call us on: 0114 232 9010

email us: enquiries@yewlandsacademy.org

find us: Creswick Lane, Sheffield, S35 8NN

Skip navigation

Geography

Curriculum Overview

The aims of the Geography Department at Yewlands are to stimulate a sense of awe and wonder about places, to help students make sense of the rapidly changing world and their place in it, as well as inspiring students to become local participators and global citizens.

The department will support pupils in their ambition to achieve these aims through a broad and exciting Geographical curriculum.

Key stage 3

At Key Stage 3, Geography at Yewlands covers a number of different topics to explore links between the physical and human world in which we live. The team works hard to ensure lessons are engaging, challenging current and relevant to the students. We aim to promote curious and inspired minds.

There is a strong focus on fully preparing the students for GCSEs at Key Stage 3 by introducing GCSE topics throughout year 7 and 8 as well as GCSE style exam questions and GCSE assessments. In Year 9, students will be following the Eduqas GCSE syllabus to allow them sufficient time to prepare and revise for examinations at the end of Year 11.

In Year 7

Our topics include:

* Africa
* Map skills
* Weather and climate
* Natural Hazards
* Tropical rainforests
* Sustainability

In Year 8

Our topics include:

* Development
* Rivers
* China
* Coasts
* Climate change
* Population and Migration

In Year 9

In light of new curriculum changes to GCSE’s, we are now studying the new Eduqas specification. Topics include:

* Small and global ecosystems
* Tropical rainforests and deforestation
* Semi-arid grasslands and desertification
* Urban and rural issues in the UK

KS4

Eduqas GCSE Geography

Why Study Geography GCSE?

Studying Geography GCSE enables a variety of teaching and learning approaches. This exciting and relevant course studies geography in a balanced framework of physical and human themes and investigates the link between them. Students will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly industrialising countries (NICs) and lower income countries (LICs).

Upon completion of this two year course, students will have the skills and experience to progress onto A-level and beyond.


WJEC Geography B 9-1 Specification: A Summary.

1. The exam format

The qualification is linear and assessed through exams only. There are three exams:

a) Exam 1: 1 hr 45 mins (40%)

This has three sections: Theme 1
Theme 2
Theme 3
Questions will be asked from these three themes.

b) Exam 2: 1 hr 30 mins (30%)

This is a decision making paper that is synoptic across all themes

c) Exam 3: 1 hr 30 mins: (30%)

This has three sections that all test fieldwork enquiry skills.


2. Specification

There are 3 themes:

Theme1: Changing Places – Changing Economies
Theme 2: Changing Environments
Theme 3: Environmental Challenges.

Detailed Schemes of Work will be created however, the summary of each unit can be seen below:

Theme 1: Changing Places- Changing Economies

• Global urbanisation
• Two Global Cities (HIC and LIC/NIC) – Rio de Janeiro and Sheffield
• Managing the impacts of globalisation in global cities - Rio
• Urban and rural change in the UK
• Distinctive features of UK urban areas – spatial patterns, CBD, zones etc
• Factors driving UK urban and rural change – brownfield, greenfield, migration in UK, telly working, international migration, depopulation in rural areas
• Causes and effects of UK retail provision – decline of the CBD, outer town retail parks, key terms; range, catchment area
• Issues with leisure in the UK – rural areas used for leisure. Case study for management of leisure, honey pot, and big sporting event
• Global development – indicators of dev, limits of, define LIC, HIC, NIC, NE, merits of using economic
• Connecting countries – trade, tech, politics, MNCs (India)
• Causes and effects of uneven development
• Aid - look at an LIC (Bangladesh), NIC (India) and UK, one long term and one short term development project and how affects donor and recipient country
• Location of MNCS

Theme 2: Changing Environments

• Distinctive coastal landscapes (people and processes)
• Management of coastlines
• Controversy with coastal management
• Predicted impact of climate change on coasts
Case study – 2 countries at different level of development London and Maldives
• Distinctive river landscapes (people and processes)
• River flooding – drainage basin cycle, fluvial processes and how leads to landforms
• Managing flooding
• Controversy with flood management
• Variable UK climate
• Global atmospheric circulation
• Weather hazards (global and temporal)
• Causes, impacts and responses to two contrasting weather events
• Climate change during the quaternary
• Causes of global warming
• Consequences of climate change
• Attitudes towards climate change
• Individual and government roles in climate change – may need gov roles

Theme 3: Environmental Challenges

2 contrasting which must include the savannah, which includes desertification, and review world climate.

Nutrient cycle for each one.

The below for each ecosystem;

• Global biomes and climate
• Physical processes in ecosystems
• Management and use of small UK ecosystems
• People and ecosystems- use and damage
• Sustainable management of ecosystems

• Physical processes of desertification
• Human activity and desertification
• Management of desertification

• Water supply and demand (spatial and temporal) – global, water footprints
• Challenges of managing water supplies

 

3. Field Work Requirements

Students will be required to cover the following topics to answer the questions in the final paper:

a) What is the enquiry process?
b) Evidence collecting (qualitative/quantitative/ primary/secondary)
c) Processing and sorting evidence
d) Analysing evidence for patterns and trends
e) Drawing conclusions
f) Evaluative techniques

 

4. The Field Trips

There is a requirement to carry out field work in two contrasting environments. Each year Eduqas will select one methodology that must be taught and one conceptual framework. These will change each year and are as follows: