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Harper Green

  

 

Geography

 

The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together.
--Barak Obama

Contact

Head of Geography: Ms C. Griffin griffinc@harpergreen.net 

Subject overview

 

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. As such, all students in Years 7, 8 and 9 will study world geography.

The  geography lessons as Harper Green School will equip students with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As our learners progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

We are a team of passionate geographers, and hope to instill our love of the subject into all of our learners.

 Key Stage 3 Geography  overview

  We follow the National Curriculum for Geography at Key Stage 3. 

This means that students will: 

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

Students will also become competent in the geographical skills needed to: 

  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

This curriculum is currently adapted as part of our post-Covid19 response. There is therefore some "dropping down" of content to ensure that all KS3 students have covered the appropriate content (e.g. climate change unit, "fantastic places" unit). 

Year 7

 

Half Term 1

Half Term 2

Half Term 3

Fantastic places

Earth: Use or Abuse

Middle East: Trade & Tourism

Curriculum intent:

 

Students will foster a love of geography by investigating places on a range of scales from the Peak District to Australia.

 

They will develop the map and mathematical skills that are essential for any effective Geographer. 

Curriculum intent:

 

Students will consider how we use our planet as a natural resource to meet our basic needs. As geologists, they will uncover the versatility of various rock types, the connection with soil and why it’s important for life.  As hydrologists, they will uncover the secrets of the hydrosphere and the importance of water to our earth and to life on earth.

They will investigate oil and gas as a natural resource and develop greater understanding of how natural resources can be used sustainably.

Curriculum intent:

 

Students will study the Middle East, its countries and location, discovering more about the physical landscape (Hot Desert biome), developing an understanding of the opportunities and challenges it creates both physically and economically.  They will investigate the human geography of the region, looking at examples of conflict and controversy, developing a greater understanding of how important this region is to the world through an investigation into trade & tourism.

They will consider the impact of forced migration from Syria.

Assessment:  

Mid-Unit learning checkpoint – map skills.

 

Assessment:  

End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 and 2

Assessment: 

  • Knowledge, skills, application mini-assessment (lesson 7)

  • Extended writing (lesson 9)

    Formal end of unit assessment

    In-class retrieval tasks
  • Mini quizzes 
  • Full examination in January 2022 - Students will be assessed on the topics studied during Term 1.

Key concepts:

Continents and oceans. To deepen spatial awareness of the world’s countries using maps of the world.

Key concepts:

Interrelationship between human activity and the natural world, focusing on rocks and soil, water supplies and energy supplies.

Key concepts:

Characteristics of desert biomes, impact of water scarcity, animal and plant adaptations, impacts of non-renewable energy extraction.

Key vocabulary:

  • Relief
  • Scale
  • Grid References
  • Compass Directions
  • Longitude
  • Latitude

Key vocabulary:

  • Natural Resources
  • Geology
  • Soil Type
  • Biosphere
  • Hydrosphere
  • Energy types

Key vocabulary:

  • Water scarcity
  • Desert adaptations
  • Non-renewable energy
  • Shortages
  • Sustainability
  • Misconception

Key skills:

  • 4 and six figure grid references, using an Atlas,
  • Compass directions.
  • Scale.
  • Continents and oceans.
  • Relief.
  • Cross-sections.
  • Sketch maps.

Key skills:

  • Writing a hypothesis
  • Selecting methods
  • Collecting and analysing data
  • Presenting data
  • Making conclusions
  • Evaluating fieldwork

Key skills:

  • Reading data from a climate graph.
  • Annotating and interpreting a photo.
  • Completing and interpreting a bar graph.

 

Half Term 4

Half Term 5

Half Term 6

Wild Weather

Our Natural World 

Climate Change – so what?

Curriculum intent:

 

Students will investigate the difference between weather and climate. They will consider evidence that the weather is becoming more extreme. Students will discover how meteorologists measure and forecast the weather and will consider the accuracy of forecasting.

They will learn about the different cloud types and the formation of rainfall. They will consider the impacts of high pressure weather systems.

Microclimate field study in school grounds

Curriculum intent:

 

Students study Tropical Rainforests as a case study of a large-scale ecosystem (biome) and a resource for humans to use.  They will investigate the location of the world’s major rainforests, its structure and adaptations linked to location and climate. 

They will evaluate the sustainability of the biome and decide the best ways to manage one of the Earth’s most precious resources.

 

Curriculum intent:

 

Climate change is a phenomenon that operates on both a local and global scale, across every continent with no regard for national borders. This unit will equip students with the knowledge and understanding to better understand climate change and be more secure in how this issue will impact on so many parts of their lives.

 

In this unit, students will also develop their understanding of the factors that influence climate and microclimates. 

 

Case Study: The Maldives

Assessment: 

End of Unit Cumulative Assessment – Units 3 and 4.

 

Assessment: 

Mid unit learning checkpoint- knowledge retrieval and skills for Unit 5.

 

Assessment: 

End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 to 5

Key concepts:

The differences between weather and climate, the way we forecast weather and extreme weather events.

Key concepts:

  • Ecosystems on a large and a small scale- focus on tropical rainforests.
  • Elements of an ecosystem and the way that nutrients are cycled.
  • Adaptations in a TRF.

Key concepts:

  • Understanding how humans impact climate change alongside natural causes.
  • The impacts of climate change and ways to mitigate it.

Key vocabulary:

  • Weather
  • climate
  • temperature
  • precipitation
  • pressure
  • humidity
  • forecast
  • meteorology
  • thermometer
  • rain gauge
  • barometer
  • anemometer
  • convection
  • relief
  • frontal rain
  • cirrus
  • cumulus
  • stratus
  • anticyclone.

Key vocabulary:

  • Ecosystem
  • Producers
  • Consumers
  • Decomposers
  • Biome
  • Climate
  • Nutrient Cycle
  • Rainforest adaptations

Key vocabulary:

  • Climate
  • fossil fuels
  • greenhouse effect
  • solar radiation
  • agriculture
  • deforestation
  • orbital change
  • volcanic eruption
  • sunspot
  • controversial
  • flooding
  • drought
  • tropical storms
  • mitigation
  • effects.

Key skills:

 

Key skills:

  • Interpreting food webs
  • Annotating photos
  • Constructing and describing patterns on a climate graph using sources.

 

Key skills:

  • Interpreting a map
  • Using an Atlas.
  • Interpreting photos.
  • Graph skills- line, bar, pie.
  • Describing.
  • Discussion.
  • Explaining.
  • Categorising.

Year 8 

 

Half Term 1

Half Term 2

Half Term 3

Cold environments

Oh, we do like to be beside the seaside.

One planet, many people

Curriculum intent:

 

Students will investigate the climate of our cold environments. They will consider the impacts of climate change and development on Antarctica and why it is important to protect this location.

Students will also look at glacial processes, how they shape the land and the features they create.

 

Case study: Antarctica

Curriculum intent:

 

Students will develop an understanding of coastal environments and features: Sand dune formation & succession.

Coasts & climate change: How are UK coasts changing, how is climate change affecting it, how can coasts be protected?

Coastal Economy: tourism and the impact of coastal erosion upon the tourist economy and local communities.

  • - Fieldtrip – Blackpool & the Fylde Coast
  • - Plastic pollution study

Curriculum intent:

 

Students will build a sense of empathy with people who live in challenging environments and develop understanding of global population change by investigating population change by comparing the demographics of two contrasting countries: Japan and Niger. Migration- Poland to the UK.

Assessment: 

Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 1.

 

Assessment: 

End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 and 2.

Assessment: 

Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 3.

Key concepts:

  • Impacts of people on cold environments.
  • Development in challenging landscapes: opportunities and challenges.
  • Physical erosional processes: how glaciers shape the land.

Key concepts:

  • Ways that waves shape our coastline.
  • Physical processes.
  • Interaction between people and the coastline.
  • The importance of coastlines for tourism.

Key concepts:

  • Impacts of population growth in different parts of the world.
  • Factors that affect birth and death rates.
  • Comparing population trends at different levels of development.
  • Strategies used to manage population change.

Key vocabulary:

  • Weathering
  • Erosions
  • Corrie
  • Arete
  • Pyramidal peak
  • Tarn

Key vocabulary:

  • Erosion
  • Transportation
  • Deposition
  • Constructive / destructive waves
  • Longshore drift
  • Sand dune
  • Spit
  • Cave, arch, stack
  • Tourism
  • Butler Model

Key vocabulary:

  • Overpopulation
  • Demographic
  • Birth rate
  • Death rate
  • Life expectancy
  • Infant mortality
  • Dense
  • Sparse
  • Population Pyramids
  • Ageing Population

Key skills:

  • Climate graphs
  • Describing
  • Explaining
  • Evaluating- prioritising.
  • Analysis.

Key skills:

  • OS map skills
  • Evaluating- Prioritising
  • Describing
  • Explaining

Key skills:

  • Interpreting photos.
  • Graph skills- line graphs.
  • Population pyramids.
  • Describing.
  • Explaining.
  • Analysis- categorising.
  • Evaluating- prioritising.

  

Half Term 4

Half Term 5

Half Term 6

Africa – it’s not a country!

Factfulness

Geographical Enquiry – My Local Geography.

Curriculum intent:

 

Students will develop a greater understanding and richer knowledge of the geography of Africa – the continent; the physical and human geographical contrasts that exist there; the links to its colonial past and the challenges this may have helped to create.

 

Case Study: Ghana and Ivory Coast.

 

Curriculum intent:

 

Students will draw on their prior learning and extracts from ‘Factfulness’ by Hans Rosling to investigate whether they have an overdramatic worldview.

They will consider how the world is developing and changing in regard to overpopulation, natural disasters, poverty and the impact of climate change. They will also think about the danger of stereotyping and only having a ‘single story’ about the world.

 

Curriculum intent:

 

Students will develop their understanding of the Geography of their local area. Students will develop the key skills required to plan and undertake geographical fieldwork and enquiries. 

They will undertake fieldwork in the local area with the opportunity to undertake a fieldwork enquiry in the north-west region or on a wider scale.

Assessment: 

End of Unit Cumulative Assessment – Units 3 and 4.

Assessment: 

Mid unit learning checkpoint- knowledge retrieval and skills for Unit 5.

Assessment: 

End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 to 5.

Key concepts:

  • Locational Geography of Africa
  • diversity of the continent
  • development issues including access to healthcare and education
  • exploitation of child soldiers
  • role of sport in development.

Key concepts:

  • Challenging students to use data to analyse Geographical trends
  • latest trends in poverty rates
  • climate change
  • the impacts of natural hazards.

Key concepts:

  • Local Geography
  • measuring quality of life and environmental quality
  • writing a hypothesis
  • selecting methods
  • collecting and analysing data
  • presenting data
  • making conclusions
  • evaluating fieldwork.

Key vocabulary:

  • Development
  • Diversity
  • Misconception
  • Colonialism
  • HIV/Aids
  • Education
  • Healthcare
  • Sustainable Development

Key vocabulary:

  • Human development and progress.
  • Statistics
  • Poverty
  • Natural Hazards
  • Climate Change
  • Overpopulation

Key vocabulary:

  • Personal Geography
  • Local
  • National
  • Global
  • Quality of Life
  • Environmental Quality
  • Pollution
  • Primary Data
  • Secondary Data

Key skills:

  • Using an atlas.
  • Interpreting photos.
  • Discussion.
  • Explaining.
  • Categorising.
  • Analysis.
  • Evaluation- prioritising.

Key skills:

  • Human development and progress.
  • Statistics
  • Poverty
  • Natural Hazards
  • Climate Change
  • Overpopulation

Key skills:

  • Asking geographical questions
  • using data in Geography
  • describing trends in data
  • (dis)proving hypotheses
  • drawing conclusions
  • evaluating research.

 Year 9

 

Half Term 1

Half Term 2

Half Term 3

Extreme Tourism

Wild Rivers 

Our Violent Earth!

Curriculum intent:

 

Students will investigate the impacts of tourism on extreme environments such as Nepal and mount Everest. 

Students will investigate and discover what attracts tourists to ‘extreme’ locations, the problems this creates and possible solutions.

Curriculum intent:

 

Students will consider how rivers shape our landscape by gaining an understanding of processes of erosion, transportation and deposition. They will learn about the beautiful features (waterfalls, meanders, oxbow lakes) that form along our rivers.

They will also consider why rivers are so important to people and the causes and impacts of flooding. They will investigate flood management and why this is important.

Curriculum intent:

 

Students will consider whether science will ever provide us with enough information to live safely in areas of tectonic activity as they develop an understanding of how earthquakes and volcanoes are linked to plate tectonics, the hazards they create and how scientists attempt to predict, manage and prevent them. Consider migration as an impact of natural disasters.

Case Study: Japan: Tsunamis

Assessment:  

Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 1.

Assessment: 

End of Term Examination – 50 minute completed in class – cumulative and covers content from Unit 1 and 2.

 

Assessment: 

Mid unit learning checkpoint- knowledge retrieval, skill and application for unit 3.

Key concepts:

  • Human interaction with extreme environments both natural and those created by humans.

  • The different types of tourism.

Key concepts:

Understand how human and physical processes interact to influence and change river landscapes and environments and how human activity relies on effective functioning of natural (river) systems.

Case Study – Somerset Levels

Key concepts:

  • Geological timescales and plate tectonics
  • structure of the Earth
  • plate movement and resulting hazards
  • effects and responses
  • managing and reducing future impacts.

 

Case Study: Japanese Tsunami.

Key vocabulary:

  • Extreme tourism
  • Niche
  • Dark tourism
  • Slum
  • Risk

Key vocabulary:

  • Drainage basin
  • meander
  • tributary
  • confluence
  • floodplain
  • source
  • mouth
  • erosion
  • hydraulic action
  • abrasion
  • attrition
  • solution
  • deposition
  • watershed
  • traction
  • saltation
  • suspension
  • effects
  • responses.

Key vocabulary:

  • Plate boundary
  • subduction
  • destructive
  • constructive
  • conservative
  • core
  • mantle
  • crust
  • effects
  • responses.

Key skills:

  • Describing locations
  • Prioritising
  • Making judgements.
  • Justifying choices.
  • Categorising.
  • Proportional flow line maps

Key skills:

  • OS map skills- grid references, relief, direction.
  • Interpreting photographs.
  • Labelling and annotation.
  • Graph skills- line graphs.
  • Describing physical processes- sequencing.
  • Analysis.
  • Evaluation- prioritise and justify

Key skills:

  • Atlas skills.
  • Interpreting photographs.
  • Labelling and annotation.
  • Graph skills- pie charts.
  • Describing.
  • Categorising.
  • Explanation.
  • Discussion
  • Analysis.
  • Evaluation- justifying

 

Half Term 4

Half Term 5

Half Term 6

Globalisation 

SuperPowers

Urbanisation

Curriculum intent:

 

Students will investigate their connections to the wider world, developing their understanding of how places are all interconnected and how their actions impact people and places all over the world. They will consider the social, economic and environmental effects of Apple and the global fashion industry.

Case Study: Apple, China and Africa.

Curriculum intent:

 

Students will look at what makes a Superpower .They will consider the potential for conflict and whether Superpowers still play a role in a globalised world and who the new potential Superpowers could be. Pupils will investigate the extension of SuperPower influence in the space race.

Case studies: Russia, China, USA.

Curriculum intent:

 

Students will look at increasing levels of urbanisation around the world. They will gain an understanding of how land is used in our cities and the types of jobs available to those who live there. They will consider the challenges and opportunities associated with living in cities along with the importance of urban planning.

Case studies: Manchester and Rio.

Field trip with History to Salford Quays

Assessment: 

End of Unit Cumulative Assessment – Units 3 and 4.

 

Assessment: 

Mid unit learning checkpoint- knowledge retrieval and skills for Unit 5.

 

Assessment: 

End of Term Examination – 60 minute completed in Tennis Hall – cumulative and covers content from Unit 1 to 5.

 

Key concepts:

  • How individuals are interconnected with the world around us through fashion, global trade, food and culture, communications and migration.
  • Impacts of a globalised world on people at different levels of development
  • Fairtrade.

Key concepts:

  • The economic and military factors that make a country a SuperPower.
  • Conflict arising from the influence of world SuperPowers and their conflicting ideals.
  • Space as a geographical place where powers strive for control.

Key concepts:

  • Urban areas are increasing in size.
  • Urban areas offer both opportunities and challenges for people.
  • People interact with each other and their environment in cities.
  • Human impact on urban spaces.

Key vocabulary:

  • Interdependence
  • carbon footprint
  • sweatshop
  • food miles
  • Fairtrade
  • exploitation
  • TNC
  • sustainable development
  • fast fashion.

Key vocabulary:

  • SuperPower
  • conflict
  • Transnational Corporations
  • globalisation
  • development
  • foreign policy

 

Key vocabulary:

  • Megacity
  • primary
  • secondary
  • tertiary
  • quaternary
  • rural
  • urban
  • CBD
  • suburbs
  • favela
  • rural-urban migration
  • LIC
  • HIC
  • manufacturing
Key skills:
  • Using an atlas.
  • Describing patterns on maps.
  • Labelling and annotation.
  • Dot and desire line maps.
  • Describing.
  • Categorising.
  • Discussion.
  • Explanation.
  • Analysis.
  • Evaluation- justifying.

Key skills:

  • Ranking.
  • Assessing / evaluating.
  • Analysis

Key skills:

  • Atlas skills.
  • Describing distribution.
  • Evaluative writing.
  • Categorising.

