The Year 9 course brings together and builds upon the geographical skills started in the Middle Schools. During the Autumn Term we learn about the physical, human and environmental features of the UK. Followed by a study of the issue of globalisation and how it affects students’ lives.
In the Spring Term students then explore the causes and consequences of Weather and Climate around the world. This is followed by the topic of Development, with a focus on the country of Tanzania. In the Summer term the students complete a case study on Brazil’s physical and human features. The course then concludes with the topic of crime and how geographical skills can explain the patterns of where and why different crimes takes place.
Students are provided with an opportunity for out of class learning through an optional field trip to Cadbury World in the Spring term. There they attend a workshop and tour about fairtrade chocolate.
Students in Year 10 and 11 follow the reformed AQA specification. This course is based on a balanced framework of physical Geography, human Geography, practical fieldwork and decision making skills. This qualification is linear, which means that students will sit all their exams at the end of the course in Year 11. It is assessed by three exams: Paper 1 (35%); Paper 2 (35%) and Paper 3 (30%). Unlike previous years there is no separate higher or foundation tier or coursework.
Paper 1 consists of three physical geographical topics. Firstly, ‘the challenge of natural hazards’ topic includes studying earthquakes, volcanoes and tropical storms as well as the more widespread challenge of climate change. Secondly, in ‘the living world’ topic students explore the importance of tropical rainforests and hot deserts. Thirdly, in ‘physical landscapes in the UK’ students analyse the processes which shape rivers and coastlines.
Paper 2 consists of three human Geography topics: In ‘the challenge of resource management’ topic students examine how the supply of food varies around the world. In ‘urban issues and challenges’ students compare the problems and opportunities for people and the environment in a city in the UK and one in another country. In ‘the changing economic world’ students explore the issues around poverty, a case study of a low income country, the changing economy of the UK and the role of global businesses and trade.
Paper 3 consists of three parts. Firstly, it assesses students’ core Geographical skills such as map reading, graph analysis and statistical techniques. Secondly, it assesses their understanding of the role of fieldwork. Thirdly, it assesses their decision making skills based on a resource booklet which is it pre-released by the exam board to students 12 weeks before the exam. In Year 10 and 11 students have two compulsory day-trips, one is a river study near Worcester and the other is a local tourism study in the Cotswolds. These fieldtrips are assessed in Paper 3.
In Year 10 students have the option of one overseas residential school trip to Europe. In recent years we have visited Sorrento in southern Italy and Amsterdam in the Netherlands.
Students in Year 12 and 13 follow the reformed A-level AQA Geography specification. This is a linear qualification and is examined at the end the course in Year 13. It is assessed by two exams and a non-examined assessment (NEA) coursework.
Unit 1 (physical Geography) is worth 40% of the total grade. It consists of three topics: The ‘water and carbon cycle’ topic includes students examining the different flows and stores of water and carbon and the factors which affect these systems. The ‘hazards’ topic studies the causes effects and responses to earthquakes, volcanoes, tsuanmis, tropical storm and wildfires. The ‘coastal landscapes’ topic analyses the physical processes which shape coastlines and how human manage them.
Unit 2 (human Geography) is worth 40% of the total grade. It consists of three topics: the ‘global systems and global governance’ explores the impact of globalization, immigration, global business and trade and international environmental agreements. The ‘changing places’ topic studies how an example of a local place and a distant place have changed over time in relation to the population, economy, environment and culture. The ‘contemporary urban environments’ topic examines the process of urbanisation, comparing cities in low and high income countries and strategies cities have used to be more environmentally sustainable.
All the exams include 4 marks short answers, 6 marks skills based questions, 9 and 20 mark extended writing questions.
Unit 3 is the non-examined assessment (NEA). It is a written investigation (coursework). The write-up can be done both inside and outside of lessons and students are expected to work independently, teachers are allowed to be give general advice and guidance. It is worth 20% of A-level.
Students are given opportunity of for a 3 day residential fieldtrip in the spring term. They practise their fieldwork skills in preparation for the NEA. In previous years we have visited Devon and Dorset coasts.
|Head of Department:||Mr D Cains|
|Teaching Staff:||Mrs K Birch|
|Miss C Perrin|