Download Geog CO for new academic year 201617

Curriculum Overview – Geography
Geography is taught throughout all years at Radnor House. At each year the Geography syllabus balances both human and physical aspects of Geography,
so as that pupils gain an excellent breadth and depth of knowledge about the world around them and the people that live in it. Case studies play a major
role in the Geography taught at Radnor House with many key geographical concepts centred on a particular country, region or continent. In doing so, we
hope that pupils learn how geographical concepts can be applied to specific geographical locations in the 21st century. Geography plays a major role in
pupils understanding many of the 21st century’s key geographical issues and concerns, therefore topics such as sustainability, climate change and the
environment are also embedded in the curriculum from a young age through to GCSE. The Geography topics at Radnor House are designed with the GCSE
syllabus in mind, in order to ensure that all topics are taught to a basic level prior to learning at GCSE. Lessons are planned to be active and engaging across
all year groups, as the Geography Department helps to fulfil the school’s ethos of ‘an active learning environment for limitless minds’.
In Y11 we study Edexcel Geography B syllabus; the specification can be found at http://www.edexcel.com/quals/gcse/gcse09/geography/b/Pages/default.aspx
In Y10 and at A level we study the AQA syllabus; the specifications can be found athttp://www.aqa.org.uk/subjects/geography
Recommended websites include:
http://www.usgs.gov/
http://www.nationalgeographic.com/
Radnor House – Key Stage 2 Geography, Scheme of Work 2016-17
Autumn Term (13 weeks)
Year Humans and the natural world
 The three Rs
4
1hr
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Energy: Renewable and non-renewable
The mystery of Easter Island
Food miles and Carbon Footprints
The Journey of a Banana
Fair Trade
Year The Blue Planet
 The water cycle
5
1hr
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The importance of water
River basins
The stages of a river
Geography in the news
Flooding and drought
Year South America: A diverse continent
 The Human and Physical Geography
6
1hr
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of South America
Formation of a waterfall – Case
study Angel Falls in Venezuela
The Amazon Rainforest:
Deforestation – causes and impacts
Rural to Urban migration in Bolivia
Favelas in Rio de Janeiro
Spring Term (11 weeks)
Summer Term (11 weeks)
The Built Environment
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Urban areas
Problems of cities
Sustainable cities Rural areas
Suburban areas
Rural to urban migration
My local area
Comparing settlements in Kenya
Our Changing Coastline
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Coastal environments
Waves
Beach formation
Coastal holidays
Coastal management
St Lucia: An island in the Caribbean
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Volcanoes: Our Restless Earth
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The Structure of the Earth
Plate boundaries
Types of volcanoes
Comparing two volcanic eruptions
The three Ps
The Human and Physical Geography
of St Lucia
Life in St Lucia
Work and trade in St Lucia
Comparing St Lucia and Twickenham
Tourism
Mountains: Extreme environments
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Location of mountains
Contour lines
Relief rainfall
The Himalayas
Tourism and mountains
Yellowstone National Park
Radnor House – Key Stage 3 Geography, Scheme of Work 2016-17
Autumn Term (13 weeks)
Spring Term (11 weeks)
Summer Term (11 weeks)
Year Wonderful World
 Introduction to Geography - What is
7
2hrs
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Geography?
