KS4: GCSE Geography (EBacc)
Intent
Our aim is to provide students with a curriculum that is engaging, but also develops students as world citizens. As outlined by Michael Palin ‘So many of the world’s current issues – at a global scale and locally – boil down to geography, and need the geographers of the future to help us understand them’. It is therefore our aim, to not only develop students’ love for the subject, but also their ability to solve the world’s current issues.
Students in Year 10 follow the AQA Geography specification, which enables students to develop knowledge of key human and physical geography, underpinned through local and global case studies and fieldwork.
Student on this course and provided with fundamental skills and knowledge to help them succeed within Post 16 courses and beyond.
Schedule of Learning
Students begin to study for both Paper 1 and Paper 2 of their GCSE. Within this year, students will focus on the following topics.
- Module 1 – Paper 1 (Natural Hazards)
Tectonic Hazards: Key processes at the plate boundaries, case studies of both rich and poor countries, focusing on the causes, effects and responses to earthquakes.
Weather Hazards: Students focus on developing knowledge on where tropical storms form. Case studies of both rich and poor countries are focused upon, exploring the causes, effects and responses to tropical storms.
Climate Change: Students develop knowledge on what is causing climate change, what the impacts are and how we can reduce the effects of climate change on both a personal level as well as on a large scale.
- Module 2
Urban Issues and Challenges: Students explore the reasons why urban areas are growing. Students focus on Mumbai, a slum within India, the causes of growth, the effects of growth and also how it can be managed. Students also explore London, focusing on why it has grown, the impacts of this growth and how this can be managed sustainably.
- Module 3
Resource Management and Food: Students explore how resources are distributed around the world, which is underpinned by the idea that it is not equal. Students then focus on food, exploring how some countries suffer from obesity, and how some suffer from malnutrition. A key focus is on how to ensure that everyone in the world has access to enough food.
- Module 4
Living World: Students explore tropical rainforests, with a focus on Malaysia. Students focus on the causes, effects and responses to deforestation. Within this topic, students also study a hot desert, focusing on their uses, the impacts of using deserts and also opportunities and challenges for development.
- Module 5
Coasts and Fieldwork: Students develop an awareness of key processes that take place at the coastline. Students also explore how these key processes can be managed. Students explore the effects of these processes and management systems on people and the environment. Students will also work towards their Paper 3 exam during this topic, where they will complete fieldwork in Herne Bay.
- Module 6
Coasts and Fieldwork: Students develop an awareness of key processes that take place at the coastline. Students also explore how these key processes can be managed. Students explore the effects of these processes and management systems on people and the environment. Students will also work towards their Paper 3 exam during this topic, where they will complete fieldwork in Herne Bay.
Schedule of Learning
- Module 1
Changing Economic World: Students explore the reasons why urban areas are growing. Students focus on Mumbai, a slum within India, the causes of growth, the effects of growth and also how it can be managed. Students also explore London, focusing on why it has grown, the impacts of this growth and how this can be managed sustainably.
- Module 2
Rivers: Students develop an awareness of key processes that occur along rivers, working through each course of the river. Students also explore how these key processes can be managed. Students explore the effects of these processes and management systems on people and the environment. Students are given opportunities to conduct fieldwork with the department, to see this topic in action.
- Modules 3 – 6
Bespoke Revision based on Question Level Analysis of students’ Mock results and previous assessments. These sessions are designed to fill common knowledge gaps and develop exam skills whilst recapping key content.
Implementation
GCSE Geography provides students with the opportunity to develop a breadth of Geographical knowledge, exploring both local and global case studies. Students focus on how the world we live in is affected by natural and human processes and the consequences of this. Students also develop knowledge on key geographical processes such as River and Coastal landscapes. A key focus is fieldwork, with students given the opportunity to undertake both human and physical fieldwork in contrasting locations.
Impact
Assessment at GCSE is balanced between summative and formative assessment. Students are assessed at the end of each topic, given past exam papers to test knowledge, build their confidence and practice exam techniques taught in class. Students are assessed under the following Assessment objectives:
- AO1: Demonstrate knowledge of locations, places, processes, environments and different scales (15%).
- AO2: Demonstrate geographic understanding of: concepts and how they are used in relation to places, environments and processes; the interrelationships between places, environments and processes (25%)
- AO3: Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements (35%, including 10% applied to fieldwork context)
- AO4: Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings (25%, including 5% used to respond to fieldwork data and context(s)
Assessment
Students will now sit all units in the three Geography papers (apart from some optional sections):
- Paper 1- Living with the Physical Environment – 1hr 30 minutes- 88 marks
- Paper 2- Challenges in the human environment – 1 hr 30 minutes – 88 marks
- Paper 3- Geographical Applications- 1hr 15 minutes- 76 marks
Students will receive reports in Year 11 during Module 1,2,3,4 and 5, where attitude to learning, a current working grade and a predicted grade will be provided. Both current working grade and predicted grades will be based on end of topic tests and how well the students have performed in these.
For more information, please read our assessment recording and reporting cycle.
Exam Board Information
Specification
Additional Resources
Recommended revision guides which can be purchased via Amazon:
