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21/09/20

Retweetd From Anthony Joshua

Coming through with the co-created pieces 🌪️ https://t.co/iCtEBvDk0D https://t.co/wLLgkyQU6E

21/09/20

Retweetd From YoungMinds

Don't let anybody tell you that you're not good enough.

21/09/20

Retweetd From Department for Education

If your child is unwell, but isn’t displaying any of the three coronavirus symptoms, there’s no need to book a test. After they’ve recovered, they can return straight back to school. https://t.co/WPdHGbmU3P

21/09/20

Retweetd From Department for Education

These are the symptoms you should be looking out for if you think your child may have . Check the NHS website for advice: https://t.co/JD1KGa9CQU https://t.co/cCb9qCtBL1

17/09/20

Chobham Academy A level student Kosar Ali's first feature film is released in cinemas tomorrow https://t.co/q1tQqh0sAa

16/09/20

To our students - can you remember what questions you most wanted answered before you joined Chobham in Year 7?

16/09/20

Hi, students can have their blazers off outside. Students can also remove their blazers in class with the teachers permission. Blazer sleeves should not be rolled up. Thanks

16/09/20

Retweetd From Chobham PE Dept

The 6th form football academy are back in action with pre season this week. https://t.co/zK2QrfDynK

08/09/20

Hi, we have written to all students today. You will know the outcome of your application within the next few weeks. Thanks

08/09/20

Good morning, can you please DM me your full name and I will check the status of this for you. Thanks

04/09/20

Morning views over Chobham! https://t.co/EDQFzAX5fi

03/09/20

The artwork that our students created during lockdown has been displayed outside Tate Modern as part of the Thames Festival. We focused on hand washing as our theme. https://t.co/kIf9KJkooC https://t.co/B2sgmRycn0

02/09/20

Retweetd From World Book Day UK 📚

Happy September, everyone! Why not wind down the summer by sharing stories with the whole family? We have lists of reading recommendations for all age ranges READS FOR 0-5 https://t.co/pbSTE4b1aW READS FOR 5-8 https://t.co/jVNSEGC2oG READS FOR 8-12 https://t.co/ObrV3vmyUx https://t.co/y5X5tAzFRP

02/09/20

Retweetd From Newham London

We are working to create people-friendly streets in the Forest Gate and Maryland areas with a . If you're a parent/carer to children at school in this area, leave the car at home, think about a healthy start to the day. Walk, cycle or scooter to school. https://t.co/yJQNYXpzmy

01/09/20

Retweetd From Newham London

Enforcement of the schemes for West Ham CoE Primary School, Lathom Junior School, , Woodgrange Infant School and will resume from 3 or 7 September. Visit: https://t.co/26RtIak9e2 https://t.co/6LqFotB39F

20/08/20

All the hard work has paid off. https://t.co/A7jFDLy27D

20/08/20

Well done to the year 11 students across the board. https://t.co/AyvMWEAIeN

13/08/20

Hi, this has now been resolved and you should be able to view. https://t.co/eEx0JfGX31

21/07/20

We are excited to find out we have received a grant from to enhance our enrichment offering with Latin next school year. Thank you !

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Bromley

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

Geography

A Level Geography (OCR)

Aims

This specification will enable learners to:

  • Develop their knowledge of locations, places, processes and environments, at all geographical scales from local to global across the specification as a whole
  • Develop an in-depth understanding of the selected core and non-core processes in physical and human geography at a range of temporal and spatial scales, and of the concepts which illuminate their significance in a range of locational contexts
  • Recognise and be able to analyse the complexity of people-environment interactions at all geographical scales, and appreciate how these underpin understanding of some of the key issues facing the world today
  • Develop their understanding of, and ability to apply, the concepts of place, space, scale and environment
  • Gain understanding of specialised concepts relevant to the core and non-core content. These must include the concepts of causality, systems, equilibrium, feedback, inequality, representation, identity, globalisation, interdependence, mitigation and adaptation, sustainability, risk, resilience and thresholds
  • Improve their understanding of the ways in which values, attitudes and circumstances have an impact on the relationships between people, place and environment, and develop the knowledge and ability to engage, as citizens, with the questions and issues arising
  • Become confident and competent in selecting, using and evaluating a range of quantitative and qualitative skills and approaches, (including observing, collecting and analysing geo-located data) and applying them as an integral part of their studies
  • Understand the fundamental role of fieldwork as a tool to understand and generate new knowledge about the real world, and become skilled at planning, undertaking and evaluating fieldwork in appropriate situations
  • Apply geographical knowledge, understanding, skills and approaches in a rigorous way to a range of geographical questions and issues, including those identified in fieldwork, recognising both the contributions and limitations of geography
  • Develop as critical and reflective learners, able to articulate opinions, suggest relevant new ideas and provide evidenced argument in a range of situations.

