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Great Wyrley Academy

Great Wyrley Academy

Geography

Meet the team:

Mr S Frost – Curriculum Lead of Geography & Head of House

From the grim North, moved to the Midlands. Teaching since 1994.

Ms K Davis – Teacher of Social Sciences & Head of House

From a teaching family, mum is a teacher. Always wanted to be a teacher. Teaching since 2004, worked as a Humanities teacher in China.

Key information to note:

We all live our lives geographically. Planet Earth is our home. It is awesome, diverse, inspiring and ever changing. Studying geography invites us to participate more fully in the excitement, enjoyment and challenge of this dynamic world. It draws on personal experience, to help us better understand the places we live in, why they matter and how they are connected to a globalised world. Geography draws from across the physical, cultural, economic and political spheres to illuminate key issues for the present and the future, explored at all scales from the personal to the local and the global. Through geography we learn to appreciate the diversity of landscapes, peoples and cultures. Geography is therefore a vital subject resource for 21st century global citizens, enabling us to face questions of what it means to live sustainably in an interdependent world.  Geography helps us investigate and to think critically and creatively about the complexities of places, and different views and feelings relating to places. Geography is studied through enquiry, this requires the formulation of effective questions. Fieldwork and outdoor education are essential to geography. The subject helps develop significant elements of the skills framework, with a strong emphasis on utilising maps and visual images as well as new technologies including Geographical Information. These transferable geographical skills help to equip us for lifelong learning as responsible global citizens.

Learning Journey:

An outline of what pupils will learn and when and how they will be assessed.  Use the guidance below:

Year 7

 

Autumn Term

Spring Term

Summer Term

What knowledge, skills and understanding I will learn:

Place knowledge across Regional, National and International scales. Range of map skills. Understand how to navigate and interpret Geographical data.

Exploring England, Wales, Scotland and Northern Ireland and the risk of flooding. Skills of Physical and Human Geography. Understand diversity across our country.

Study of a Newly Emerging Economy (China) and investigate Shopping and Settlement across our local area.

How I will be assessed:

Formative and summative. STAR marking, DIRT and PIFL

Formative and summative. STAR marking, DIRT and PIFL

Formative and summative. STAR marking, DIRT and PIFL

Opportunities for wider learning:

Geographical Information Systems (GIS)

River flooding surveys

Local housing fieldwork investigation

Year 8

 

Autumn Term

Spring Term

Summer Term

What knowledge, skills and understanding I will learn:

Are we all the same study of Development across countries. Case study of a Lower Income Country (Kenya).

Globalisation and interdependence across our “shrinking world”. Impact on global futures.

Tourism as the biggest business in the world.

Middle England with a focus on our local conurbation and rural areas. Rivers across the UK including physical landforms and processes.

How I will be assessed:

Formative and summative. STAR marking, DIRT and PIFL

Formative and summative. STAR marking, DIRT and PIFL

Formative and summative. STAR marking, DIRT and PIFL

Opportunities for wider learning:

KS3 Sponsorship of a child in Kenya

Shift happens global campaign

Y8 fieldtrip to Cannock Chase

Year 9

 

Autumn Term

Spring Term

Summer Term

What knowledge, skills and understanding I will learn:

Dangerous Geography including seismic hazards and plate tectonics. Case study of a Higher Income Country (USA).

Forests under threat. Tropical Rainforest ecosystems and the pressures they are facing. Urban environments in the UK.

Resource management and how people respond to over population. Coasts and the dynamic processes affecting our island nation.

How I will be assessed:

Formative and summative. STAR marking, DIRT and PIFL

Formative and summative. STAR marking, DIRT and PIFL

Formative and summative. STAR marking, DIRT and PIFL

Opportunities for wider learning:

Links to Science GCSE curriculum. Volcano model explosions!

Visit to the UK’s second city.

Enquiry into domestic energy use.

Year 10

 

Autumn Term

Spring Term

Summer Term

What knowledge, skills and understanding I will learn:

Natural hazards. Tectonic = Volcanoes, earthquakes and Tsunamis. Weather = Global atmospheric circulation models, Tropical storms including a case study of Hurricane Katrina and impact on a Higher Income Country, Extreme UK weather and weather hazards.

Climate Change. Causes, Effects and Management. The Living World. Ecosystems, Tropical Rainforests with skills relating to biodiversity, adaptations, deforestation and sustainable management.

Urban Issues and Challenges. Growth of .cities across the world. UK cities, Sustainable Urban living and traffic management. River landscapes in the UK. Erosion & Deposition landforms. Resource management across our planet. Global distribution of resources

How I will be assessed:

Formative and summative. STAR marking, DIRT and PIFL. Regular exam question based assessment.

Formative and summative. STAR marking, DIRT and PIFL. Regular exam question based assessment.

Formative and summative. STAR marking, DIRT and PIFL. Regular exam question based assessment.

Opportunities for wider learning:

Geographical skills using Ordnance Survey maps

Issue evaluation based on deforestation in Brazil

Fieldwork on housing investigation

Year 11

 

Autumn Term

Spring Term

Summer Term

What knowledge, skills and understanding I will learn:

Food in the UK. UK Water supply. Energy in the UK leading to study of the energy dilemma facing our 21st Century world. Coastal landscapes and processes across the UK. Erosion & Deposition landforms. Coastal management strategies.

The Changing Economic World. Measuring levels of development and the gap between rich and poor. Demographic Transition Model. Increasing development through Tourism. Case study of Economic Development in India.

Unit 1 Physical paper. Unit 2 Human paper. Fieldwork skills through numerical data. Issue evaluation for Unit 3.

How I will be assessed:

Formative and summative. STAR marking, DIRT and PIFL. Regular exam question based assessment.

Formative and summative. STAR marking, DIRT and PIFL. Regular exam question based assessment.

Formative and summative. STAR marking, DIRT and PIFL. Regular exam question based assessment.

Opportunities for wider learning:

Use of GIS using Digi-maps for Schools software.

Residential Fieldtrip to Iceland during Easter holidays.

Fieldwork visits on run up to final exams

Useful Links/Resources that will help to consolidate learning:

Google Earth –

Digimaps for Schools

https://www.bbc.com/education/subjects/zkw76sg

https://www.bbc.com/education/examspecs/zy3ptyc

http://www.bbc.co.uk/news/science_and_environment

www.showmyhomework.com

Examples of students’ photos: