The Geography Department at Newlands is thriving as the number of students taking the subject has increased rapidly in the past year with record numbers starting the GCSE course in September 2008 and the AS numbers have also doubled. The GCSE results were the best ever in August 2008 with 92% of girls achieving A*-C and the A level results were the second best ever with 67% of students achieved grades A or B and 100% meeting or exceeding their target in year 13.
Geography is taught in 3 dedicated classrooms one of which has an Interactive Whiteboard, all classrooms are equipped with data projectors so video and DVD footage can be projected and have wireless networking facilities to allow students to use laptops in the classrooms. The department also has a wide range of textbooks and worksheets in use to support students learning.
Our aim is to develop students’ knowledge, understanding and skills to enable them to understand and value their surroundings and the society that they live in. They are encouraged to ask geographical questions, conduct independent research and consider the interaction between physical processes and people’s lives. They will be aware of the spatial context of things ranging from the local to the global scale and will develop essential geographical skills which will be relevant in later life.
Aims:
To develop an understanding of geographical concepts and a sense of place;
to develop an awareness of the characteristics and distribution of a selection of physical and human environments;
to develop a sensitive awareness of the environment and the contrasting opportunities and constraints facing people living in different places with different physical and human conditions;
to encourage an appreciation of the significance of attitudes and values in making decisions about the management of the environment;
to develop a knowledge and understanding of people’s use of the earth and its resources at a range of scales from local to global;
to develop a range of practical, social and intellectual skills which relate to the acquisition and communication of geographical knowledge. This will include the use of information technology, practical work, fieldwork investigation and the interpretation of information in a variety of geographical forms, including maps and photographs;
to support the school’s emphasis on multicultural education through developing an understanding of, and empathy with, people from other parts of the world and from other cultures.
The National Curriculum at Key Stage 3 is taught to Years 7, 8 and 9 and Schemes of Work have been devised to offer a balanced and stimulating curriculum. They also make a contribution to delivering the cross-curricular themes and skills of Environmental Education, ICT and Economic and Industrial Understanding.
All pupils are taught the same content and skills, but many worksheets have been structured so that all pupils are able to attempt the basic exercises. The more able are stretched through additional more advanced and open-ended tasks towards the end of exercises. The teacher manages these so that differentiation by task takes place.
The programmes of study are arranged in half termly modules. Pupils are assessed after each unit and then evaluate their work.
YEAR 7
Pupils in Year 7 begin studying Geography by developing the skills that will allow them to broaden their geographical knowledge in future years. They are taught how to use an atlas effectively to retrieve information and interpret maps. Many of these skills are linked to the Year 7 Learning Skills course that runs parallel to the different subject areas. They are also used to familiarise pupils with the school locality.
Pupils are introduced to the geography of Europe, focusing on the European Union and Italy. The pupils explore the general geography of Italy and use computer databases to make comparisons with the United Kingdom. The contrasts within Italy and possible solutions to the country’s problems are investigated.
Ordnance Survey map skills are taught using maps at a variety of scales. Pupils are introduced to the location of the Maidenhead area within the British Isles and study the physical and human geography of our home region using a variety of resources including maps and photographs.
As the River Thames is such an important feature of the home region it is studied in more detail. Its uses for leisure purposes and water supply are identified and the causes and consequences of water pollution discussed. A field visit within the home region is a central part of the module of work.
YEAR 8
Weather and climate are the foci of the first term. Pupils are introduced to weather and its effects on everyday lives. They use the Internet to collect weather data for a number of English towns and cities across England. The microclimate of the school is studied with pupils having the opportunity to collect data using fieldwork equipment and to be involved in simple problem solving and decision-making. The climate of the British Isles is studied and its influence on farming activities discussed.
Pupils are introduced to the study of ecosystems, focusing on the tropical rain forest. They study the interrelationships between vegetation, climate, soils and animals. An integral part of the module is a visit to Kew Gardens to experience the rain forest environment. The interrelationships of people and the tropical forest environment are studied using Brazil as an example of a developing country. Patterns of population distribution, population change and contrasts within Brazil are also considered.
The savanna ecosystem in tropical African countries is discussed to provide a contrast with the tropical rain forest.
YEAR 9
Pupils build on their fieldwork experience at the start of the year with an introduction to hypothesis testing fieldwork. They study the River Emmbrook at Dinton Pastures Country Park and investigate the management of this recreational area and its visitor characteristics. Pupils are taught to select and make effective use of mapping and graphing skills and techniques and to develop an enquiry approach to learning.
The central physical, human and environmental themes in Geography are brought together through the study of Natural Hazards. Pupils focus on tropical storms, earthquakes and volcanoes through the investigation of case studies from both more and less economically developed countries.
Development issues are raised at the beginning of the second half of the year. Pupils consider, for example, sustainability, Agenda 21 and Fair-trade. They also investigate a range of global and local environmental issues such as acid rain and global warming.
GCSE COURSES
GEOGRAPHY: AQA SYLLABUS A
Pupils are prepared for three papers:
Geographical skills, including map work, and short, structured, resource-based questions on rocks and landscape, tectonic activity and river processes. 40% of total assessment.
Structured resource-based questions on population, agriculture and managing energy and tourist resources. 35% of total assessment.
Coursework component. Pupils undertake fieldwork in order to develop the skills required to complete the coursework component. This involves a residential trip to South Wales and fieldwork in a local urban area. 25% of total assessment.
The examination papers are tiered.