GEOGRAPHY. Smestow School. Mathematics
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1 GEOGRAPHY Smestow School Mathematics Parents Guide
2 AIMS The Geography curriculum taught at Smestow aims to enable ALL students to have a balanced geographical education. The work will give them an increased knowledge of the processes of geographical enquiry; the opportunity to achieve a depth of understanding about relationships between people and places; to develop necessary skills and interest in both their own surroundings and in the variety of physical and human conditions in the wider world. Through the curriculum, students will develop an appreciation of the environment and sustainability. At a time when transport and communication systems bring the world ever closer, the study of geography is vital if students are to understand the relationship between people and the world in which we live. GEOGRAPHY Geography seeks to emphasise the relationships between the physical, environmental, economic and social aspects of the subject. Students are given opportunities to develop a range of skills. They are encouraged to use geographical skills to develop an increasing knowledge and understanding of places and links with physical, human, environmental and sustainability issues. GEOGRAPHY STAFF: Miss L Tunstall - Curriculum Team Leader Mr S Stokes Assistant Headteacher
3 CURRICULUM Key Stage 3 Geography National Curriculum The Key Stage 3 Curriculum is taught in Years 7 and 8. GCSE ready in Year 9, studets ae taught a pe- GCSE couse hich euips them with the skills needed to be successful in the Key Stage 4 GCSE course. Assessment is in the form of GCSE questions which are given GCSE grades. Feedback students are provided with regular teacher feedback which indicates What Went Well (WWW) and Even Better If (EBI) which details their next steps. Additionally, students will use self and peer assessment. Assessment In Years 7 & 8, students are assessed according to Emergent, Developing, Secure and Mastery criteria (see next page). In Year 9, students are given GCSE grades.
4 Knowledge Describe Explain/Apply Analyse Evaluate Skills/Enquiry Mastery Secure Recalls of a full range of facts and geographical knowledge about places, environments, concepts and locations at a wide range of scales. Accurately and confidently uses a wide range of key terms and definitions. Recalls facts and geographical knowledge about places, environments, concepts and locations at a wide range of scales confidently and accurately. Accurately uses a range of key terms and definitions. Very accurate and detailed descriptions of geographical processes, patterns, features, methods, events etc. Detailed and accurate descriptions of geographical processes, patterns, features, methods, events etc. Very detailed and comprehensive explanations given for changes, events, causes and effects. Gives very detailed and accurate application of knowledge to a question/scenario. Detailed and accurate explanations given for changes, events, causes and effects etc. Gives detailed and accurate application of knowledge to a question/scenario. Highly detailed and accurate descriptions and explanations using manipulated data and sources. Makes links between information/da ta sets and explains them. Conclusions are valid and linked to original purpose. Detailed, accurate descriptions and sound use of manipulated data and sources with relevant and detailed explanations. Begins to make links between information. Valid conclusions are given. Highly critical of a wide range of sources and data. Bias discussed and evaluated in detail. Very detailed balanced evaluation of strengths and weaknesses of a strategy/viewpoint Critical of a range of sources and data used to evaluate. Bias is recognised and evaluated in detail. Detailed evaluation of the strengths and weaknesses of a strategy/viewpoint Independently creates an effective sequence of investigation. Independently uses a wide range of skills effectively and accurately. Independently plans parts of an investigation sequence (e.g. plans some of own methods of investigation). Independently selects and accurately uses a wide range of skills.
5 Developing Emerging Recalls numerous geographical facts about places, environments, concepts and locations at a range of scales. Uses a range of key terms and definitions. Recalls a range of geographical facts about places, environments, concepts and locations at 2 or more scales. Key terms and definitions starting to be used. Describes processes, patterns, features, methods, events etc. with some accuracy. Describes some processes, patterns, features, methods, events etc. with some clarity. Gives accurate range of reasons for changes, events, causes, effects etc. Gives good level of accuracy in applying knowledge to a question/scenario. Give some reasons for changes, events, causes etc. (mainly describes the reasons). Begins to apply knowledge accurately to a question/scenario. Descriptions are more accurate with relevant reasons given. Attempts to analyse with basic data manipulation. A simple conclusion is given. Basic descriptions of data/sources with reasons (mainly listed) are given for changes, events, processes, photos, maps etc Gives criticism for some sources and data. Bias is recognised and made a point of in evaluations. Begins to evaluate some strengths and/or weaknesses. Basic strengths or weaknesses recognised for a strategy/viewpoint. Begins to suggest appropriate methods of enquiry (e.g. suggests own questions to investigate). Uses a range of presentation skills and sources of evidence (some independently) and uses them effectively. Can follow a prompted route of enquiry. Uses some appropriate ways of presenting information/data.
