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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 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 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 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 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 Coastal environments Waves Beach formation Coastal holidays Coastal management St Lucia: An island in the Caribbean Volcanoes: Our Restless Earth 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 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 Geography? Discovering our amazing planet My Geography 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 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 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 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 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 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 - 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 Tectonic Hazards 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 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 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 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 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”.