Blessed William Howard

The Painsley Catholic Academy was established in 2012. We are the largest Catholic multi-academy company in the Archdiocese of Birmingham.

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Geography

(GCSE examination board: AQA and at A level examination board Pearson Edexcel)

Geography Department Aims

 

 

Intent: the geography curriculum aims to inspire a sense of wonder and appreciation of our spectacular planet and an understanding of the very complex physical and human geography of Earth and how humans interact with the natural world. We aim to equip students with both the knowledge and geographical skills to analyse and to understand our world. A spiralling curriculum introduces topics and they grow in complexity from Key Stage 3 though GCSE and A level with new themes at several points

 We aim to allow and inspire students to be critical independent thinkers as they tackle issues e.g. the challenges of looking after the natural and built environments of our planet in a sustainable way. We ensure a holistic cross-curricular approach even from year 7 linking issues of wealth and unequal resource use (poverty and sanitation/housing quality across the world) and the application of scientific and mathematical knowledge within the geographical context e.g. ecosystems and data analyses. Students find the subject materials and issues covered interesting and we happily exploit that interest! Careful sequencing of the curriculum ensures secure results at GCSE and A level and hopefully beyond school.

Impact: Students are assessed formally bi-weekly to monitor forward progress in geography (homework for example). At KS3, assessments are written to mirror the range of question style encountered at GCSE with both geographical knowledge and geographical skills practised and tested. This enables teaching staff to adapt and intervene in DIT (designated improvement time) with reteach and/or consolidation/extend lessons after the “next steps” feedback post assessments. At KS4 for GCSE we ensure all assessment objectives (e.g. AO1 place knowledge) are covered in our rigorous testing 6 times per year with the full range of short 1 mark, 4 and 6 mark description and explanation questions and the most demanding case study and evaluative 9 mark style (plus spelling, punctuation and grammar marks); we ensure the demanding geographical nomenclature is known and understood across all physical, human and environmental topics and is at hand. All papers are included through the GCSE course with a practice paper 3 geographical skills pre-release in Y10.  In order to assist geography students, we provide a huge number of practice homework questions (mainly real past GCSE questions) and knowledge organiser revision materials with templates to complete and to arrange and focus student revision in manageable “bites”; we employ a large selection of revision clocks; a revision technique that continues even from KS3. At KS3 and 4 we enjoy support for fieldwork projects with Y7 and 8 writing reports which employ written, mathematical and ICT skills which supports our compulsory physical and human geography GCSE fieldwork commitment and is early practice for the Non-examination assessment (NEA) at A level. The success of this aspect is seen in QLA for the various papers with strong performance here at GCSE.

The geography department aims to teach a challenging and interactive Key Stage 3 -5 course.

STAFF

Dr M Murray:  Curriculum Leader for Geography; teacher of all

years 7-13; 31 years of experience; background in proglacial

limnology (like oceanography but freshwater glacial lakes in Arctic Norway!). Teaches all topics up to GCSE and delivers mainly geomorphology at A level where we tend to deliver our specialisms. Interests include physical geography, fieldwork and environmental

issues

Mrs J Manfredi: Teacher of Humanities (History Specialism).

Over the past two years, Mrs Manfredi has taught geography

to years 7-10. Geographical areas of interest include: Settlement, Tectonic Hazards and Urbanisation.

 

Miss L NodenGeography Teacher; teaching years 7-12. A background in human and world development studies, with a strong focus on NGOs and Grassroots Development. Teaches all topics in Geography and delivers Globalisation, Diverse Places, and Human Rights at A-Level. Interests include fieldwork, hazards, and cultural expansions.

 

Mrs J Walker:  Assistant Principal and Geography specialist; teacher of all Key Stages, including Year 13; background in political geography, including the Geography of the EU, Epidemiology (Disease), globalisation and migration patterns. Mainly delivers NEA (Coursework) skills and Year 13 Changing Places: Regeneration and Geography of Disease. Personal interest in fieldwork and global issues in human geography, such as global pandemics

 

 

Curriculum overview

Y7 – 4 lessons per fortnight, Y8 – 3 lessons per fortnight, Y9 – 4 lessons per fortnight

Y10 – 4 lessons per fortnight, Y11 – 4 lessons per fortnight, Y12 – 10 lessons per fortnight

Y13 – 10 lessons per fortnight

Year 7

 Term 1 Topics

Mapwork Skills for Geography at all levels (Map symbols; scale; measuring distances on maps; 4 and 6 figure grid references; compass directions, bearings.

Mapwork Skills for Geography at all levels (representing height on maps)

Atlas work: British Isles and UK; Europe and the World

Our Environment theme

Urban and rural, linear and dispersed etc.

