Alderman Peel

High School

Wells-Next-The-Sea   Norfolk

Geography

Faculty Staff and roles

Ms F Lagrange: Director of Learning – International Coordinator

Mrs D Johnson Teacher of Geography

 

KEY STAGE 3

Students in Years 7, 8 and 9 are timetabled for 2 hours of Geography a fortnight.

The Scheme of Work incorporates Human, Physical and Environmental Geography and looks at issues and places on local, national and international scales.  Opportunities for fieldtrips and learning outside of the classroom are embraced. Student performance is assessed in a variety of ways; informally during discussion and questioning and more formally through tests, extended writing activities, project work and presentations.

 

KEY STAGE 4

APHS follows Edexcel’s Geography A syllabus.  

Class of 2017 are the last year group to complete the 2012 specification.

Unit 1: Geographical skills and challenges: (2 sections):

Section 1: Geographical skills.

This covers cartography, graphs, geographical enquiry, and ICT &GIS skills.

Section 2: Challenges to the Planet (in 2 parts):

1. Climate Change.

2. Sustainable development.

This section covers issues that have arisen around climatic change &sustainabilty.

Unit 2: The natural environment: (2 sections):

Section 1: The Physical World.

1. Coastal Landscapes.

2. .River landscapes.

3. Tectonic landscapes.

Section 2: Environmental issues.

A watery world.

Unit 3: The human environment: (2 sections):

Section 1: The Human World.

This covers economic, population and settlement change as well as issues regarding farming & the countryside.

Section 2: People issues.

A tourists world.

Unit 4: Investigating Geography:

This section deals with controlled assessment (formally known as ‘coursework’). The examination board sets a new controlled assessment question each year based on the above units of study. This will require a fieldtrip to the relevant environment to collect data. The writing up of the controlled assessment takes place in the classroom over a number of lessons.  We usually choose to do the Coastal Investigation and have previously visited Beaches at Overstrand, Cromer, West Runton, Sheringham, Cley and Wells-next-the-Sea.

Assessments.

  • Units 1, 2, 3 & 4 are worth 25% of the final mark.
  • Units 1, 2 & 3 will be assessed by three 75 minute examinations at the end of Year 11.
  • Unit4 (controlled assessment) is marked internally then externally.

******  NEW SPECIFICATION  ******

Students opting to take Geography with a start in September 2016 will study the new syllabus.  Much of the content is similar but there are some changes.

Component 1: The Physical Environment

Written examination: 1 hour and 30 minutes   -   worth 37.5% of the qualification

Topic 1: The changing landscapes of the UK – including Coastal landscapes and processes and Glaciated upland landscape and processes.

Topic 2: Weather hazards and climate change

Topic 3: Ecosystems, biodiversity and management

Component 2: The Human Environment

Written examination: 1 hour and 30 minutes   -   worth 37.5% of the qualification

Topic 4: Changing cities

Topic 5: Global development

Topic 6: Water resource management

Component 3: Geographical Investigations: Fieldwork and UK Challenges

Written examination: 1 hour and 30 minutes   -   worth 25% of the qualification

Topic 7: Geographical Investigations – Fieldwork undertaken on the coast and in an urban area.

Topic 8: Geographical Investigations – UK Challenges

 

Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.

 

Pupils should learn to:

 

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, Russia, Asia (including China and India), 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 human and physical geography of a region within Africa, and of a region within Asia 

 

Human and physical geography 

    §    understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:

    §    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

    §    understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural system

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

    §    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 use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

 

 

The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils’ own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.