Term 1: Paper 2: Challenges of Resource Management / Water Resource Focus
Students will focus on the global distribution of resources and how demand around the world for resources is changing. Food, water and energy will be used as examples with case studies being used to bring each topic to life.
We then investigate the topic of water resources in more detail with case studies on water transfer.
A GCSE style assessment, using a range of past questions covering different examination aspects. Case studies and named examples with reference to the water management schemes will be required.
Environment
the surroundings or conditions in which a person, animal, or plant lives or operates.
Natural resources
A naturally occurring item that can be used by people to fulfill different functions. For example fossil fuels are used to power many elements of industry.
Undernutrition
When people do not eat enough nutrients to cover their needs for energy and growth, or to maintain a healthy immune system.
Carbon footprint
Measurement of the greenhouse gases individuals produce, through burning fossil fuels.
Water Surplus
When water supply is greater than demand.
Water deficit
When demand for water is greater than the supply.
Water insecurity
When water availability is insufficient to ensure the good health and livelihood of a population, due to short supply or poor quality.
Water stress
When the demand for water exceeds supply in a certain period or when poor quality restricts its use.
Waterborne diseases
Diseases like cholera and typhoid caused by microorganisms in contaminated water.
Desalination
The process of removing salt from seawater.
Water quality
Measured in terms of the chemical, physical and biological content of the water.
Aquifer
An underground permeable rock that can store water. Sandstone and Limestone make very good aquifers.
Appropriate (intermediate) tech
Technology suited to the needs, skills, knowledge and wealth of local people and their environment.
Develop the individual:
This topic is a very important unit as it enables an appreciation of challenges faced by people around the world. This helps to foster a culture of empathy by understanding the challenges faced globally.
Create a supportive community:
By understanding issues we are able to discuss these issues developing our skills of communication and group work.
Term 1 -2 : Paper 1: Physical Landscapes of The UK
In this unit, we will be focusing on both coastal and river landscapes in the UK. We will study the processes occurring in these landscapes as well as exploring the relationship that we have with these environments. Case studies will be used to develop deeper knowledge for the content studied.
A GCSE style assessment, using a range of past questions covering different examination aspects. Named examples for both coastal landscapes and rivers will be required. Approximately 30 marks.
Abrasion
Abrasion is a form of erosion caused by rubbing of fine particles against an object. The effect is much the same as using sandpaper. Water carries sediment (fine rock particles) that abrade the rocks.
Attrition
The wearing away of particles of rock as they bounce along or knock against each other and wear away becoming more rounded.
Deposition
Water (river, glacier or waves) lays down or drops the sediment or material that it is carrying such as sand, mud, and small stones or sticks. This often happens in areas of low energy, because the water is flowing slowly.
Erosion
The wearing away, in this case by water and rocks constantly breaking down the surrounding rock or soil.
Hydraulic Action
The force of the water wearing away the rock
Longshore Drift
Longshore drift consists of the transportation of sediments (clay, silt, sand and shingle) along a coast at an angle to the shoreline, which is dependent on prevailing wind direction, swash and backwash.
Wavecut Platform
A landform of erosion found between the high and low water mark.
Freeze-thaw weathering
This occurs in cold climates when temperatures are often around freezing point and where exposed rocks contain many cracks. Water enters the cracks during the warmer day and freezes during the colder night, causing the cracks to widen.
Relief
This describes the physical features of a landscape. It includes:
- height above sea level
- steepness of slopes
- the shape of landforms
Mass movement
It is the downward movement (sliding) of weathered material and rock under the influence of gravity.
Develop the individual:
This unit will help pupils to develop an appreciation for the variety of landscapes within the UK. Pupils will work on communication and teamwork skills as they complete case studies for the different environments. It will inspire imagination an dcuriosity as we explore the formation of different landforms around the UK.
Create a supportive community:
We will develop an understanding of the decision process used to decide if an area if managed to protect from flooding or erosion.