Choosing a site for an Anglo-Saxon settlement and modern factors

Poster presentation re urban patterns in Stafford town

Term 2 Topics
Weather topic - types of precipitation, weather map symbols, weather recording scientific instruments, weather forecasting, school microclimate features, weather diary, extreme weather events, weather and humans, school-based fieldwork skills.

Term 3 Topics
Africa Lower Income Country (LIC): Kenya case study:  Where is Africa?  Where is Kenya?Traditional and modern views of Africa, people in Kenya, problems and solutions to problems in Kenya.

School environment project, school environmental quality surveys (Geographical skills; mapping; data collection; data presentation; graphing including bar charts, circular graphs and analyses; evaluation of findings and presenting recommendations).

Year 8

Term 1 - Power and industry
Renewable vs non-renewable energy debate. Tidal, wind and other case studies of renewable energy, Carbon footprint, thermal and nuclear power stations and environmental concerns, climate change, government policy on renewable energy.

 Plate tectonics and tectonic hazards - the structure of the Earth, tectonic plate margins, earthquakes and volcanoes, human responses and the Rock Cycle.

 Term 2 - Tropical Rainforest (TRF) project - locations of TRF around the world, the structure of the rainforest, the diversity of plant and animal species in the TRF.  Destruction of the TRF: a local to global resource and protection of the TRF: local to global scale importance.

Term 3 - Introduction to rivers and flooding/hydrographs/river processes and landforms/waterfalls and meanders.  Hydrological (water) cycle, river processes, geomorphological processes, upper course features and landforms, middle course features and landforms, lower course features and landforms.  

Introduction to a local river fieldwork case study: River fieldwork example: Sherbrook Valley (Cannock Chase) fieldwork assignment/report writing

(Risk assessment; geographical skills; mapping; river flow and bedload data collection; data presentation; graphing and analyses; evaluation).

Year 9

 Term 1 - Demography and urbanisation: Population pyramids, potting and interpretation, migration, population density. Urbanisation in LIC cities: problems (e.g. crime, sanitation, health and education, pollution) and solutions.  Case studies on Rio de Janeiro and Curitiba, Brazil.
Term 2 - Tectonics and hazards: The Structure of planet Earth. All types of tectonic plate margin; subduction and asthenosphere; Richter and Mercalli scales, monitoring and prediction of tectonic hazards,earthquakes: case studies for LIC and HIC countries (Haiti and New Zealand).  Human responses to the tectonic hazard: evaluation of relative success.
Term 3 -  River landscapes in the UK:  Fluvial processes and landforms. Specialist terminology: hydraulic and pneumatic action; river erosion (attrition etc), river transport and deposition; river flow (helicoidal flow and the initiation of meanders); Upper course features and landforms; V-shaped valleys and waterfalls.  Middle course features and landforms; lateral erosion and meanders.  Lower course features and landforms; deposition and bars. Resource (general 3 topics) and chosen optional topic.  Resource management - all three main resource topics introduction – water, energy and food.

Year 10

 Term 1 - Water as a resource (optional) Water deficit and surplus, climate zones; water conflict; salination; dams and reservoirs (case studies of small to large scale water transfers e.g. R Wakel to Lesotho Highland Water Project) Urban change in the UK - Case study: Bristol as an international city.  Youthful population, pollution and recycling.

Term 2 - Urban change in the UK: Sustainability in urban living.  Case study: Bristol as an international city; its place locally, nationally and globally.  Ecosystems and TRF - Locations of TRF around the world, the structure of the tropical rainforest, diversity of plant and animal species in the TRF; habitat destruction.

Term 3 - Ecosystems, TRF and cold environments case studies: Destruction of the TRF: a local to global resource and the complexities of international involvement, protection of the TRF: local to global scale importance.  Extraction of resources other than trees e.g. iron ore at Carajas, Brazil.  Nutrient cycling in the rainforest and contrast with the British Isles ecosystem; lateritic soils.  Glacial and periglacial areas: processes and resulting glacial landforms; resource exploitation e.g. oil from Prudhoe Bay, USA.  Tourism in post-glacial UK. 

Climate change and Paper 3 geographical skills practice assessment opportunity (not pre-release).

Fieldwork opportunity 1- Stafford’s CBD: clustering of vacant shops and other retail land uses (environmental quality including noise levels; pedestrian flow and Nearest Neighbour/clustering analysis) including preparation for Paper 3 Geographical skills section.

