Geography
Fourths
OQ : Local Region and Geographical Skills.
We concentrate on skills and they explore their new environment. They learn to collect data and observe their surroundings giving them an opportunity to develop their IT skills. Cross-curricular studies are encouraged with weathering surveys of the School Building contrasting rock types aiding the links with the Chemistry National Curriculum. Since 2002 each fourth form division goes on a local area cross-curricular field trip with further cross curricular links.
LQ: Europe
This gives us a chance to introduce an awareness of Europe and its current expansion as well as topical issues, which arise each year. An in depth study of Italy combines with Microsoft Excel skills generated in ICT which are then used to process data on regional economic disparity.
CQ: Natural Hazards and their impact on People
This is a popular and topical. It begins our coverage of the mainstream GCSE syllabus and lessons are taught to a GCSE standard. Each Pupil is also expected to complete a power point presentation on a Natural Hazard of their choice.
Removes and Fifths - GCSE
OCR: C, Bristol Project; 1988
GCSE Geography builds on the enquiry approach and geographical skills which have been introduced in the Fourth Form foundation course. It covers the knowledge of places through a balanced core of human and physical geography in five major themes: Physical Systems and Environments; Natural Hazards and People; Economic Systems and Development; Population and Settlement; Sustainable Development. There is an emphasis on decision-making, problem-solving and heightened awareness of environmental issues. Each theme offers the opportunity to develop ICT use and provides a beneficial foundation knowledge for other post-GCSE studies such as Economics. Assessment is modular and comprises coursework (20%), made up of one investigation based on coastal fieldwork undertaken at Seaford in the CQ of the Remove year, and a Decision-Making Exercise (30%) based on a pre-prepared topical environmental issue in the LQ of the Fifth Form. A single, terminal examination (50%) completes the course. GCSE is not a prerequisite for A Level, but is advantageous.
Cambridge Pre-U
Geography – studying the Earth’s surface features and related human activity – has a vital place in the 21st century curriculum. Geography helps us to understand our own lives in a “global world” and face vital issues such as climate change, the “war on terror”, water, energy and food security and poverty eradication.
Geography offers fascinating insights into the way human and physical processes interact. We hear every day that the world is short of space and that human beings are placing greater and greater demands on the Earth and its systems. However, what causes droughts, floods or hurricanes? Are they “natural phenomena” or the result of human activity? Geography gives us the language and techniques to approach these questions with confidence.
Geography, by studying real people in real places, shows how daily lives are shaped by local circumstances – not only the physical characteristics of the place, but also the social, cultural, economic and political opportunities and constraints. Geography shows how each local place exists in a regional, national, international and global context.
Geography is a practical subject, teaching skills young people need across the school curriculum, at home and at work. Geography pupils learn about map use (including GIS), data analysis, problem solving and ICT. They find out how to work alone and in teams. They work directly in the real world – in “fieldwork”. They gain an awareness of social and environmental responsibility
Outline of the course
There are four compulsory components taken at the end of the two-year course:
Component Name Duration Weighting (%) Type of Assessment
Paper 1 - Geographical Issues
Section A (two from):
Tectonic Hazards
Hazardous Weather
Hydrological Hazards
Section B (two from):
The Geography of Crime
Health and Disease
Spatial Inequality and Poverty
Paper 2 – Global Environments
Section A (one from):
Arid and Semi-Arid Environments
Glacial and Periglacial Environments
Coastal Environments
Section B (one from):
Tropical Environments
Temperate Grassland and Forest Environments
The Atmospheric Environment
Paper 3 - Global Themes
Section A (one from):
Migration and Urban Change
Trade, Debt and Aid
The World of Work
Section B (one from):
Energy and Mineral Resources
The Provision of Food
Tourism Spaces
Paper 4: Research Topic
In preparation for this paper, candidates need to have carried out a research investigation (including fieldwork), on at least one of three prescribed topics, e.g.: Fluvial Geomorphology, Environmental Degradation, Retail Patterns.
There is no coursework element in this Pre-U course.
Fieldwork
This is an essential part of the course and takes place in the local area and during one residential trip, currently to the Lake District (6 days), the cost of which is subsidised. This provides opportunities for the pursuit of a wide range of key skills, including statistical analysis and the use and interpretation of GIS information.
Higher Education/Employment
A qualification in Geography is well-regarded. It complements a variety of other subjects, both arts and sciences and, as a result, can pave the way to a wide range of courses at university. For geographers considering such courses, there is an annual visit to the Geography Department of a leading local university (e.g. Oxford, UCL, Royal Holloway). Also, lectures by leading academics are organised by the Department and the Guildford Geographical Association.
P Price