6 Year 7 Curriculum Map Half Term 1 Mapping my World Students develop their toolkit of geographical skills in this topic. These skills will be vital in the subsequent topics they study. Mathematics Half term 4 Half Term 3 Half Term 2 Mapping my World Students will have the opportunity to complete local area fieldwork during lesson time. The fieldwork will form part of a geographical investigation which they will write up using the toolkit of skills they have developed in the first half term. Glaciers Students will develop their understanding of how physical processes work to create glacial landscapes. They will have the opportunity to apply the map skills they developed in Term 1 to glaciated landscapes. Issues of the impact of humans on glaciers will also be investigated. Africa Students will learn about the major human and and physical features of Africa. They will also develop their understanding of some of the contemporary issues facing this continent. Half Term 5 Africa In the second part of this topic students will investigate the African country of Ethiopia in more depth. Half Term 6 What s the Use? (Sustainable Resource usage) Students will develop their understanding of how we can use resources more sustainably. They will investigate a variety of resource issues from across the globae including oil production in Russia, tuna fishing and diamond mining. They will also consider how resource usage can lead to conflict and the issue of population pressure on global resources.
7 Year 8 Curriculum Map Geographical Information Systems (GIS) Half Term 6 Half Term 5 Half term 4 Half Term 3 Half Term 2 Half Term 1 Students will investigate how GIS works and how it is applied in real world contexts. They will develop geographical skills by applying GIS to issues of crime, development planning and flooding. Restless Planet Students will develop their understanding of plate tectonics and how this creates earthquakes and volcanoes. They will complete an in depth study of a volcanic eruption (causes, impacts and responses) Restless Planet Asia See below Asia Students will learn about the major physical and human features of Asia. They will also develop their understanding of some of the contemporary issues facing this continent including how the UK is linked to Asia through globalisation. Water World Students study the processes which create distinctive river and coastal landforms. They will develop geographical skills through completing decision making activities on coastal and river management issues. Ecosystems Studets coplete a eseach poject ito oe of eaths major ecosystems.
8 Year 9 Curriculum Map Half Term 1 Half Term 2 Unit 1: Living in urban areas Students will study life in urban areas in richer and poorer parts of the world. They will investigate reasons for differences in rates of urbanisation, land use patterns. They will also consider the problems of urban living in the contrasting parts of the world and the solutions to these problems Unit 2: Climate Change Half Term 3 Half term 4 Students will study the causes and impacts of climate change on the UK and internationally. They will consider why there are different viewpoints on the issue. Finally, students will develop an understanding of what can be done at international, national and local scales to tackle the problem. Unit 3: Natural Hazards Hurricanes: Students will study hurricane tracks, causes and measuring/monitoring of hurricanes, damage limitation, case study of Hurricane Sandy Half Term 5 Earthquakes: Students will study distribution of earthquakes, causes and measuring/monitoring of earthquakes, damage limitation, comparison of LEDC and MEDC earthquake case study Unit 4: Population Issues Half Term 6 Students will study contemporary global population issues: causes of global population growth, population issues in LEDCs, causes and impacts of migration
9 Key Stage 4 Revision websites schools/gcsebitesize/ge ography/ phy.co.uk/gcse/aqa %20GCSE.htm phy Key Words for GCSE are available here M CURRICULUM The Key Stage 4 Curriculum The new GCSE curriculum begins in Year 10 and is a two year course. The GCSE is graded 1-9. The changes in the grades can be found here: New Geography grade descriptors Students are taught in mixed ability groups. Final assessment consists of 3 examination papers set by AQA (Paper 1: Physical Geography hours, Paper 2: Human Geography hours, Paper 3: Geographical Skills 1hr 15 mins) Further Information is available here:
10 Year 10 Curriculum Map Half Term 6 Half Term 5 Half term 4 Half Term 3 Half Term 2 Half Term 1 Physical Geography Unit 1A: Natural Hazards Tectonic Hazards Weather Hazards Climate Change Human Geography Unit 2C: Challenge of Resource Management Global resource management Resources in the UK Food Physical Geography Unit 1C: Physical landscapes in the UK UK landscapes, Coastal landscapes River Landscapes Unit 3: Geographical applications and skills Fieldwork techniques, River fieldtrip to Carding Mill Valley and write up Human Geography Unit 2A: Urban Issues and Challenges The urban world Urban Change in the UK Urban sustainability
11 Year 11 Curriculum Map Half term 4 Half Term 3 Half Term 2 Half Term 1 GCSE Geography Unit 4 Physical Controlled Assessment Geography: The Living This piece of work will be World completed in class under Students will complete cotolled coditios controlled assessment in and will form 25% of the school in lesson time. This overall GCSE Geography will take place during qualification double Geography lessons each week. In majority of the single lessons, students ill study The Liig Wold topic for the Physical Geography exam in May 2017 Unit 5 - Human Geography: Population Change Unit 6 - Human Geography: Globalisation Half Term 5 Revision and exam preparation for GCSE Exams Half Term 6 The current Y11 students will be the last year to complete this specification (AQA Geography specification A). There will be 2 exams: Physical Geography lasting 1.5 hours and Human Geography lasting 1.5 hours. Students will be awarded grades A* to G for this specification. Further information can be found here:
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