Geography

COVID Update

Following on from rising covid rates in Leicestershire, the Local Authority has asked that face masks be reintroduced in all secondary schools for students and staff in communal areas. This is a sensible way to help keep students, staff and our wider community safe from covid this winter. 

Therefore, from Monday, we are requesting that all students (except those with a medical exemption) wear a face mask travelling on school transport, in corridors and when queueing indoors for food. 

Thank you in advance for your cooperation in keeping our local communities healthy and safe.

Autumn Term

Topic
Overview

People and society.

Y11 investigates patterns and processes that shape the human planet. It explores the connections between people and places, questioning how these may change over time and space. The component examines the social, cultural, political and economic forces that make places unique. It identifies urban trends, how people live in cities and what the future holds. It provides the opportunity to study the causes of development inequalities, the UK’s significance in the 21st century and one of the biggest threats to human society – our attempts to feed an ever-increasing global population.

People and society.

Urban Futures Unit.

The unit is designed to enable pupils to:-

  • Understand and explore why, and consider how the global pattern of urbanisation is changing.
  • Pupils will examine the varied and unique challenges and opportunities urban areas face through studying two cities, one from an advanced country (AC) and one from either an emerging and developing country (EDC) or a low-income developing country (LIDC).
  • Within each city, contrasting ways of life, geographical processes, problems and solutions will be studied in order to gain an overall understanding of what makes up the urban character of each place.
  • Pupils must develop and use independent fieldwork skills to help carry out enquiries (investigation) into urban areas to help prepare for the examined fieldwork components. Fieldwork is part of this unit with completion of coursework based on Leicester city. The focus is on how quality of life changes throughout a city.

People and society.

Dynamic Development Unit.

This topic asks pupils to consider the changing nature and distribution of countries along the development spectrum.

  • Pupils will further develop their knowledge and understanding of how development indicators are used.
  • Pupils will be examining the complex causes of uneven development.
  • They will explore and evaluate the future for LIDCs and how they can break away from poverty.
  • Pupils will investigate LIDC’s by completing an in-depth study of one country. (Ethiopia).
  • They will need to examine its development journey so far and analyse how its global connections may influence its future and possible alternative development strategies.

Pupils should develop and use enquiry skills including GIS technology, statistical data and development models to carry out enquiries comparing different world regions, analysing the data to help contrast and reach conclusions about the spatial differences in development.

Social, Moral, Spiritual & Cultural and British Values Links

    • BV: Rights and responsibilities / Respect and tolerance.
    • SMSC– moral values / ethical issues /community and society function.

 

Careers, Advice, Information & Guidance Links

Connecting careers. Risk management. Report collation. 

 

Home Learning this Term

To support the learning within the subject and to help prepare for GCSE level challenge, pupils will be expected to undertake independent activities outside of the lesson and prepare for class activities through directed enquiry. The nature of this activity will be based around employing a range of geographical skills as well as researching ideas that will share a thematic link to their unit work within the Autumn term. Themes are revisited and further developed in different contexts as pupils work with the material in each unit. Coursework is no longer

completed however a substantial fieldwork exercise will need to be written up in this term, looking at a comparison of the quality of life in areas across Leicester city.

 

 

Spring Term

Topic
Overview

People and society.

UK in the 21st century.

As a theme within this unit pupils develop and develop their knowledge and understanding of the changing nature of people’s lives and work in the UK in the 21st century. 

Pupils are taught to consider some of the causes of this change. 

  • Pupils need an overview of human and physical geographical characteristics of the UK, including population density, land use, rainfall and relief.
  • They need to know and understand about significant issues associated with these characteristics, including water stress and housing shortages.
  • Pupils should have an overview of population trends in the UK since 2001. Using their enquiry skills they should be able to analyse population pyramids and migration statistics, to determine our position on the Demographic Transition Model. Working out trends in age and ethnic origin across and within areas of the UK is necessary.
  • Pupils must explore major economic changes in the UK since 2001 by examining changes in the job market including political priorities, changing employment sectors and working hours.
  • They need to identify the pattern of and changes in one economic hub and its significance to its region and the UK.
  • Pupils will outline the global significance of the UK. This will be investigated through a study of the UK’s political and cultural connections with the rest of the world.
  • They will examine the UK’s political role in one global conflict through its participation in international organisations.
  • Explore the UK’s media exports and their global influence including television programmes and film.
  • Evaluate the contribution of ethnic groups to the cultural life of the UK through either food, media or fashion.

