Term 1 - 2: 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.
Volcano
a mountain or hill, typically conical, having a crater or vent through which lava, rock fragments, hot vapour, and gas are or have been erupted from the earth's crust.
Earthquake
a sudden violent shaking of the ground, typically causing great destruction, as a result of movements within the earth's crust or volcanic action.
Hazard
A danger or risk to people, property, animals or the environment.
Tropical Storm
A localised, very intense low-pressure wind system, forming over tropical oceans and with winds of hurricane force.
Economic
Effect of an event on the wealth of an area or community.
Social impacts
The effect of an event on the lives of people or community.
Constructive Plate Margin
Tectonic plate margin where rising magma adds new material to plates that are diverging or moving apart.
Destructive Plate Margin
Tectonic plate margin where two plates are converging and oceanic plate is subducted - there could be violent earthquakes and explosive volcanoes.
Conservative Plate Margin
Two plates sliding alongside each other, in the same or different directions.
Primary Effects
Initial impact of a natural event on people and property, caused directly by it. i.e building collapsing after an earthquake.
Secondary Effects
After effects that occur as indirect impacts of a natural event, sometimes on a longer time scale.
Tectonic Hazards
Natural hazard caused by the movement of tectonic plates.
Management Strategies
Techniques of controlling, responding to, or dealing with an event.
Extreme Weather
When a weather event is significantly different from the average or usual weather pattern, and especially severe or nonseasonal.
Flooding
Where river discharge exceeds river channel capacity and water spills onto the floodplain.
Fossil Fuels
A natural fuel such as coal or gas, formed in the geological past from the remains of living organisms.
Hydroelectric Power
Electricity generated by turbines that are driven by moving water.
Nuclear Power
Energy realsed by a nuclear reaction, especially by fission or fusion.
Solar Energy
Sun's energy exploited by solar panels, collectors or cells to heat water or air to generate electricity.
Wind Energy
Electrical energy produced from the power of the wind, using windmills or wind turbines.
Sustainable Energy
Energy that can potentially be used well into the future without harming future generations.
Renewable Energy Sources
A resource that cannot be exhausted.
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 2 - 3: The Changing Economic World
Students will focus on global economic variations. Strategies to reduce the development gap along with changing patterns in the UK’s economy will also be investigated.
Students will be assessed using a combination of exam questions from past papers, the assessment will total approximately 30 marks and include questions focusing on spelling, punctuation and grammar.
Development Gap
Difference in standards of living an well-being between the world's richest and poorest countries.
Life expectancy
The average number of years a person is expected to live.
Death Rate
The number of deaths in a year per 1000 of the total population.
European Union (EU)
A politico-economic union of 28 European countries - the UK is a member of state.
Migration
When people move from one area to anther; in many LICs people move from rural to urban areas.
Trade
Buying and selling of goods and services between countries.
Debt Crisis
When a country cannot pay its debts, often leading to calls to other countries for assistance.
Debt Relief
Cancellation of debts to a country by a global organisation such as the World Bank.
Commonwealth
The commonwealth is a voluntary association of 53 independent and equal sovereign states, most being former British colonies.
Transnational Corporation (TNC)
A company that has operations in more than one country.
De-industrialisation
The decline of a country's traditional manufacturing industry due to exhaustion of raw materials, loss of markets and overseas competition.
Globalisation
Process creating a more connected world, with increases in the global movements of goods (trade) and people (migration and tourism).
Post-industrial Economy
The shift of some HIC economies from producing goods to providing services.
Science Park
A collection of scientific and technical knowledge based on businesses based on a single site.
Business Park
An area of land occupied by a number of businesses.
Water Quality
Measured in terms of chemical, physical and biological content of water.
Microfinance Loans
Very small loans which are given to people in the LICS to help them start a small business.
Develop the individual:
Spiritual - developing curiosity and imagination by studying different parts of the UK and understanding how they have changed over time.
Moral - Understanding the impacts of a changing economy on individuals, with particular reference to the north - south divide.
Create a supportive community:
An understanding of the factors that have led to a degree of inequality within the UK and how this affects people in different ways.
Term 3 - 4: Revision/ Synoptic/ Skills/ Issue Evaluation & Pre- Release
Pre-release booklet for synoptic Paper 3 is released 12
weeks before the exam.
Students will focus on skills necessary for Paper 3 along with consolidating knowledge gained from Papers 1 and 2.
Students will be assessed with a past example of Unit 3 pre-release. This will give them a real experience of the exam paper.
Critical thinking
The objective analysis and evaluation of an issue in order to form a judgement
Problem-solving
The process of finding solutions to difficult or complex issues
Synoptic
Covers content from all compulsory units studied across Paper 1 and Paper 2
Geographical Issues
A topic, concern or problem, debate, or controversy related to a natural and/or cultural environment
Develop the individual:
This unit focuses on devloping the independent learner. Skills learn all through the course will be drawn together to help respond to the pre-release content.
Create a supportive community:
Responding to unseen content in this unit helps prepare our learners for responding to changing occasions in life. Students will also be able to work together to discuss the content of the pre-release paper to prepare them for the exam.
Term 5: Final Revision and Exam
Paper 1 – Living with the Physical Environment
1 hour 30 minutes
88 marks including 3 for SPaG 35% of GCSE
Paper 2 – Challenges in the Human Environment
1 hour 30 minutes
88 marks including 3 for SPaG 35% of GCSE
Paper 3 – Geographical Applications
1 hour 15 minutes
76 marks including 6 for SPaG
Exam dates to be confirmed when published by the Exam Board AQA
Define
Give the meaning of a word
Describe
Set out characteristics.
For example, 'Using Figure 9, describe the distribution of areas with existing licenses for fracking in the UK'
Explain
Set out purposes or reasons.
For example, 'Using Figure 12 and your own knowledge, explain how different landforms may be created by the transport and deposition of sediment along the coast'
Complete
Fill in the blanks in a piece of text or finish off a graph using data provided
Evaluate
Judge from available evidence.
For example, 'Evaluate the effectiveness of an urban transport scheme(s) you have studied.
Calculate
Work out the value of something.
For example, 'Using Figure 7, calculate the increase in retail sales value of Fairtrade bananas between 2000 and 2012'
Discuss
Present key points about different ideas or strengths and weaknesses of an idea.
For example, 'Discuss the effects of urban sprawl on people and the environment. Use Figure 3 and a case study of a major city in the UK'
Justify
Support a case with evidence.
For example, 'Transnational corporations (TNCs) only bring advantages to the host country.' Do you agree with this statement? Justify your decision.
To what extent?
Judge the importance or success of (strategy, scheme, project).
For example, 'To what extent do urban areas in lower income countries (LICs) or newly emerging economies (NEEs) provide social and economic opportunities for people?'
Assess
Make an informed judgement.
For example, ‘Assess how effective your presentation technique(s) were in representing the data collected in this enquiry’
Develop the individual:
An opportunity to draw on all taught knowledge and case studies and apply them to their examination.
Create a supportive community:
Students will be able to support each other with revision prior to each of their examinations.