth’s interior investigated. The theory of plate tectonics and its origin are looked at, along with the processes and landforms associated at each types of plate margin.

The distribution, location and impacts of volcanic eruptions are investigated, and the concept of supervolcanoes is introduced. Earthquakes are investigated, along with their impacts and human responses in nations at different levels of economic development. Tsunamis and their impacts are also studied.

The location, causes and impacts of tropical storms are investigated, as are recent events of extreme weather in the UK. Related to these, the concept of global warming and its causes and impacts are introduced.

Term 2: Our Natural World

Pupils study the different elements of the weather at the start of this unit. They investigate air pressure systems, factors affecting temperature, the process creating rainfall, and the different types of rainfall. Soil formation, characteristics and types are introduced; as are the components of ecosystems and the world’s natural biomes.

Tropical rainforests are investigated; including their location, climate, vegetation, creatures and human life. The issue of deforestation is evaluated. The concept of microclimates is introduced, through the study of a tropical rainforest floor. The location and characteristics of other warm biomes are studied; including the savannah grasslands, hot deserts and the Mediterranean ecosystem. An individual investigation is conducted for homework, on a chosen tropical rainforest or hot desert.

Cold ecosystems are also studied. Mountain ranges, the tundra, and polar regions are investigated; with focus on the continent of Antarctica. Adventure tourism in Antarctica is evaluated. Glacial processes of erosion, transportation and deposition are studied; as well as their resultant landforms. An individual investigation into deciduous and coniferous forests is also undertaken.

Term 3: Water on Our World

This unit begins with an overview of climatic change since the Pleistocene period, building on the global warming work from a previous unit. The stores and flows of the hydrological cycle are studied, along with features and processes within river basins. Fluvial processes are introduced, as is the concept of water supply (both domestically and globally).

Pupils locate the major rivers of our world, and learn the concept of river valley profiles. Landforms in all sections of a river valley (upper course, middle course and lower course) are studied, as are the processes which create them. The causes of river floods are investigated, along with the impacts of floods in countries at different levels of economic development. Different strategies to manage rivers are looked at, and the concept of flood hydrographs are introduced (along with their associated skills of drawing and interpreting a hydrograph).

Processes and landforms at the coast are studied, both erosional and depositional. Types of waves are investigated, as are strategies to protect our coastlines from erosion and flooding. Sea defences on the Holderness Coast in Eastern England are evaluated. Homework investigations involve the study of a chosen coastal area, and major rivers of choice.

 

Key Stage 4 (GCSE):

The 4 GCSE groups in years 10 and 11 are taught by Mr Burke, Mr Bright, Miss Graham and Miss Cain; two lessons per week each.

Homeworks are set as per the College timetable, and after school sessions are available in room G4 every Tuesday, Wednesday and Thursday from 3:15 until 4:30.

Year 10

Term 1: Natural Hazards

Students in year 10 study the new specification from the AQA examination board (code 8035).

The unit builds on the concepts introduced in year 9, and begins with an overview of the different types of natural hazards, and why hazard risk across the world is increasing. Pupils then focus on tectonic hazards; involving the theory of plate tectonics and the processes and landforms produced at each type of plate margin. The causes, features, measurement and impacts of earthquakes are studied; along with case studies in Haiti and Kobe. The location and features of volcanoes are also investigated; with an evaluation of why people live in volcanic areas and their responses to volcanic eruptions.

The model of atmospheric circulation is introduced; with the related location, causes, features and impacts of tropical storms studied. The case study of Hurricane Sandy is investigated. Work undertaken on extreme weather events in the UK and climate change (including its management) are built on in this unit.

A homework booklet of past paper GCSE examination questions on natural hazards topic content is to be completed during this unit.

Term 2: Urban Issues and Challenges

This unit focuses on the emergence of megacities in our world, and the processes by which the world is becoming increasingly urban. Patterns of global urbanisation are studied. A case study of Lagos is conducted; focussing on its growth, opportunities and challenges. The concepts of squatter settlements and urban planning are studied.