Discovering our amazing planet
My Geography
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My Global Address
Political and Physical World Maps and
maps of the UK
Map skills using the UK;
Scale, Compass directions, Map
symbols, 4 and 6 grid references,
Contour lines
National Parks of the UK
The London 2012 Olympics
Uneven Development
Skill – Scatter graphs
 Measuring development using
development indicators
 Classifying parts of the world according to
their development
The North/South Divide
LIC, NIC, HIC, Asian tigers, BRIC
 Uneven regional development (core and
periphery model) and its impact on
people’s quality of life
Case study: Brazil
 Increasing development through
international aid, tourism, intermediate
technology, debt relief and fair trade
- Case study: Tanzania
Water World
Antarctica - A Frozen Wilderness
Skill – Annotating photographs
 The hydrological cycle
 The global rising demand for water
 Over abstraction of water
Case study: Aral Sea
 River basin terminology
 Changing channel characteristics
 The Bradshaw model
 Processes of river erosion
 Landforms of erosion
 Landforms of deposition
Skill – Decision making exercise
 The global location of Antarctica
 Ice sheets and Ice shelves in Antarctica
 The seasons
 The Antarctic food web
 Natural resources
 Tourism
 Climate change
 Antarctic Treaty
 The future of Antarctica
Weather & Climate
Skill - Climate graphs
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The difference between weather and
climate
Relief and convectional rainfall
The climate of the UK
Pressure systems
Weather forecasting
Year Natural Hazards
Skill – Hydrographs and Satellite images
8
1hr
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Categorising natural hazards
Tectonic hazards
- The structure of the earth and
convection currents
- plate tectonic theory and the
causes of earthquakes and
volcanoes
- Case study: Japan 2011 and Haiti
2010
- Case study: Mt St Helens
- Mitigating tectonic hazards
Flooding
- Causes, effects, responses and
mitigation
- Case study: Bangladesh
Tropical storms
- Causes, effects and responses
- Case study: Hurricane Sandy USA
Extreme weather in the UK
- Case study: North Sea storm surge
Conflict and Resources
Coastal Processes and Management
Skill – Choropleth maps
Skill – OS maps
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The difference between war and conflict
Mapping Conflict
Renewable and non-renewable
resources
Renewable energy in the UK
Non- renewable energy case study
Conflict Minerals
- Case study: Coltan and The
Democratic Republic of the Congo
- The journey of your iPhone
- Child soldiers and life in a conflict
zone
Climate War
- Case study: Sudan and South Sudan
- Causes of global warming
- Economic and social effects
- Making Sudan more developed
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The formation of waves
Constructive and Destructive waves
Coastal Erosion
Longshore Drift
Landforms of Coastal Erosion
Landforms of Coastal deposition
Weathering, mass movement and
cliff Collapse
- Case study: Norfolk UK
Protecting our coastline
- Case study: Norfolk, UK
- Hard engineering
- Soft engineering
Year The Biosphere
Skill – Climate graphs
9
2hrs
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Defining ecosystems
Food webs and trophic levels
The global distribution of biomes
The global factors effecting biome
distribution
Atmospheric circulation, Ocean
currents and latitude
The local factors effecting biome
distribution
Soil type, geology and relief
The tropical rainforest
Case study: Amazon Rainforest
Climate
Rainforest structure
Organism adaptations
Deforestation of the rainforest
o Causes
o Effects
o Management
Urban Planet
Skill – Flow maps
 World population growth
 Global population density and distribution
 Rapid urbanisation
Case study: Mumbai
Rural to Urban migration
Push and pull factors
The growth of slums – Social and
environmental issues
Economic opportunities in cities
(Informal and formal economy)
Improving the quality of life in squatter
settlements
 Making cities sustainable
Case study: Masdar, the world’s most
sustainable city
Arid Environments
Investigating Geography
Skill – Geographical Information Systems (GIS)
 The characteristics of arid environments
 Climate and vegetation
 Weathering processes in a desert
 Fluvial processes in a desert
 Landforms of fluvial erosion
 Desertification
Case study: The Sahel
Causes
Effects
Management
 Strategies to increase water supply in arid
areas
Case study: Hoover Dam, USA
Large scale water transfer case study
Skill – Creating and writing a geographical