Term 3 - 4: Paper 2: Urban Issues and Challenges
In this unit, students will focus on the rapidly increasing population of our world. We will explore and understand the challenges caused by this increase and we will discuss and evaluate potential solutions along with the sustainability.
A GCSE style assessment, using a range of past questions covering different examination aspects. Case study evaluation will be needed in detail. Approximately 30 marks.
LIC
A Low Income Country
Population
all the inhabitants of a particular place.
HIC
A High Income Country
Regeneration
To bring new and more vigorous life to (an area, industry, institution, etc.); revive, especially in economic terms.
Rural Area
An area of countryside, people live on farms or in small villages.
Urban Area
A built up area, people live in towns or cities.
Urbanisation
The movement of people to towns and cities, increasing their size due to rural - urban migration.
Natural Increase
Birth rate minus the death rate for a population.
Formal Economy
The type of employment where people work to receive a regular wage, pay tax and have certain rights, i.e. paid holidays and sickness leave.
Rural-urban migration
The movement of people from the rural areas (countryside) to the urban areas (towns and cities).
Urban Greening
Process of increasing and preserving open space in urban areas, i.e. public parks and gardens.
Inequality
Differences between poverty and wealth, as well as wellbeing and access to jobs, housing, education, etc.
Brownfield Site
Land that has been used, abandoned and now awaits reuse; often found in urban areas.
Urban Sustainability
A city organised without over reliance on the surrounding rural areas and using renewable energy.
Develop the individual:
An understanding of the areas in which we live.
Create a supportive community:
An understanding of places in the UK and the differences/similarities with places in other countries. An appreciation of our impact on the world, through the decisions we make on a day to day basis. We also discuss the idea of sustainability which is an important strategy as the world continues to grow.
Term 5 - 6: Natural Hazards
Students will focus on natural hazards both globally and in the UK. A range of case studies are looked at ranging from earthquakes & volcanoes to tsunamis & flooding. The effect that these natural hazards have on people will be studied as well as responses from all around the world.
Students will be assessed using a combination of exam questions from past papers, the assessment will total approximately 30 marks and include a question focusing on spelling, punctuation and grammar.
Develop the individual:
Spiritual - The study of different places, enabling the appreciation of the world in which we live. This will be enhanced with the close study of several case studies. Social - Environmental issues related to the importance of tectonic activity for those living in the areas affected. Moral - The impact of hazards on the local and wider community and the response to this.
Create a supportive community:
The study of the different hazards raises awareness of the impact on people and their communities. We explore the response of the global community to those in need.
Term 1-6: Paper 3: Fieldwork and Geographical Skills
Students will carry out two contrasting fieldwork investigations over the course that will involve out-of-school activities. Students will have the opportunity to learn fieldwork skills and investigate both the physical and human geographical aspects of our environment. This is an opportunity for us to put our skillset to work 'in the field' and develop our questioning through an enquiry. Unfamiliar fieldwork will be woven into all units of work throughout the academic year.
A GCSE style assessment, using a range of questions covering different examination aspects. Fieldwork information will be required. Approximately 30 marks.
Evaluating
This is the part of an investigation where you think about what went well with you fieldwork, what could be improved and how.
Primary Data
Data that you have collected.
Secondary Data
Data that has been collected by someone else, which you then use.
GIS
A geographic information system (GIS) is a system designed to capture, store, manipulate, analyse, manage, and present all types of geographical data. Google earth can be used to locate volcanic eruptions, this is GIS.
Conclusion
This is where you revisit your fieldwork aims and state the best supporting data.
Qualitative Data
This data does not include numbers or counting. It is subjective data. For example, photographs or written descriptions.
Quantitative Data
This is data in number form. It could be the measurement of a pebble in mm.
Analysis
This is when you describe the data, looking for patterns and anomalies. You then go onto explain reasons for these patterns.
Develop the individual:
This unit focuses on data collection, this will involve group work where individuals can develop key skills such as team work and communication.
Create a supportive community:
Respecting each other and listening to ideas and opinions.