Geography

GCSE – AQA Geography A specification – external assessment
Unit 1 – physical Geography (restless earth, coasts, eco-systems)
Unit 2 – Human Geography (population, development gap and tourism)

Term 1
Key Learning Objectives Learners recognise that over time global population’s increase and the population structures of different countries change. They know that a range of strategies have been tried by countries experiencing rapid population growth and understand how an aging population has an impact on the future of a developing country. They also appreciate that population movements impact both the source regions and the receiving regions
Key Activities / Homework’s In this unit, learners will explore

How and why the world’s population is presently growing exponentially

The demographic transition model (DTM) and its associated terms (birth rate, death rate and natural increase)

The impact of urbanisation, agricultural change, education and the emancipation of women on rates of population growth

The social, economic and political implication of population change when trying to achieve sustainable growth.

China as a case study and a second none birth control population case study

The problems facing rising aging, dependant populations.

Government policies to cope with aging populations and the incentives given for encouraging an increase in birth rate.

Why and how migration is a decision made when considering push and pull factors which have positive and negative impacts

The economic movement within the EU, refugee movements in the EU and the impacts of such movements

Assessments Learners will complete there controlled assessment which makes up 25% of their final GCSE grade. Learners will sit a full mock exam (2 papers- the ones sat by the previous years GCSE cohort) The diagnostics of these exams with be communicated home.
Suggest reading & support materials Geography by its very nature is a contemporary subject so learners need to watch the popular press for stories that frequently present themselves

 

Term 2
Key Learning Objectives Learners recognise that coasts are shaped by weathering, mass movement, erosion, transportation and deposition and that distinctive landforms result from different processes. They appreciate that rising sea levels and coastal erosion have consequences for people living in the coastal zone. Learners understand a discussion needs to be had regarding how coasts should be managed, including the soft v hard engineering debate. Finally, learners need to be aware that coastal areas provide a unique habitat and that the need for conservation leads to conflict with other land users.
Key Activities / Homework Learners will explore

How the following processes work. Weathering (mechanical and chemical) mass movement (sliding and

slumping) constructive/destructive waves

The erosional processes of hydraulic action, abrasion, attrition and solution.

The transportation processes of LSD, traction, saltation, suspension and solution as well as the reasons for deposition

Landforms resulting from deposition such as beaches, spits and bars

An area under threat of cliff collapse and consider rates and reasons for erosion.

How people worsen the situation and its impact on people and the environment

‘Hard’ engineering management schemes such as sea walls, groynes and rock armour.

‘Soft’ engineering schemes such as dune nourishment, dune regeneration and marsh creation

A case study on managed retreats and assess the costs and benefits of all strategies

A coastal habitat case study and study its environment and the resulting habitats/species.

Assessments Learners will sit a final mock exam, the content of which will be informed by the outcome of the previous terms mock exam
Suggest reading & support materials Geography by its very nature is a contemporary subject so learners need to watch the popular press for stories that frequently present themselves

 

Term 3
Key Learning Objectives The conflict unit will see us look at issues at a variety of scales from the Heathrow terminal 5 debate out to the Syrian refugee crisis. During AS study we went on a residential fieldtrip. In this term we will revisit it and apply a number of new statistical techniques to the primary data to help lift it to A2 level. Learners will be questioned on fieldwork planning, methodology, results, conclusions, analysis and evaluation in the terminal exam so studying this is a must!
Key Activities / Homework  
Assessments  
Suggest reading & support materials