Geography
Curriculum Statement Geography
Curriculum Outline Geography
Year 10 and 11 Geography
Year 10 and 11 Geography
Aims of the Course
Geography is a fantastic GCSE that offers a wide range of topical and relevant issues and skills that can be applied within other subjects. It is also a traditional subject that is widely accepted by colleges and universities.
The GCSE curriculum in Geography addresses big issues facing the planet and people in it. The specification offers an issues-based approach with content organised by UK and global geography. It also includes a decision-making paper, which allows students to investigate people-environment issues on a global scale. This includes:
Topic 1 – Hazardous Earth
Topic 2 – Development Dynamics
Topic 3 – Challenges of an Urbanising World
Topic 4 – The UK’s evolving physical landscape
Topic 5 – The UK’s evolving human landscape
Topic 6 – Geographical Investigations
Topic 7 – People and the Biosphere
Topic 8 – Forests Under Threat
Topic 9 – Consuming Energy Resources
We following the Edexcel B Syllabus, for information please use the link below.
Content / Skills / Knowledge
There are three parts to your course, called components, each with it’s own exam paper. A break down of these components and the structure of the GCSE Geography course can be found here.
Component 1: Global Geographical Issues
In this component you will learn about some of the key geographical issues in today’s world, and the interaction of the physical and human processes which cause them.
- How does the world’s climate system work, and why is climate change becoming such a hazard?
- What causes extreme weather events and tectonic hazards?
- Why is the world unequal, how can inequality be reduced, and how are some countries managing to develop rapidly?
- Where the world’s fastest growing cities are, and how can they be made a better place to live?
Component 2: UK Geographical Issues
In this component you will investigate key geographical issues in the UK today. You will also investigate two physical and human environments through fieldwork.
- Why landscapes in some parts of the UK are different from others?
- What causes coasts and river landscapes to change, and how people can manage them to reduce conflicts?
- How and why cities in the UK are changing, and how are they linked with the countryside?
Component 3: People and Environment Issues – Making Geographical Decisions
In this component you will use your knowledge, understanding and skills to interpret geographical sources and make a geographical decision.
- Why natural resources like food, energy and water are under pressure, and how we can manage this demand without damaging the environment?
- Why rainforests and coniferous forests are so different, and how we can manage the world’s forests sustainably for the future?
Assessment:
Within this scheme of work there will be mid term and end of term summative assessments. These tests will include multiple choice questions, short open, open response, calculations and extended writing questions. Extended writing questions will assess students’ ability to develop extended written arguments and to draw well evidenced and informed conclusions about geographical questions and issues. All work is assessed on a continual basis in the lesson and through homework set. The homework set is marked using the grade criteria set for specific tasks but also for effort and the quality of work produced in terms of literacy and presentation.
How can parents help?
Students geographical skills can be developed in a number of ways. The use of Atlases and maps is an excellent way of simply broadening students understanding of where we sit relative to others in terms of Geographical awareness and understanding. Students can use resources online https://qualifications.pearson.com/en/qualifications/edexcel-gcses/geography-b-2016.html and resources on the school shared area. The National Geographical Society can be accessed online and is excellent for topical subjects that will directly relate to the subjects being taught this year.
Regarding textbook resources, students do have the access to the “GCSE 9-1 Geography Edexcel B Book” in school. Please see the following for information on textbooks.
GCSE Skills Required
Component 1 – Paper 1
Integrated skills:
- Use and interpretation of climate graphs
- Use and interpretation of line graphs/bar charts showing climate change
- Use and interpretation of temperature and sea-level projection graphs to 2100.
- Use of GIS to track the movement of tropical cyclones
- Use of weather and storm-surge data to calculate Saffir-Simpson magnitude
- Use of social media sources, satellite images and socio-economic data to assess impact.
- Interpret a cross-section of the Earth
- Use and interpretation of world map showing distribution of plate boundaries and plates
- Use of Richter Scale to compare magnitude of earthquake events
- Use of social media sources, satellite images and socio-economic data to assess impact.
Integrated skills:
- Comparing the relative ranking of countries using single versus composite (indices) development measures
- Interpreting population pyramid graphs for countries at different levels of development
- Using income quintiles to analyse global inequality.
- Using numerical economic data to profile the chosen country
- Using proportional flow-line maps to visualise trade patterns and flows
- Using socio-economic data to calculate difference from the mean, for core and periphery regions.
Integrated skills:
- Use and interpretation of line graphs and calculating of rate of change/annual or decadalâ percentage growth
- Using satellite images to identify different land use zones in urban areas.
- Using GIS/satellite images, historic images and maps to investigate spatial growth
- Using quantitative and qualitative information to judge the scale of variations in quality of life.
Component 2 – Paper 2
Integrated skills:
- Photograph analysis of common glacial, fluvial and coastal landscapes and features
- Using simple geological cross-sections to show the relationship between geology and relief
- Locating key physical features (uplands, lowland basins, rivers) on outline UK maps
- Recognition of physical and human geography features on 1:25000 and 1:50000 OS maps.
- Explore the kinds of questions capable of being investigated through fieldwork
- Calculation of mean rates of erosion using a multi-year data set
- Use of BGS Geology maps (paper or online) to link coastal form to geology
- Recognition of coastal landforms on 1:25000 and 1:50000 OS maps.
- Explore the kinds of questions that can be investigated through fieldwork
- Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate what is threatened by rapid erosion
- Use of simple cost-benefit analysis to investigate coastal defence options
- Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of policy decisions.
- Explore the kinds of questions that can be investigated through fieldwork
- Use 1:25000 and 1:50000 OS maps to determine valley cross-section from contour lines
- Use of BGS Geology maps (paper or online) to link river-long profiles to geology
- Recognition of river landforms on 1:25000 and 1:50000 OS maps
- Drawing simple storm hydrographs using rainfall and discharge data.
- Explore the kinds of questions that can be investigated through fieldwork
- Use of simple cost-benefit analysis to investigate river management options
- Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of policy decisions.
Integrated skills:
- Use and interpretation of UK population pyramids form different time periods
- Use of census data sets to understand changes to the UK’s population
- Use of Eurostat to investigate FDI and immigration to the UK.
Integrated skills:
- Explore the kinds of questions capable of being investigated through fieldwork.
- Using census data sets to compare areas within inner cities.
- Use of 1:25000 and 1:50000 OS maps to identify different land use types.
- Using crime and IMD databases to investigate the extent of inner-city problems.
Component 3 – Paper 3
Integrated skills:
- Comparing climate graphs for different biomes
- Use of world maps to show the location of global biomes
- Use and interpretation of line graphs showing the range of future global population projections, and population in relation to likely available resources.
Integrated skills:
- Use an interpretation of nutrient cycle diagrams and food webs diagrams
- Use of GIS to identify the pattern of forest loss.
Integrated skills
- Use and interpretation of world maps showing the distribution of energy resources
- Use of oil price and oil production data to graph trends over time.
- Calculation of carbon and ecological footprints.