Urban change in the UK is also studied. The location and characteristics of cities in the UK are investigated, and a case study of Liverpool is introduced. Social and economic opportunities and challenges in Liverpool are evaluated, as well as environmental challenges for the city. Liverpool’s population and social inequalities are investigated.

Urban sustainability, and its associated planning, is also studied.

A homework booklet of past paper GCSE examination questions on urban change topic content is to be completed during this unit.

Term 3: The Living World

This unit also builds on the concepts introduced in year 9, and begins with an investigation into a small-scale local ecosystem and its components. Global ecosystems are introduced, with deeper studies into the characteristics of tropical rainforests and case study causes and impacts of mass deforestation. Sustainable management of the world’s tropical rainforests is introduced.

The location and characteristics of hot deserts are studied, along with the opportunities and challenges for development in such biomes. The causes and impacts of desertification are introduced, along with strategies to reduce desertification.

A homework booklet of past paper GCSE examination questions on the living world topic content is to be completed during this unit.

Geographical skills are developed throughout the GCSE course, within each unit.

 

Year 11

Term 1: Controlled assessment

In July 2016, the students now in year 11 visited Liverpool CBD to collect primary data to assist their local fieldwork investigation for unit 3 of the existing AQA examination board specification (code: 9030). During this term, the students will produce the first three chapters of their controlled assessment investigation; building up to the controlled assessment activity itself in the College hall in December.

The first three chapters involve a geographical understanding section (centred around the hypothesis that the Albert Dock is a major honeypot site on the waterfront of the city destination of Liverpool), a data collection section, and a data presentation section. In the hall in December, students will write sections 4 (data analysis and conclusions) and section 5 (an evaluation of the investigation).

Term 2: Water on the Land and the Coastal Zone

During this term, students complete the final two units of the GCSE course content. River drainage basins are investigated, with their features, stores and processes. River processes of erosion, transportation and deposition are studied; along with their resultant landforms in each of the upper, middle and lower sections of the river valley. River valley profiles are also studied. River discharge and flooding are investigated, along with drawing and interpreting flood hydrographs. Flooding case studies are investigated; in both the UK and Bangladesh. Flood defence strategies (both hard engineering and soft engineering) are evaluated. Managing rivers (China’s Three Gorges Dam) and water supply in the UK are also studied.

Weathering and erosion processes in coastal areas are introduced; along with the landforms created by coastal erosion and deposition. Types of waves are compared, and the transportation process of longshore drift is introduced. The impacts of rising sea levels and coastal flooding are investigated, along with case studies of coastal flooding and coastal erosion. Coastal management strategies (both hard engineering and soft engineering) are evaluated, along with characteristics and conflict in coastal habitats.

Geographical skills are developed throughout the GCSE course, within each unit.

Term 3: Examination Preparation

The final term of the GCSE course is dedicated to revision and examination preparation. Past paper questions are studied in detail, and mapskills consolidated.

 

Key Stage 5

Year 12

The 2 A level groups in years 12 are taught by Mr Finn and Miss Graham (12E) and Mr Bright and Miss Cain (12G); five lessons per week each. The physical geography topics are delivered by Miss Graham and Miss Cain, and the human geography topics by Mr Finn and Mr Bright.

Homeworks are set as per the College timetable, and after school sessions are available in room G4 every Tuesday, Wednesday and Thursday from 3:15 until 4:30.

Term 1: Contemporary Urban Environments, and Coastal Systems and Landscapes

Contemporary Urban Environments:

Students investigate the patterns of urbanisation across the globe, focusing largely on those since 1945, as well as the process and impacts of urbanisation. The concepts of suburbanisation, counter-urbanisation and re-urbanisation are studied; along the development of megacities and world cities. Urban forms and patterns of land use are investigated, along with the social and economic issues associated with urbanisation. Urban climate and urban drainage concepts are introduced; as are contemporary urban issues including waste disposal. Sustainable urban development is also studied.

Coastal Systems and Landscapes:

Coastal areas as natural systems are studied; including coastal processes of erosion, transportation and deposition, together with their resultant landforms (coastal landscape development). Sand dunes, mudflats and salt marsh environments are investigated. The causes and impacts of sea level change are studied, as are coastal management measures (both hard engineering and soft engineering) in detail. Quantitative and qualitative skills in coastal landscapes are developed.

Term 2: Global Systems and Global Governance, and Hazards

Global Systems and Global Governance:

The concept of globalisation is introduced in detail in this unit; including flows of capital, labour, products, services, and information. Global marketing is investigated. Global systems are studied, as are international trade and access to global markets. Trading relationships and patterns are evaluated. The roles of trans-national corporations in global affairs are evaluated also. The concept of global governance is introduced, as is the concept of global commons.

Hazards:

The concept of a hazard in a geographical context is introduced in this unit; and understanding of the theory of plate tectonics is further developed. Both the impact and management of volcanic hazards and seismic hazards are investigated; along with those of weather hazards such as tropical storms. The distribution, impacts and responses to wildfires are also introduced.

Term 3: Fieldwork Investigation

A requirement of the new AQA examination board specification for the course (code: 7037) is the completion of an individual investigation by each student, following a minimum of four days fieldwork. This term will be largely devoted to the individual planning, data collection, and initial production of this investigation. Miss Graham is currently arranging fieldwork opportunities in both Barcelona and Iceland, and a UK based alternative will also be available to students.

 

Year 13

The A level groups in year 13 are taught by Mr Finn, Mr Bright, Miss Graham and Miss Cain; five lessons per week. The group study the existing AQA examination board specification (code: 2030).

Homeworks are set as per the College timetable, and after school sessions are available in room G4 every Tuesday, Wednesday and Thursday from 3:15 until 4:30.

Terms 1 and 2: Topics for the Unit 3 Examination

There are four topics taught across the first two terms, delivered as followed:

Mr Finn (2 lessons per week) – Development and Globalisation:

Students investigate the patterns of uneven economic development across the world, and the changes development brings to a country. Measurements of development are evaluated; and life in the world’s least developed nations is investigated. The concept of global groupings (including the European Union) is evaluated, and the emergence of newly industrialised countries are studied. The environmental impacts of economic development for a nation are investigated. Trade and aid are studied, as are the impacts of globalisation and transnational corporations.

Mr Bright (1 lesson per week) – World Cities

Students investigate the patterns, processes and impacts of urbanisation in different countries; and the resultant processes of suburbanisation, counter-urbanisation and re-urbanisation. Urban decline and regeneration policies in the UK are evaluated. The decentralisation of retailing is investigated, with a focus on the redevelopment of city centres in response. Sustainability in urban areas is also studied.

Miss Graham (1 lesson per week) – Plate Tectonics

Students study the theory of plate tectonics and the processes and landforms created by the movement of the earth’s lithospheric plates on each type of plate margin. Volcanic activity is investigated; including the major extrusive features of volcanoes and supervolcanoes, and the minor extrusive features such as geysers and hot springs, and the intrusive features such as dykes, sills and batholiths. The different forms of lava are compared. Seismic activity (including tsunamis) is also studied.

Miss Cain (1 lesson per week) – Weather and Climate

Students investigate the layers of our atmosphere, and global atmospheric circulation. Factors affecting climate are studied, with focus on tropical climates. Weather systems and climate across the UK is studied. Urban climate characteristics and air quality are investigated; as are causes, impacts and responses to climate change.

 

Term 3:

The final term of the A level course is dedicated to revision and examination preparation. Past paper questions are studied in detail, and mapskills consolidated.

This final term also focuses on unit 4b – The Geographical Issue Evaluation. The AQA examination board provides an information booklet 12 weeks prior to the examination for students to investigate. Work in lessons focuses on student understanding of the topic covered, plus further research into the issue in preparation for the examination.

 

 

 

Department Staff:

  • Mr G. Bright - Head of Department
  • Mr G. Finn
  • Mr A. Burke
  • Miss S. Cain
  • Miss L. Graham

Department Courses:

Key Stage 3:

Schemes of work in line with the National Curriculum

Key Stage 4:

GCSE Geography (AQA)

Key Stage 5:

AS/A Level Geography (AQA)

Out of Hours Activities:

NightOwl:

As per NightOwl Timetable

Department Links:

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