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Geography

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Our curriculum is designed to develop our students to ensure that they are:  

  • Ambitious in their dreams and thinking 
  • Confident in themselves and their abilities 
  • Independent in their mind and actions 
  • Creative in their problem-solving and imagination  

Through their seven year Langton journey students follow:  

  • Broad, balanced and coherent curriculum 
  • Academically ambitious 
  • Providing essential knowledge and skills for lifelong learning, cultural understanding and personal development 
  • Supporting wellbeing, with community at its heart 
  • Extended curriculum that takes learning beyond the confines of the NC and exam specifications 
  • Develop transferable traits to prepare for next steps of life and to allow them to contribute positively to society and live happy healthy and fulfilled lives 

KS3

Year Group

Areas of Study

7

Progress in Geography: Starting Out

Unit 1 – What is a Geographer? Learn all you need to know about the skills a Geographer has and pick up plenty of tips to be able to use them as you complete your Geography journey

Unit 2 – Is Earth running out of natural resources? Examine the range of natural resources we have on earth from rocks to ecosystems and learn why we need to be more sustainable in our use of them

Unit 3 – Population – How is the world’s population changing? Can we manage it to make change more sustainable?

8

Progress in Geography: Building on What I Know

Unit 1 – What happens when the sea meets the land? A close look at the way our coasts will change over time and in the future. Learn why and how we can better manage our valuable coastlines

Unit 2 – What is Development? Examine the topic of development by looking at how it is measured, why people live in poverty and how development can impact on gender inequality

Unit 3 – Can we ever know enough about volcanoes and earthquakes to live safely? An examination of the forces that shape our Earth below our very feet. How do these and have these forces linked to climate change in the past?

9

Eduqas Specification A People and the Natural World:

There may be some rotation of units of study but all students will cover:

Climate Change (in the Quaternary Period): Students will look at natural causes of climate change in the last 2.6 million years and compare this to the last 250 years to see the impacts of human activity. They will examine how people are today managing these impacts and observe the consequences for the natural World.

Climate Circulation and Global Weather Hazards: Students will examine the main drivers of atmospheric circulation linked to the tri cell model. They will develop this into an examination of Monsoons, Tropical Storms, Drought and Wildfires.

Water Resources and their Management : Students will examine the issues associated with water stress looking at the issues that evolve and management with particular reference to water stress in Africa as a result of weather patterns and processes and climate change. They will examine a number of mitigation strategies from the small scale to the large scale, based largely around the African continent.

Development and Inequalities: Students will examine the main drivers of Globalisation and look at the reasons why unequal access to trade results in considerable differences in development around the World.

GCSE

Board

Eduqas (Specification A)

Outline of the Course

  • Topic 1: Climate change – causes, consequences, impact
  • Topic 2: World climates: high and low pressure; Weather hazards: drought, wildfire, monsoons
  • Topic 3: Ecosystems – structure and function: tropical rain forests and coral
  • Topic 4: Water resource management, focus: Southern Africa
  • Topic 5: Weather and climate of UK
  • Topic 6: Development and Resource Issues (Inequality, TNC’s, Tourism and development, sustainable development goals, water
  • Topic 7: Environmental Impacts on a global scale - to include climate change, sea level rise, coral bleaching and management, plastic pollution, Ecological footprints, e-waste, food miles
  • Topic 8: Distinctive Landscapes of UK including Limestone
  • Topic 9: World cities; Focus Mumbai
  • Topic 10: River Landscapes, Processes and Management of Flood risk
  • Topic 11: Rural-urban links (rural and urban areas, issues and management MEDC & LEDC, Population growth and Migration)
  • Topic 12: Coastal Landscapes and Processes
  • Topic 13: Sand dune ecosystems
  • Topic 14: Coastal Management - Flooding and Erosion issues in vulnerable coastal areas (option chosen by school)

Assessment

 

Type of Assessment

Duration

Weighting

1

Component 1 – 3 structured data response and knowledge questions drawing on Topics 1-7

1 hour 30 minutes

35%

2

Component 2 – 3 structured data response and knowledge questions drawing on Topics 8-14

1 hour 30 minutes

35%

3

Applied fieldwork and General Geography structured questions

1 hour 30 minutes

30%

 

Students opting for Geography at GCSE are expected to participate on a 3 day residential course in Year 11 to cover the P3 Fieldwork Requirement. This visit will cost approximately £350.00 for travel and full board. Students will complete work on the Methodological Approach and Conceptual Frameworks set out by the Examination Board (Eduqas). We hope that as many students as possible will join us in this and we will provide alternative self supported fieldwork tasks (homework) for students not attending. This opportunity will provide students with the fieldwork they require (a compulsory element) for their Paper 3 examination.

A Level

Minimum Entry Criteria

Desired: 7 in Geography or contact the school if you have not studied the subject at GCSE

Essential: 6 in Geography or contact the school if you have not studied the subject at GCSE

Board

AQA

Outline of the Course

Year 12:

  • Coastal Landscapes (Section B – Physical Geography)
  • Global Systems and Governance (Section A – Human Geography)
  • Changing Places (Section B – Human Geography)
  • Water and Carbon (Section A – Physical Geography)

Holiday Work Year 12-13: Review of topics covered in Year 12 – Teams

Year 13:

  • Hazards (Section C Physical Geography)
  • Population and the Environment (Section C Human Geography)
  • Geographical Fieldwork Investigation: 4,000 word Independent Report – Guided by teachers but student directed

Assessment

 

Type of Assessment

Duration

Weighting

1

Physical Paper

Section A: Water and carbon cycles

Section B: Coastal systems and landscapes

Section C: Hazards

2 hours 30 minutes

40%

2

Human Paper

Section A: Global systems and global governance

Section B: Changing places

Section C: Population and the environment

2 hours 30 minutes

40%

3

Students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content. Fieldwork: Residential visit end of Year 12 to FSC Flatford Mill, Suffolk £550 approx.

3,000-4,000 words

20%
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