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Geography (curriculum)

GEOGRAPHY
Subject Leader: Steven Hadley – steven.hadley@oatforge.co.uk

SMSC
Social
In Geography students are continually encouraged to work collaboratively and to respect social differences and similarities. We regularly seek opportunities to develop students personal qualities which are valued in a civilised society for example honesty, respect for difference and self-respect. In addition to this students are provided with opportunities to exercise leadership and responsibility skills.

Moral
Throughout the various topics students learn to understand the impacts of discrimination and measures to prevent this for example on the basis of religion, race, sexual orientation, gender and age. In addition to this students are provided with opportunities to explore and develop their understanding of moral concepts and values for example truth, justice and equality.

Spiritual
Throughout the course students develop their awareness and understanding of different cultures and religious beliefs. By studying various global regions students develop a sense of empathy for others and honour the diversity of individuals. Students are regularly provided with opportunities to question and time is provided to give them space for their own thoughts, ideas and concerns.

Cultural
Developing students understanding of the values, attitudes and traditions of different cultures is a central aim of the subject. Extending student’s knowledge of discrimination and equality allows them to appreciate their own lifestyle and empathise with those less fortunate.

MORE ABLE PUPILS
Throughout their time at Ormiston Forge Academy more able geography students are provided with regular opportunities to reach their full potential. We offer a number of extra-curricular activities for students to take part in across the key stages including; year 8 Geographical Association quiz, More Able activity days and lectures at King Edwards VI College.

KEY STAGE 3
Year 7 Scheme of Work

Autumn Term
Africa; location of countries, physical and human features of Africa, natural resources, tourism with a focus on Egypt and Kenya, rural to urban migration, role of aid in Africa, conflict in Sudan.

Spring Term
Polar regions; location, wildlife, role of tourism in Antarctica, living in a polar climate with a focus on Russia, cause and impact of global climate change.

Summer Term
Middle East; mapping of the Middle East, United Arab Emirates and Dubai, resources, conflict with a focus on Israel and Palestine.

Year 8 Scheme of Work

Autumn Term
European Union and Italy; role of the EU, member states, physical and human features of Italy, differences between north and south Italy, location and characteristics of different Italian region, an assessment of Italy’s level of development.

Earthquakes and Volcanoes; different types of hazards, structure of the earth, location of earthquakes and volcanoes, processes taking place at different plate boundaries, features of different types of volcanoes, focus on the eruption of Montserrat or Mt St Helens, processes which cause an earthquake, measuring an earthquake, focus on the San Francisco earthquake.

Spring Term
Globalisation; process of globalisation, role of development indicators, global interdependency, the impact of globalisation on both people and place and Fair Trade.

Rivers and Flooding; location of different world rivers, water cycle, river processes (weathering, erosion, transportation and deposition), features of the upper, middle and lower course of a river, causes and impacts of flooding, focus on the 2004 Boscastle flood.

Summer Term
Geography of Crime; different types of crimes, global crimes including the heroin trail, location of different types of crime, reporting of crime, focus on ‘how safe is my street?’

KEY STAGE 4
At Key Stage 4 geography is one of the Humanities option choices. All students who opt for geography study the OCR B GCSE course. Less able students have the option of studying a Level 2 Award in BTEC Travel and Tourism (Edexcel).

GCSE Geography
Students study four themes during the GCSE course; Rivers and Coasts, Population and Settlement, Natural Hazards and Economic Development.

Year 9
Autumn Term
Population and Settlement; population structures, population change over time, migration, land use patterns within cities, retail services in rural and urban settlements.
Case Studies include: China’s one child policy, international migration between Poland and the United Kingdom, rural to urban migration in Kenya, redevelopment of the London Docklands and retail service provision at Merry Hill shopping centre.

Spring Term
Population and Settlement; population structures, population change over time, migration, land use patterns within cities, retail services in rural and urban settlements.
Case Studies include: China’s one child policy, international migration between Poland and the United Kingdom, rural to urban migration in Kenya, redevelopment of the London Docklands and retail service provision at Merry Hill shopping centre.

Summer Term
Rivers and Coasts; the drainage basin system, river flooding and its impact on humans, river processes and landforms, coastal processes and landforms, coastal management.
Case Studies include: flooding in Bangladesh, flooding in Boscastle (UK), development of landforms along the River Clyde, development of landforms along the Jurrassic coast and management of the Holderness coastline.

Year 10
Autumn Term
Rivers and Coasts; the drainage basin system, river flooding and its impact on humans, river processes and landforms, coastal processes and landforms, coastal management.
Case Studies include: flooding in Bangladesh, flooding in Boscastle (UK), development of landforms along the River Clyde, development of landforms along the Jurrassic coast and management of the Holderness coastline.

Spring Term
Natural Hazards; global distribution of natural hazards, processes causing natural hazards, impact of natural hazards on people and place, management of natural hazards.
Case Studies include: the eruption of Mount Pinatubo, San Francisco earthquake, Hurricane Katrina and Drought in Ethiopia.

Summer Term
Geographical Enquiry; The Fieldwork Focus is an individual piece of controlled assessment based on a chosen title from a list of hypothesis/ questions published each year by the examination board. The task is based on the collection of primary and, where relevant, some secondary data. Each candidate’s submission should not exceed 2000 words in total.

Year 11
Autumn Term
Geographical Investigation: Completion of Fieldwork Focus task commenced in the previous summer term.

Natural Hazards; global distribution of natural hazards, processes causing natural hazards, impact of natural hazards on people and place, management of natural hazards.
Case Studies include: the eruption of Mount Pinatubo, San Francisco earthquake, Hurricane Katrina and Drought in Ethiopia.

Spring Term
Economic Development; what is development? Employment structures, location of different economic activities, impact of multi-national companies on development, impact of economic activity on the physical environment.
Case Studies include: Water Aid in Mali, Dyson’s move to Malaysia, LG’s move to south Wales, Walmart, impact of industry in China’s Pearl River Delta.

Summer Term
Revision in preparation for the final external examinations.

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