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A Level Geography (OCR)
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.
1 hour 30 minutes
|22% of total A level|
Human interactions (02)
1 hour 30 minutes
|22% of total A level|
Optionality – study 2 of 5
Geographical debates (03)
2 hours 30 minutes
|36% of total A levell|
|20% of total A level|
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.
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.
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!