|Term 1||Natural Hazards|| |
|Students look at the cause, effect of these two devastating natural hazards and what creates them. Plate boundaries are explored in detail, and social, economic and environmental impacts of these disasters are explored.
Students look in detail at the Japan Tsunami and build a fact file of information to be used in a full report. This is then used to compare to the Indian Ocean Tsunami – how were LIC countries affected differently? In addition to looking at how a country’s lack of development can cause more problems in the future.
|Assessment: A short multi-question test with a range of shorter and longer answer questions.||Key Words and Terms|
|Term 2||Geography of Tourism|| |
|The focus of this unit of work is exploring how human processes have influenced the development and spread of tourism. We start locally and then develop our inquiry outwards to look at global examples of the good and bad side of tourism.
Students will look at the concept 'synoptically', by considering how tourism acts at multiple scales and has a range of social, economic and environmental impacts.|
|Assessment: Students will engage in a gcse style question paper that has a range of short, medium and long answer questions.||Key Words and Terms|
|Term 3||Geography of Fashion|| |
|The aim of this module is to introduce students to the huge variation in geography that exists across the world. A variety of human and physical factors influence why we see 'rich' nations and 'poor' nations.
Ultimately, students will learn that improving people’s lives in a continent that is often perceived to be a ‘hopeless case’ is dependent on a range of physical and human factors both within the individual countries, across the continent and on an international scale. This unit looks at the impact of trade through the eyes of the fashion industry. How much does it cost to make a T-shirt and what is the impact on the people who work in this industry?|
|Assessment: Students will be assessed through a written examination. They will be required to know two case studies. ||Key Words and Terms|
|Term 4||Geography of Conflict|| |
|Conflict is a state of disagreement caused by the perceived or actual opposition of needs, values and interests between people. Geographically, it is often about opposing views about the ways in which a resource may be developed or used. The result is negative tension between the parties involved. This unit explores a range of different conflict scenarios. From conflict over water in the U.K to Colban (the super rare and expensive mineral for mobile phones) in the Congo, students will consider how conflict arises and the impacts on people, economy and environment.|
|Assessment: Students will complete a gcse style question paper with a range of short, medium and long answer questions.||Key Words and Terms|
|Term 5||Issue Evaluation - Abingdon Reservoir|| |
|Water is one of the most precious resources on earth. In our own country, not all regions and areas experience an equal amount of rainfall. Additionally, there are larger concentrations of population found in some areas compared to others; London for example. What happens if climate change continues to reduce the amount of available water? Who will be hit most and to what effect? These questions have led government officials to decide on the introduction of a new reservoir. Locals are concerned about its impact on their lives as well as the environment. Students argue whether this should or shouldn't go ahead.|
|Assessment: A 9 mark long answer evaluative question||Key Words and Terms|
|Term 6||Fieldwork|| |
|In this module, students will explore a fieldwork question within Bristol Free School. They will be getting to grips with basic techniques of inquiry and start to develop questions to apply knowledge gained from the year so far.|
|Assessment: Students will be assessed on a longer written piece of writing that looks at their ability to analyse, draw conclusions and evaluate an investigation.||Key Words and Terms|