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"As a young man, my fondest dream was to become a geographer. However, while working in the customs office I thought deeply about the matter and concluded it was too difficult a subject. With some reluctance I then turned to physics as a substitute."
HAP Geography is a carefully designed course which will promote and foster an enthusiasm in students for learning about their world in the 21st Century and encourages them to explore the importance of geography for understanding the world around them. Our world is constantly changing and our curriculum reflects this dynamic and changing world, investigating topical issues, key players, impacts and potential futures. There is an emphasis on encouraging students to develop an independent curiosity about their world and its interactions.
Students develop geographical skills such as map work, enquiry and analysis through fieldwork, research and use of new technologies such as GIS
Key Stage 3 – Year 7 and 8
In geography, pupils acquire and apply knowledge and understanding of four aspects of geography:
· the ability to undertake geographical enquiry and use geographical skills;
· knowledge and understanding of places;
· knowledge and understanding of geographical patterns and processes;
· Knowledge and understanding of environmental change and sustainable development.
Pupils study these four aspects within the context of two countries at different states of economic development and 10 themes. E.g. China, Ghana, Nigeria, UK
· study at a range of scales from local to global;
· study different parts of the world and different types of environments, including their local area, the UK, the EU and parts of the world in different states of economic development;
· carry out fieldwork investigations;
· study issues of topical significance
· My Place Map Skills – A local area study including map skills and an introduction to the UK. The chance to investigate ground breaking Geography in ‘Psycho-mapping’, supporting maths skills and Citizenship!
· CSI Geography – How are geography and crime linked? How to the Police use geography to control crime? How do we design out crime? – lots of links to Art and design!
· Weather and Rainfall - Develop an extended geographical vocabulary to explain the process of weather. Links to science
· Extreme environments – A study of two significant and extreme environments, A tropical rainforest and Deserts. Climate, adaptation, food chains, resources and sustainable futures – lots of links to science!
· Wish you were here – The Butler Model, how do tourist resorts grow and decline? What impact does tourism have on people and nature? How sustainable is tourism? Links to Business studies and economics!
· Tectonics – What are volcanoes, can we explain their global distribution, how are people and places such as the Caribbean island of Montserrat affected, how do we cope with disasters? Links to KS3 science!
· Multicultural Britain – Who are we? Collecting and collating census data and analysing it. Push and Pull Migration stories from Nigeria and Poland. Links to citizenship and History!
· Megacities – Where are our largest world cities, how do they compare? What problems do they face? How can we create sustainable cities in the future? Study focuses on ‘our place’ by looking at the sustainability of London. Links to citizenship.
· Rivers and flooding - Boscastle flood investigation. Physical process of the water cycle and rivers. The effects of a UK hazard and human responses to it.
· Climate chaos – Defining weather and climate. What are our climate futures? Climate change can bring positive and negative changes. How do we stop or adapt to climate change on a personal, local, national and international scale.
· China as a superpower –Investigation in the rise and rise of china as an economic giant. Is it a super power? What geo-politics exist in the future? Links to business and economics, MFL!
· Risk and Natural Hazards, Hurricanes - Our dangerous planet is explored through assessing risk and vulnerability to risk. How do people prepare for hazards such as hurricanes in different places around the globe?
Key Stage 4 - Year 9, 10 and 11
Year 9 – This forms a foundation year for the GCSE.
· Trade Aid Development - Exploring development indicators – reasons for differences in development. Case study of Ghana focusing on the Interdependence of countries and influence on development.
· Fair trade, Ethical trade – Secondary research on our influence as consumers – the positive and negative impacts of our consumer choices on people and environment- Mobile phone global connections, Cocoa.
· Water rich – water poor - Distribution and management of a vital human resource.– UK drought, water scarcity, management and conflict. How do we build a sustainable and secure water future – Mali, West Africa; Colorado, USA.
· Energy security – Energy Resource planning and management. Issues of energy supply and security. Our Increasing demand for an energy supply, impact of energy use and its sustainability. Algerian gas v morocco solar farms. UK wind farms and protest.
· Retail change, Globalisation of shopping – A practical investigation into the changing characteristics of settlement re: provision of goods and services. Data collection in a local shopping area. A clone town investigation. Changes in retail – Impact of new technologies on retail - internet shopping
· Global Food crisis - What is the issue?. What are the causes of the issue? Short and Long term impacts. Management of the issue. Futures. What are the reasons for our global food crisis? Who is most affected? Climate change, energy crisis, conflict – what impacts our production of food. How do we manage the trade and aid. Africa v Asia, why the difference. Sustainable food production of the future.
KS4 – OCR specification A -This GCSE is made up of 4 mandatory units.
Unit A671 – Extreme Environments – A study of mountains such as the Himalayas or the Andres and Deserts such as the Sahara and the Sahel - including Tectonics, Landforms, Climate, people, problems and pressures, solutions. (1 hour exam June of year 10 – 25% of overall grade)
Unit A672 – You as a global citizen, the impact of our decisions – Controlled assessment – Two questions set by the exam board every year for investigation. First piece – investigate how consumer decisions may have an impact on submitted people locally, or on a global scale. Second piece – investigate a local retail area and assess the extent to which this area is sustainable. (25% of overall grade)
Unit A673 – Similarities and differences – A comparative study of Their place, London, Southwark, Peckham and another Place e.g. Lagos in Nigeria (1 hour exam June of year 10 – 25% of overall grade)
Unit A674 – issues in our fast changing world - identifying issues, effects and possible future scenarios. Issues will be of global concern, and could include population change, our changing planet, trade, aid and superpowers. (Pre-release booklet April of Year 11, 1 hour exam June Year 11 - 25% of overall grade)