 

Pupils should develop and use enquiry skills including GIS technology and statistical data to carry out an enquiry comparing different UK regions analysing the data to help compare and reach conclusions about the social and economic differences in the UK in the 21st century.

Social, Moral, Spiritual & Cultural and British Values Links

    • BV: Rule of law. Liberty. Respect & tolerance
    • SMSC: Community and society function.

 

Careers, Advice, Information & Guidance Links

Connecting careers. Exploring media, food and fashion opportunities.

 

Home Learning this Term

To support the learning within the subject and to help prepare for GCSE level questions, pupils will be expected to research the physical and human geography factors influencing hazards. They should explore, analyse and evaluate social and economic data in the UK. To help understand their focus areas they will be expected to complete comparative regional investigations of population and employment sector case studies. Developing and retaining a wider level of locational knowledge in connection to the UK themes studied is a key focus.

 

 

Summer Term

Topic
Overview

People and society.

Resource Reliance Unit.

This unit investigates emerging patterns in resource availability, where demand is outstripping supply, before taking the issue of food security and considering the question 'can we feed nine billion people?'

Pupils are taught to:-

  • Investigate and consider some of the causes of these resource patterns.
  • They need to understand how to explain what it means to be food secure and the physical factors that limit it.
  • Pupils are expected to know how countries try to achieve food security.
  • This will involve developing their knowledge and understanding of mechanisation of farming and commercial fishing to provide food.
  • Also deforestation and mining to provide energy.
  • Reservoirs and water transfer schemes to provide water.
  • Pupils will investigate and reflect upon models used to predict relationships between food security and population.
  • They will analyse choropleth maps showing the world patterns of food access
  • A case study of attempts to achieve food security in one country needs to be collated.
  • Pupils will investigate food security strategies used in the UK.
  • They will need to examine the effectiveness of one past and one present attempt to achieve food security at a national scale such as global food trade, GM crops, ‘the Green Revolution’ and food production methods.
  • Evaluation of small scale ‘bottom up’ approaches, such as urban gardens and permaculture is also necessary.

 

Pupils will use and develop their geographical skills to investigate, describe, explain, analyse and reach conclusions from data to carry out their investigation of resource use and food security.

Social, Moral, Spiritual & Cultural and British Values Links

    • BV: Rule of law. Liberty. Respect & tolerance.
    • SMSC: Social, Moral, community and society function.

 

Careers, Advice, Information & Guidance Links

Connecting careers. Developing enquiry skills relevant to the world of work.

 

Home Learning this Term

To support the learning within the subject and to help prepare for GCSE level questions, pupils will be expected to undertake independent activities outside of the lesson and prepare for class activities through directed enquiry. The nature of this activity will be based around employing a range of geographical skills as well as researching ideas that will share a thematic link to their unit work within the Summer term. They will also possibly be expected to research interconnections and links associated with the social, economic and environmental impacts of changing resource supplies and develop case study material connected to sustainable management options.

 

 

Year 11 Geography Summary

During Yr11 pupils will continue to build on the core knowledge and understanding of place, location, processes and enquiry skills that they have developed in KS3 and Y10, but also expand their spatial knowledge and understanding at a wider scale with greater emphasis on the more detailed physical and human elements of the places studied. They should be able to see that these components share many interconnections at an increasingly wider range of scales. They will utilize a wider range of resources and develop an understanding of how to analyse these from both a spatial and graphical perspective. Their enquiry work will allow them to explore and further develop the ability to structure analytical responses to collected fieldwork data in an urban context and also to analyse, reach conclusions from and evaluate a wider range of geographical resources. 

 

 

 

 

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