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Geography

Geography Schemes of Work 2020-21
Vision:

 The Geography Team at Okehampton develop curious, independent and driven citizens of the world. Our geographers are nurtured to question right from wrong, are encouraged to have inquisitive minds and are given the skills to succeed in a multitude of disciplines in the future.  We actively challenge and encourage our students to decipher fact from fiction, fake news from real news and how their own actions, and those of others, contribute to the world around them - at a local, national and global scale.  Okehampton geographers are inspired to want to make the world a better place.

 Geography is a unique subject that investigates the human and physical worlds and crucially teaches the links between them. It is one of only a few subjects that takes a future- looking stance, we strive to keep it relevant and engaging; equipping our geographers with a powerful set of knowledge, skills and the vocabulary needed for an ever-increasing abundance of geographical careers.

Resources and Routes:

 Geography is taught by four subject specialists who use their expertise to develop bespoke Schemes of Learning for our students.  We are proud that our SoL and subsequent lessons are developed by our teachers and very rarely rely on textbooks for delivery. Although our curriculum is set across the key stages, each teacher has the freedom to adapt the lessons so that pupils benefit from their unique pedagogical skills and experience. Our lessons are structured around a single ‘big question’, such as ‘Why is Jakarta sinking?’ using dual-coding practises and with set classroom routines including ‘Do Now’ tasks, thresholding and questioning to reduce cognitive load on students.

 In Key Stage 3 students receive 1 hour of geography per week in a spiral curriculum, that sets them up with a sound knowledge base for GCSE. Our very popular GCSE course follows the OCR B syllabus and is taught across 2.5 hours per week. We currently have 6 classes of GCSE students in both Year 10 and Year 11. At A level we offer two options: Geography and Sociology. In 2021 it is likely we will have two classes of each of these subjects.

Fieldtrips:

Geography is a subject that should be taught ‘in the field’. We strongly feel that all students should be offered opportunities to widen their horizons and are working to develop additional trips to those we currently offer: 
  • Year 8- Eden Project, Cornwall - Rainforest Workshops
  • Year 10 – Plymouth City Centre - City Centre Regeneration
  • Year 11 – Dawlish Warren – Coastal Management
  • Key stage 4 & 5- Iceland residential

Assessment:

 In Key Stage 3, students are assessed at the end of each unit, typically four times per year. The assessments take the form of multiple-choice questions alongside some longer exam-style questions.  Feedback is highly valued within the Humanities Faculty. Following each assessment, results will be given with a dedicated lesson providing in-depth feedback so that students can reflect, improve their knowledge, skills and confidence in completing assessments. Results of these assessments are sent home to parents/guardians three times per year.

 In Key Stage 4, students complete end of unit assessments typically four times per year. These are normally sections of past papers or are teacher-written assessment based on the exam. GCSE students will also sit two ‘mocks’ per year, which are larger papers and are designed to give students the experience of sitting a full paper. Like in Key Stage 3, our feedback lessons are of high importance with regard to student progress, and students are encouraged to annotate their papers and set targets for improvement.

KS3 Geography Curriculum Content

YEAR 7
Subject
Module content
Tectonic Hazards
  • Structure of the Earth 
  • Plate boundaries - constructive, destructive, conservative, collision 
  • Causes of earthquakes  
  • Types of volcanic eruption 
  • Hawaiian hotspot 
  • Earthquake case study 
  • Tsunami case study 
  • Volcanic eruption case study 
  • Managing tectonic hazards - mitigation  
Map Skills
  • Types of World Map (L&L) 
  • OS Maps and Compass 
  • Grid References 
  • Map Symbols and Contour Lines 
  • Measuring Distance 
  • Using an Atlas 
  • Ocean Maps 
  • Map Skills Challenge ​
World Population
  • Introduction to development - AC. EDC and LIDC 
  • Measuring development 
  • Population pyramids  
  • Nigeria’s rapid population growth 
  • UK’s ageing population 
  • Rural-urban migration in LIDCs 
  • International migration 
Coastal Processes and Landforms
  • Processes of erosion 
  • Erosional landforms 
  • Deposition: Longshore drift 
  • Depositional landforms 
  • Managing coastlines - Pennington Point (DME opportunity) 
  • Coral reefs 
  • Impact of plastic waste on oceans 

​YEAR 8
Subject
Module content
An Urban World
  • Changing distribution of megacities
  • Population distribution in China
  • Opportunities of urban growth
  • Challenges of urban growth
  • Managing rapid urbanisation in LIDCs
  • Sinking city - Jakarta
  • Improving quality of life in slums
  • Sustainable living in cities
Weather Hazards
  • High- and low-pressure systems
  • Climate system
  • Extreme Weather
  • UK heatwaves
  • Australia drought
  • Hurricane Katrina
  • Typhoon Haiyan - why was it so devastating?
Tropical Rainforests
  • Location and climate
  • Layers of the rainforest
  • Living in the tropical rainforest - flora
  • Living in the rainforest - fauna
  • Causes of deforestation
  • The future of the tropical rainforest - sustainable management
Rivers and Flooding
 
