Geography — Year 13

 

Geography Overview
Curriculum

Term 1 - 4: Fieldwork and Skills - NEA Completion

Students are given the opportunity to undertake their own independent investigation into an aspect of geography which links to their A level course. They will be exposed to a variety of quantitative data collection, statistical and qualitative methods, alongside presentation techniques. They will be given support and guidance to produce a 4000-word report. This is an exciting opportunity for students to examine an aspect of geography that interests them.

4000 word independent investigation (NEA).

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Independent data collection, project planning and writing, Analytical skills alongside and synoptic judgement. Aspects of Maths, statistical and science will work alongside this aspect of the course.

Create a supportive community:
Students will embark on a 4-day residential course to prepare them for this fieldwork and establish their route to enquiry. This unit will involve group work in order to collect data, as well as supportive one to one tutorial sessions to develop NEA.

Term 1 - 3: Resource Security

This unit focuses on the large-scale exploitation of unevenly

distributed natural resources, which is one of the defining features of the present era. Increasing demand for water, energy and minerals and their critical role in human affairs, leads to massive local and regional transfers of water and massive global transfers of energy and minerals. This topic enables students to grasp contemporary global issues and link to global politics and economics alongside the physical demands on our planet.

Short and long exam answers, past questions.

Environmental impact assessments (EIA)
An environmental impact assessment (EIA) aims to anticipate the likely impacts of a resource extraction project on surface and ground water, soil, air, biota and humans - and then modify the project to try and minimise the negative impacts.

Flow resources (renewable)
In contrast to stock resources, flow resources are renewed within a short timescale, either through natural physical systems or biotic reproduction.

Measured reserves
These are minerals that have been identified and examined through sampling to quantify the amount of minerals available to a high level of accuracy and confidence. They are also economically, legally and technologically viable for extraction.

Resource frontier
A resource frontier refers to an area on the periphery of a country or territory which is being opened up for resource extraction as older, more accessible resource locations become exhausted.

Resource peak
A resource peak can be estimated either for a given location or for the global supply of that resource. Estimations of a resource peak tend to be dynamic, as new technologies are developed or new reserves found.

Stock resources (non-renewable)
These resources have taken millions of years to form and so they are finite (can be exhausted), which is why we call them non-renewable – they are not going to be replenished in the near future.

Sustainable resource development
Resource sustainability is not only about ensuring future generations have access to key minerals, it also includes the impact on the areas and environments from which resources are being extracted.

Indicated reserves
Sometimes called probable reserves. This category has much in common with measured reserves, except the level of testing is less thorough and therefore confidence in the amount of reserves is less certain.

Inferred resources
These are minerals which are known to exist, as a result of some testing and limited knowledge of the geology in an area, however the actual quantity or quality is not known with high accuracy or confidence.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Builds on understanding of human geography themes linked to energy, politics and economy. Requires an understanding of key geographical theories of globalisation and future forecasting.

Create a supportive community:
Group discussion to develop understanding of synoptic themes and consequences of our actions.

Term 1 - 3: Global Systems and Global Governance

This section focuses on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena with particular emphasis on international trade and access to markets as well as the governance of the global commons, such as Antarctica. Students contemplate many complex dimensions of contemporary world affairs, including their own place in, and perspective on, them.

Past papers, short and long questions, up to 20 marks.

Acquisition
A transaction where a TNC buys another company in order to expand (usually a smaller company).

Containerisation
A logistical system of transporting large amounts of goods in steel containers (each carrying 25000kg of goods).

Cumulative Causation
Like a multiplier effect, "Success breeds Success". As the core regions increase in prosperity the periphery regions will too due to their links with the core.

Deindustrialisation
A reduction in industrial capacity, leading to social and economic change within a region

Downward Transition Zones
A country or city with predicted economic decline, industrial reduction or switched off from globalisation (e.g. Scotland, Turkey, Brazil).

Foreign Direct Investment (FDI)
An investment by one country or business with an interest in another country.

Global Common
An area that does not belong to one country, but instead belongs to everyone, including: the atmosphere, international waters, outer space, and Antarctica

Global Governance
The process of global management, where multiple nations act together in matters that affect the entire world.

Global Hubs
Cores that demonstrate connections to the world (through trade, ideas, migration, etc). TNCs and foreign direct investors will show an interest to base here.

Glocalisation
The adaptation of a good offered by a TNC to suit a local market.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
By focusing on a controversial region of the world (Antarctica), students can explore in depth the theories and processes of global economy, trade and partnership to understand the links this has with the physical and human world. A key synoptic unit.

Create a supportive community:
Independent learning through specific case study focus, group discussion and tasks.

Term 5 - 6: Revision and Skills

Students will revise content and test their understanding of all units with exam questions and knowledge tests to prepare them for their final assessments. This will involve a structured approach with different topics and skills being highlighted on a weekly basis. Independent learning is encouraged here.

Past papers, mock exams, skills specific tasks.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Exam skills preparation and revision skills. Focus on individual unit and general themes to aid exam preformance.

Create a supportive community:
Revision clinics and intervention groups to aid individual issues. Ensure exposure to variety of different examination questions and approaches. Using many skills to cover command words and concepts in A Level Geography.