 

 Key Stage 4 Geography overview

 

All students will study History or Geography at GCSE, and our guided options process help to support students as they make this decision. We follow the AQA specification for Geography, and all students who study Geography with us will be entered for the GCSE examination. 

 

 Please look at the AQA specification for more information about the Geography GCSE course content

 

Year 10

 

Half Term 1

Half Term 2

Half Term 3

Physical Landscapes in the UK

Physical Landscapes in the UK

Urban Issues and Challenges

Urban Issues and Challenges

Key Ideas, Skills and Knowledge:

 

Physical Landscapes in the UK

UK introduction:

Diverse landscapes

Major upland/lowland areas and river systems.

 

Physical Landscapes in the UK 

Coasts

 

Geological structure and rock type 

 

Characteristics and formation of landforms resulting from erosion

 

Characteristics and formation of landforms resulting from deposition

 

An example of a section of coastline in the UK

 

The costs and benefits of hard engineering, soft engineering and managed retreat 

 

An example of a coastal management scheme in the UK

 

 

Coasts:

Wave types and characteristics.

 

Coastal processes:

weathering processes 

mass movement 

erosion 

transportation

deposition 

Key Ideas, Skills and Knowledge:

 

 Physical Landscapes in the UK Rivers:

 

The long profile and changing cross profile of a river and its valley.

 

Fluvial processes:

erosion 

transportation 

deposition 

 

Characteristics and formation of landforms resulting from erosion 

 

Characteristics and formation of landforms resulting from erosion and deposition 

 

Characteristics and formation of landforms resulting from deposition

 

An example of a river valley in the UK 

How physical and human factors affect the flood risk             

The use of hydrographs

The costs and benefits of hard engineering and soft engineering

An example of a flood management scheme in the UK

 

Urban Issues and Challenges

 

The global pattern of urban change.

 

Urban trends in different parts of the world including HICs and LICs.

 

Factors affecting the rate of urbanisation

 

The emergence of megacities. 

 

Key Ideas, Skills and Knowledge:

 

Urban Issues and Challenges

 

An example of how urban planning is improving the quality of life for the urban poor

How urban growth has created challenges:

managing urban growth 

providing clean water, sanitation systems and energy

providing access to services 

reducing unemployment and crime

managing environmental issues 

A case study of a major city in an LIC or NEE

Population in the major cities in the UK

A case study of a major city in the UK

An example of an urban regeneration project

 

Assessment: 

In-class retrieval tasks

Mini quizzes 

 

Whole class feedback (lesson 9)

 

Learning checkpoint (lesson 12)

Assessment: 

In-class retrieval tasks

Mini quizzes 

Full examination in December 2022 - Students will be assessed on the topics studied during Term 1.

 

Assessment: 

In-class retrieval tasks

Mini quizzes 

Half Term 4

Half Term 5

Half Term 6

Urban Issues and Challenges

Living world

Living World

Living World

Fieldwork

Key Ideas, Skills and Knowledge:

  

Urban Issues and Challenges 

 

water and energy conservation

waste recycling

creating green space.

Features of sustainable urban living

How urban transport strategies are used to reduce traffic congestion.

 

 

Living World

Ecosystems exist at a range of scales

Biotic and abiotic components

Key Ideas, Skills and Knowledge:

 

Living World

 

The physical characteristics of a tropical rainforest.

 

The interdependence of climate, water, soils, plants, animals and people.

 

How plants and animals adapt to the physical conditions.

 

Issues related to biodiversity.

 

Changing rates of deforestation.

 

A case study of a tropical rainforest 

 

Value of tropical rainforests to people and the environment.

 

Strategies used to manage the rainforest sustainably

 

Key Ideas, Skills and Knowledge:

 

Living World

 

The physical characteristics of a hot desert.

 

The interdependence of climate, water, soils, plants, animals and people.

 

How plants and animals adapt to the physical conditions.

Issues related to biodiversity.

A case study of a hot desert

Causes of desertification

Strategies used to reduce the risk of desertification 

 

Fieldwork

Suitable question for geographical enquiry

Selecting, measuring and recording data appropriate to the chosen enquiry

 

 

Selecting appropriate ways of processing and presenting fieldwork data

 

Describing, analysing and explaining fieldwork data

Reaching conclusions

Evaluation of geographical enquiry

 

Assessment: 

In-class retrieval tasks

Mini quizzes 

Assessment: 

Full examination in June 2022 - Students will be assessed on the topics studied during the year.