  • Erosion, transportation and deposition processes
  • Long profile of a river
  • Landforms in the upper, middle and lower course of a river
  • Factors affecting flooding
  • Hydrographs
  • Flooding in the UK
  • Flooding in a LIDC or EDC
  • Soft and hard engineering approaches to managing flooding

YEAR 9
Subject
Module content
Superpower Geographies
  • Causes of globalisation
  • Role of TNCs in globalisation 
  • Characteristics of superpowers
  • The role of emerging economies 
  • Tensions over territory and resources
  • The impact of superpowers on the environment and carbon emissions
  • Links between emerging powers and the developing world - China’s relationship with Africa
Extreme Earth
  • The coldest – physical and human
  • The hottest- physical and human
  • The highest -Mt Everest
  • The lowest- Mariana Trench
  • The wettest- Mawsynram (India)
  • The driest- Atacama Desert
  • The windiest
Africa
  • Physical Geography of Africa
  • 55 or 54 Countries in Africa
  • Barriers to development
  • HIV / AIDS
  • Neo-Colonialism- China
  • Nigeria
  • Flower growing in Kenya
  • Natural Resources- blood diamonds/ water
UK
  • Physical Geography of the UK
  • Coronavirus
  • Climate Change
  • Politics- EU
  • Scottish Independence
  • Multi-cultural Society
  • London
  • Future of the SW
Our KS3 curriculum is carefully designed to provide the building blocks to the GCSE course. There are four geographical ‘themes’ taught across the two-year GCSE course.
We alter the order of the four topics, depending on the topic which is selected to be examined as part of the SDME. The table below reflects the current 2014-2016 schedule.
The Geography National Curriculum for KS3


​KS4 Curriculum Content

Assessment
Content
Paper 1 - Our Natural World
70 marks
1 hour 15 mins
​35% final grade
  • Global Hazards
  • Changing Climate
  • Distinctive Landscapes
  • Sustaining Ecosystems
  • Fieldwork
  • Geographical Skills
Paper 2 - People & Society
70 marks
1 hours 15 mins
​35% final grade
  • Urban Futures
  • Dynamic Development
  • UK in the 21st Century
  • Resource Reliance
  • Fieldwork
  • Geographical Skills
Paper 3 - Geographical Exploration
60 marks
1 hours 30 minutes
​30% final grade
  • Geographical Skills
  • Decision Making Exercise
We alternate the teaching of Paper 1 and Paper 2 topics to move between human and physical geography topics. In Year 10, we study, Global Hazards, Urban Futures, Sustaining Ecosystems, Dynamic Development and Changing Climate. In Year 11, we study Distinctive Landscapes, Resource Reliance, UK in the 21st Century. Geographical skills are taught throughout the units, as is preparation for decision making-style questions.
 
There is a requirement for this course to conduct two fieldwork experiences – human and physical geography. To enable all students to access these trips, they are local and we ask for a voluntary contribution. We use Dawlish Warren and Exeter. There is an optional international trip every year (depending on numbers) to Iceland.
 
The full GCSE specification and assessment materials can be found at http://www.ocr.org.uk/qualifications/gcse-geography-b-geography-for-enquiring-minds-j384-from-2016/
​

GCSE Geography


​A Level Geography

All students opting for Geography will follow the full A Level course, in line with the college policy. We follow the new Edexcel course.
 
The full specification and course materials can be found at http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html
 
Paper 1: Dynamic Landscapes and Physical Systems and Sustainability
2 hours 15 minutes (105 marks): 30% of the qualification
Section A: Tectonic Processes and Hazards
Section B: Coastal Landscapes and Change
Section C: The Water Cycle and Water Insecurity and The Carbon Cycle and Energy Security
 
Paper 2: Dynamic Places and Human Systems and Geopolitics
2 hours 15 minutes (105 marks): 30% of the qualification
Section A: Globalisation and Superpowers
Section B: Regenerating Places
Section C: Health, Human Rights and Intervention
 
Paper 3: Synoptic Investigation
2 hours 15 minutes (70 marks): 20% of the qualification
All sections are synoptic. Based on linked geographical topics and players, attitudes and actions as well as futures and uncertainties. There will be a resource booklet about a geographical issue.
 
Paper 4: Individual Investigation
70 marks: 20% of the qualification
Research-based, including fieldwork
3000-4000 word report in appropriate sections

Year 12
Year 13
  • ​Tectonic Processes and Hazards
  • Coastal Landscapes and Change
  • Globalisation
  • Regenerating Places
  • The Water Cycle and Water Insecurity
  • The Carbon Cycle and Energy Security
  • Superpowers
  • Health, Human Rights and Intervention

Curriculum

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Designated Safeguarding Lead:
Charlie Edwards 01837 650914

Child Protection Officers:
Sean Freeman, Kelly Hoggins, Tine Casbolt, Jo Teixeira, Dawn Weir and Sue Simmons

Gavin Jordan - Lead Governor

​SENDCo:
Karen Moore
IMPORTANT INFORMATION

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ADDRESS AND CONTACT DETAILS

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Okehampton College
Mill Road
Okehampton
EX20 1PW

Tel ​01837 650910
Any questions or queries please email admin@okehamptoncollege.devon.sch.uk
your query will then be directed to the relevant person
CONTACT US
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