Year 11

 Weather hazards - Tropical storms location and track; major climate zones; Saffir-Simpson scale; conditions required for tropical storms. Effects of tropical storms in LIC and HIC case study countries.  Extreme weather events in UK.  The changing economic world NIC/LIC/ HIC/NEE Case study Nigeria for NEE. Mock Paper 3 (Pre-release) paper preparation.

Mock papers 1 and 2.

Paper 3 Fieldwork opportunity 2 and fieldwork revision. Urban and environmental/physical geography in the CBD of Stafford: River Sow channel modifications through human canalisation through a town centre.

 

Year 12

KEY STAGE 5

A Level Year 1   Pearson Edexcel Geography

Year 12

Paper 1: Physical Geography

Paper 2: Human Geography

Study Area 1 Dynamic Landscapes, Topic 1 - Tectonic processes and hazards

Study Area 1 Dynamic Landscapes, Topic 2 Landscape Systems, Processes and Change

+ SKILLS AND STATISTICS

Study Area 2 Dynamic Places, Topic 3 - Globalisation, Superpowers

Study Area 2 Dynamic Places, Topic 4 - Shaping Places

RURAL Sub-topic 4A - Regenerating Places

+ SKILLS AND STATISTICS

Spring  Term

Spring  Term

Paper 1: Physical Geography

Study Area 1 Dynamic Landscapes, Topic 2 Landscape Systems, Processes and Change

Sub-topic 2B - Coastal Landscapes and Change, includes fieldwork along the North Wales coastline

Paper 2: Human Geography

Study Area 2 Dynamic Places, Topic 4 - Shaping Places

URBAN Sub-topic 4A - Regenerating Places, includes urban fieldwork to compare success of schemes in Manchester and Liverpool CBDs

FIELDWORK:

URBAN – Birmingham

RURAL - Ludlow

Summer Term

Summer Term

Paper 1: Physical Geography

Study Area 3, Topic 6: The Carbon Cycle and Energy Security

 

Paper 4: Independent Investigation

 Year 13

A Level Year 2   Pearson Edexcel Geography

Year 13

Autumn Term

Autumn Term

Cont. Paper 1: Physical Geography

Study Area 3, Topic 6: The Carbon Cycle and Energy Security

 

Paper 2: Human Geography

Study Area 4, Topic 7: Superpowers

Paper 3 practice

REVISE FOR MOCK EXAMS

PAPERS 2 AND 3

Spring  Term

Spring  Term

Paper 1: Physical Geography

Study Area 3, Topic 5: The Water Cycle and Water Security

Paper 3: Synoptic paper physical geography specific resources

 

MOCK EXAM PAPER 1

MOCK EXAMS PLUS DETAILED FEEDBACK ON BOTH PAPERS

Study Area 4, Topic 8B: Global Development and Connections - Migration, Identity and Sovereignty

Paper 3: Synoptic paper – both human geography specific resources and synopticity across the whole A level

MOCK EXAM PAPER 3

Summer 2

Summer 1

Revision and Final Exams

Revision and Final Exams

Fieldwork

Owing to current restrictions, we are unable to deliver fieldwork experiences in the normal way. We are, however, continuing to attempt to deliver our curriculum via on-line resources and virtual case study examples. We aim to reinstate our comprehensive non-virtual fieldwork programme as soon as possible.

Year

Term

Theme

Y7

Autumn term

Summer term

Urban geography and urban change within our own town of Stafford

School Environmental Quality Survey (Geographical skills; mapping; data collection; data presentation; graphing and analyses; evaluation and presenting recommendations)

Y8

Summer term

Cannock Chase physical geography rivers fieldwork (Risk assessment; geographical skills; mapping; river flow and bedload data collection; data presentation; graphing and analyses; evaluation)

GCSE

Y10 and Y11 (2 days compulsory)

Urban and environmental/physical geography in the CBD of Stafford: River Sow channel modifications through human canalisation through a town centre and CBD clustering of vacant shops and other land uses (environmental quality including noise levels; pedestrian flow and Nearest Neighbour/clustering analysis) including preparation for Paper 3 Geographical skills section.

A Level

End of summer term

A 4-day residential fieldwork experience at Aberystwyth University campus covering advanced level geographical skills to include: risk assessments; primary data collection and sampling techniques; data presentation (e.g. Kite graphs) and potential Non-examination assessment (NEA personal fieldwork assignment) themes e.g. beach pebble attrition/size and shape changes within a single beach profile and in response to longshore drift; mountain scree slope congelifractate debris 3-dimensional analyses; coastal dunes plant succession, footpath erosion and a detailed introduction to statistical analyses to include Chi2; Spearman Rank Correlation Coefficient and Mann-Whitney U tests.