Overview

Content Overview

Assessment Overview 

  • Landscape Systems
  • Earth’s Life Support Systems
  • Geographical Skills

Physical systems

(01)

66 marks

1 hour 30 minutes

written paper

22% of total A level
  • Changing Spaces; Making Places
  • Global Connections
  • Geographical Skills

Human interactions (02)

66 marks

1 hour 30 minutes

written paper

22% of total A level

Optionality – study 2 of 5

  • Climate Change
  • Disease Dilemmas
  • Exploring Oceans
  • Future of Food
  • Hazardous Earth
  • Geographical Skills

Geographical debates (03)

108 marks

2 hours 30 minutes

written paper

36% of total A levell
  • Independent Investigation

Investigative geography

(04/05)

60 marks

Non-examination assessment

20% of total A level

 

Staff

Ms. A Stewart-Parker - Director of Learning for Humanities

Ms K. Chalkley - Subject Lead for Geography

Mr G Gergaud - Teacher of Geography

 

Key Stage 3

In Year 7, Students study Local Geographies (UK and Europe), Africa (Human development), China (Demographics) and Mapping Skills.

In Year 8, Students study Asia (Natural hazards), Middle East (Conflict), and Russia (Culture)

ILT Tasks: Students are given regular ILT tasks based on the topic being studied. This may range from a research tasks to explore new content to the completion of extended writing tasks (Big Writes) which are set every two weeks.

Key Stage 4

In Year 9 students study the WJEC GCSE Geography B specification topics Quality of Life, Urban services and provision, Urbanisation, Planning issues in built environments and Rural change.

In Year 10 students study the WJEC GCSE Geography B specification topics Weather and Climate, Ecosystems, Desertification, River processes and landforms, Coastal processes and management.

ILT Tasks: Students are given regular ILT tasks based on the topic being studied. This may range from a research task to completion of GCSE standard essays. Students are given extended written tasks (Big Writes) every week.

Useful Links: http://www.wjec.co.uk/qualifications/geography/geography-gcse/geography-b-gcse.html

Key Stage 5

Students study AS/A2 Level Geography with Edexcel.

In Year 12 students study two units. Unit 1 is titled Global Challenges, this explores a range of human and physical phenomena at a range of scales. These include topics such as ‘World at risk’ where students examine how natural, context and chronic hazards interact with human processes. ‘Going global’ is the second topic studied. Here, students analyse how movements of people, money, goods, services, aid and information occur globally, whilst evaluating the significance of these on human life.

In Unit 2 (Geographical Investigations) students start to employ their primary and secondary fieldwork skills. They explore how varied data collection methods are used to monitor issues with areas in decline (Rebranding Places) and areas at risk from coastal processes (Crowded Coasts) in order to suggest appropriate management methods for the issues identified.

In Year 13 students study two units; Contested Planet - Unit 3 and Geographical Research - Unit 4. In Unit 3 students develop their understanding of major global concerns such as ‘Threats to Biodiversity’, the ‘Development Gap’, ‘Superpower Geographies’, ‘Water Conflicts’ and ‘Technological Fixes’. Within Unit 4 students are given the option to choose a research topic from the following list: Tectonic Activity and Hazards, Cold Environments – Landscapes and Change, Life on the Margins: the Food Supply Problem, The World of Cultural Diversity, Pollution and Human Health at Risk and Consuming the Rural Landscape – Leisure and Tourism. Students are given the chance to show off their research skills, data analysis and evaluation, decision making and scientific report writing.

ILT Tasks: KS5 students are given regular, rigorous ILT tasks. This may range from research of new content to essay writing and exam preparation. Students are set ILTs everyweek.

Extra Curricular

Students take part in regular field work, and have the opportunity to participate in a range of activities, linked to global issues throughout the year.

Currently, students are engaged in a mapping project - designing an app to geo locate E20 - our postcode!

Useful Resources