  

Year 11

 

Half Term 1

Half Term 2

Half Term 3

The Changing Economic World

Changing Economic World

Natural Hazards

Natural Hazards

Resource management

Key Ideas, Skills and Knowledge:

 

The Changing Economic World

 

Different ways of classifying parts of the world according to their level of economic development and quality of life 

 

Different economic and social measures of development

 

 

Limitations of economic and social measures

 

Link between stages of the Demographic Transition Model and the level of development.

 

Causes and consequences of uneven development

 Strategies used to reduce the development gap

An example of how the growth of tourism in an LIC or NEE helps to reduce the development gap

A case study of one LIC or NEE

Key Ideas, Skills and Knowledge:

  

Changing Economic World

Economic futures in the UK:

causes of economic change

moving towards a post-industrial economy

impacts of industry on the physical environment

An example of how modern industrial development can be more environmentally sustainable

social and economic changes in the rural landscape in one area of population growth and one area of population decline

improvements and new developments in road and rail infrastructure, port and airport capacity

the north–south divide.

Strategies used in an attempt to resolve regional differences

the place of the UK in the wider world. 

 

Natural Hazards

 

Key ideas:

 

Definition of a natural hazard.

 

Types of natural hazard.

 

Factors affecting hazard risk.

 

Plate tectonics theory.

 

Global distribution of earthquakes and volcanic eruptions and their relationship to plate margins.

 

Physical processes taking place at different types of plate margin that lead to earthquakes and volcanic activity

The effects of, and responses to, a tectonic hazard vary between areas of contrasting levels of wealth

Management can reduce the effects of a tectonic hazard

 

 

 

Weather Hazards- 9 hours 

 

General atmospheric circulation model: pressure belts and surface winds.

 

Global distribution of tropical storms 

 

 The relationship between tropical storms and general atmospheric circulation

 

Causes of tropical storms and the sequence of their formation and development

 

The structure and features of a tropical storm

 

 

How climate change might affect the distribution, frequency and intensity of tropical storms

Key Ideas, Skills and Knowledge:

 

Natural Hazards

 

 

Primary and secondary effects of a tectonic hazard.

 

Immediate and long-term responses to a tectonic hazard.

 

Named examples

 

Reasons why people continue to live in areas at risk from a tectonic hazard.

 

How monitoring, prediction, protection and planning can reduce the risks from a tectonic hazard.

 

 

Weather Hazards

 

Primary and secondary effects of tropical storms.

 

Immediate and long-term responses to tropical storms.

 

A named example

 

How monitoring, prediction, protection and planning can reduce the effects of tropical storms

 

An overview of types of weather hazard experienced in the UK

An example of a recent extreme weather event in the UK

 

Climate Change

 

Evidence for climate change:

natural factors 

human factors

Possible causes of climate change:

 

Overview of the effects of climate change on people and the environment.

 

Managing climate change:

mitigation 

adaptation 

 

Resource management

 

The significance of food, water and energy to economic and social well-being.

 

An overview of global inequalities in the supply and consumption of resources.

Assessment: 

In-class retrieval tasks

Mini quizzes 

 Assessment: 

In-class retrieval tasks

Mini quizzes 

Late November/early December - full examination

Assessment: 

In-class retrieval tasks

Mini quizzes 

 


Half Term 4

Half Term 5 (first four weeks)

Half Term 5 and 6

The Challenge of Resource Management

Decision Making Exercise

Recap of Fieldwork

 

There is no newly taught content at this point in the course. Class teachers will tailor content to meet the needs of their learners.


 

Key Ideas, Skills and Knowledge: 

 

Resource management  

The changing demand and provision of resources in the UK create opportunities and challenges.

An overview of resources in relation to the UK:

Food

Water

Energy 

Resource Management: Food

 

Areas of surplus (security) and deficit (insecurity):

global patterns of calorie intake and food supply

reasons for increasing food consumption

factors affecting food supply

Impacts of food insecurity – famine, undernutrition, soil erosion, rising prices, social unrest.

Overview of strategies to increase food supply:

irrigation, aeroponics and hydroponics, the new green revolution and use of biotechnology, appropriate technology

an example of a large scale agricultural development

Moving towards a sustainable resource future:

the potential for sustainable food supplies

an example of a local scheme in an LIC or NEE to increase sustainable supplies of food.

Key Ideas, Skills and Knowledge:

 

This section contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources.

 

 

Assessment: 

In-class retrieval tasks

Mini quizzes 

Full examination - March 2022