investigation
This investigation will focus on urban change in
UK cities. Pupils will collect their research on a
day fieldtrip to an area in London. Areas for
focus include:
1. The importance of the city nationally
2. The impact of migration
3. Opportunities in cities
4. The challenges of cities
5. Urban regeneration in cities
The Global Economy
Skill – Statistics: Averages, percentages and the range
 Understanding Globalisation
 The industrial sectors
 Organisations of Globalisation
 The role of TNCs in a global economy
 An economic giant
Case study: China
The global shift in manufacturing
China as an emerging economy
Special economic zones, Shenzhen, and
their role in China’s growth
 Advantages and disadvantages of TNCs to
the host country
Case study: Rio Tinto in Mongolia
 The social, economic and environmental
impact of deindustrialisation in the UK
 A post-industrial economy in the UK
The investigation will follow the format below:
 Aims
 Hypothesis
 Location
 Risk Assessment
 Methodology
 Data collection
 Data presentation
 Data analysis
 Conclusions
 Evaluation
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Improving waste, energy and transport
in more developed countries
Radnor House – GCSE Geography, Curriculum Overview 2016-17
Autumn Term (13 weeks)
Spring Term (11 weeks)
Summer Term (11 weeks)
The challenge of natural hazards
Physical Landscapes of the UK
Field studies (21 hours)
Year 10
 Natural Hazards
 UK Physical Landscapes
 Aims
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Tectonic
Hazards
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River
landscapes
in
the
UK
 Hypothesis
3hrs
 Weather Hazards
 Downstream changes
 Location
New 2016
 Climate change
 Fluvial landforms
 Risk Assessment
specification
 Management strategies
 Methodology
Urban Issues and Challenges
 Glacial landscapes in the UK
 Data collection
 Urban areas
 Ice
 Data presentation
 Urban growth
 Glacial landforms
 Data analysis
 Urban change
 Management strategies
 Conclusions
 Urban sustainability
 Evaluation
Radnor House – GCSE Geography, Curriculum Overview 2012-14
Autumn Term (13 weeks)
Spring Term (11 weeks)
Summer Term (11 weeks)
Globalisation (8 hours)
Development Dilemmas (8 hours)
Revision and exam skills
Year 11
 Industrialisation
 Measuring development
 Changing employment
 The development gap
3 hrs
 Globalisation
 Barriers to progression
 TNCs: BT and Nike case studies
 Future progression
Old 2012
 Top down projects
Specification
Water World (8 hours)
The Changing Economy of the UK (8 hours)
 The Blue planet
 Hydrological cycle
 The UKs changing employment
 Effects of climate change
 The jobs market
 Water shortage
 Impacts of changing employment
 Water quality
 Future development
 Sustainable solutions
The Challenges of an Urban World (8 hours)
Extreme Environments (8 hours)
 Urbanisation
 Polar extremes
 Megacities
 Polar people
 Urban challenges in a developed world
 Living in the Australian outback
 Reducing the environmental impact of
cities
 Adaptations
 Urban challenges in the developing world
 People
 Managing challenges in the developing
 Climate change and the future
world
Revision and mocks (5 hours)
Geographical Decision Making (5 hours)
Radnor House – Key Stage 4 Geography, Scheme of Work 2014-15
Autumn Term (13 weeks)
Lower Water and Carbon Cycle
 Systems in Physical Geography
Sixth
5hrs
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The water cycle
The carbon cycle
Water, Carbon and Life on Earth
Case studies of the carbon and water
cycle
Changing Places
 The nature and importance of places
 Changing places – relationships,
connections, meanings and
representation
 Relationships and connections
 Meaning and representation
 Place studies – Near and Far places
Upper Ecosystems: Change and Challenge
Sixth Nature of ecosystems
Spring Term (11 weeks)
Field work and Skills Preparation
 Qualitative and Quantative skills
 Core skills
 Cartographic skills
 Statistical skills
 ICT skills
 Graphical skills
 Field work skills
Hazards
 The concept of hazard in a geographical
context
 Plate tectonics
 Volcanic Hazards
 Seismic hazards
 Storm hazards
 Fires in nature
 Case studies of natural hazards
Plate tectonics and associated hazards
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5hrs
Structure of ecosystems, energy flows,
trophic levels, food chains and food
webs.
Ecosystems in the British Isles over time
 Succession and climatic climax:
illustrated by one of lithosere,
psammosere, hydrosere or halosere.
 The characteristics of the climatic
climax: temperate deciduous
woodland biome.
Summer Term (11 weeks)
Revision
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Earth structure, plate tectonics theory:
convection currents and sea-floor spreading.
Evidence: continental drift and
palaeomagnetism.
Destructive, constructive and conservative
platemargins. Processes: seismicity and
vulcanicity.
Associated landforms: young fold mountains,
rift valleys, ocean ridges, deep sea trenches
and island arcs.
Hot spots associated with plumes of magma
and their relationship to plate movement.
Revision
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The effects of human activity on
succession – illustrated by one
plagioclimax such as a heather
moorland.
The biome of one tropical region (savannah
grassland or tropical monsoon forest or tropical
equatorial rainforest)
 The main characteristics of the biome.
 Ecological responses to the climate and
soil moisture budget – adaptations by
vegetation and animals.
 Human activity and its impact on the
biome.
 Development issues in the biome to
include aspects of biodiversity and the
potential for sustainability.
Ecosystem issues on a local scale: impact of
human activity
 Changes in ecosystems resulting from
urbanisation.
 Urban niches. Colonisation of
wasteland: the development of
distinctive ecologies along routeways
(e.g. roads and railways). The planned
and unplanned introduction of new
species and the impact of this on
ecosystems.
 Changes in the rural/urban fringe.
 Ecological conservation areas. One
case study should be undertaken.
Ecosystem issues on a global scale
 The relationships between human
activity, biodiversity and sustainability.
 The management of fragile
environments (conservation versus
exploitation): two contrasting case
studies of recent (within the last 30
Vulcanicity
 Variations in the type and frequency of
volcanic activity in relation to types of plate
margin and types of lava.
 Forms of intrusive activity – dykes, sills,
batholiths.
 Minor forms of extrusive activity – geysers,
hot springs and boiling mud.
 Major forms of extrusive activity – types of
volcanoes.
 Two case studies of recent (ideally within the
last 30 years) volcanic events should be
undertaken from contrasting areas of the
world.
Seismicity
 The causes and main characteristics of
earthquakes: focus and epicentre; seismic
waves and earthquake measurement.
 Tsunamis – characteristics and causes.
 Two case studies of recent (ideally within the
last 30 years) seismic events should be
undertaken from contrasting areas of the
world.
Unit 4b – Issue Evaluation
Unit 4B is an issue evaluation exercise and, as
such, demands the development of the range of
geographical skills, knowledge and understanding
identified in this specification. Unit 4B allows
candidates to extend the content of the specification
within the specialised context of issue evaluation.
The Advance Information Booklet is to be opened
and issued to candidates on or after 22 March for
the June examination.
years) management schemes in fragile
environments should be undertaken.
Development and Globalisation

Development – economic,
demographic, social, political and
cultural changes associated with
development; the development
continuum.
 Globalisation – factors and dimensions:
flows of capital, labour, products and
services; global marketing; patterns of
production, distribution and
consumption.
Patterns and processes
 Newly Industrialised countries (NICs):
their initial growth, with particular
reference to the “Asian Tiger”
economies.
 Further growth of NICs, with particular
reference to China.
 Globalisation of services, with
particular reference to India.
 Growth in the 21st century – the
impact of new markets and new
technologies (for example in Brazil,
Russia and oil-producing countries).
Countries at very low levels of economic
development
 Characteristics and issues – quality of
life, debt, social, problems.
 Global social and economic groupings
 The concept of the North/South divide,
and its relationship to the
development continuum.
 Reasons for the social and economic
groupings of nations, with particular
reference to the European Union.

The consequences of the groupings of
nations.
Aspects of globalisation
 Transnational corporations (TNCs):
characteristics and spatial organisation.
 Reasons for the growth and the spatial
organisation of transnational
corporations (TNCs).
 Case study of one TNC should be
undertaken.
 Social, economic and environmental
impacts of TNCs on their host
countries, and their countries of origin.
 Development issues within the world
(each to be studied with reference to
contrasting areas of the world)
 “Trade versus aid”.
 “Economic sustainability versus
environmental sustainability”.
 “Sustainable tourism, myth or reality”.