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GCSE Geography

GCSE OverviewGCSE SpecificationRevision resourcesYear 9Year 10Year 11

We study the AQA specification at Ryedale School. Below is an overview of what is being taught to our GCSE students this year.

Current year 9 yearly overview (2018/2019)

Current year 10 yearly overview (2018/19)

Current Year 11 yearly overview (2018/2019)

Outline of the new AQA GCSE specification

An exciting, contemporary new course in which students develop an understanding of key processes and features in UK and around the world. The course aims to highlight important challenges and opportunities the human race is facing including; natural hazards, climate change, poverty, global shifts in economic power, the importance of new technologies and the sustainable use of the planet’s resources. Students will be encouraged to make links between issues and appreciate different values and attitudes in order to recognise the complex inter-relationships found within and between physical and human geography.

Unit 1 Living With the Physical Environment: – The challenge of natural hazards (volcanoes, earthquakes, tropical storms, extreme weather in the UK and climate change) – Physical landscapes in the UK (relating to rivers & coasts) – The living world (the characteristics and sustainable management of cold environments and tropical rainforests)

Unit 2 Challenges in the Human Environment: – Urban issues and challenges – The changing economic world (the development gap, factors driving rapid economic development in lower income countries and understanding the UK economy ) – The challenge of resource management (globally & in the UK).

Unit 3 Geographical application: – Issue evaluation – a decision making enquiry based on a contemporary geographical issue – Fieldwork – 2 fieldwork enquiries in which students collect, analyse, present, interpret and evaluate primary data in a physical (rivers) & human (town/city) location.

Assessment is by examination at the end of Year 11. Unit 1 1 hour 30 mins (35%) Unit 2 1 hour 30 mins (35%) Unit 3 1 hour 15 mins (30%). Students will no longer receive a grade (A*-G) but will be awarded a number 1-9 (1 being the lowest and 9 the highest).

More information can be found on the AQA website.

There are a range of useful revision resources for students to use. The most suited to Ryedale School students is our revision guide, which will be made available for sale as well as available on SharePoint

Other useful websites:

 Year Group:

9

 Subject:

GEOGRAPHY

 Term:

AUTUMN
Overview:

In Year 9 geography students will be starting to study GCSE topics to ensure there is enough curriculum time to effectively embed key skills and content.
Resource Management in the UK

Key Content Key Skills
  • Global distribution of resources (water/food/energy).
  • Reasons for global inequalities in resource supply and consumption (water/food/energy).
  • Demand and management of water in the UK.
  • Demand and management of food in the UK.
  • Demand and management of energy in the UK.
  • Describing distribution using a map.
  • Describing patterns using graphs.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using a source booklet to support points / reasons in answers.
  • Clearly justifying a decision you have made.
  • Revising effectively to remember key content.

Climate Change

Key Content Key Skills
  • Understanding of Holocene climate change using proxy data.
  • Natural and anthropogenic causes of climate change.
  • Potential social, economic and environmental impacts of climate change.
  • Managing climate change:  Mitigation and adaptation strategies to reduce the causes and impacts.
  • Describing patterns using a map.
  • Describing & explaining patterns in a graph.
  • Justify the importance of geographical management strategies.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Revising effectively to remember key content.

The Living World

Key content Key skills
  • What is an ecosystem?
  • Components (parts) of a small scale ecosystem.
  • Interdependence within a small scale ecosystem.
  • Characteristics of large scale ecosystems.
  • How rainforest plants adapt to a lack of sunlight.
  • Nutrients cycle in tropical rainforests.
  • Reasons rainforests are valuable intact and destroyed.
  • International sustainable management strategies of tropical rainforests.
  • Development opportunities in cold environments (Alaska).
  • Sustainable development in cold environments (Alaska).
  • Describing patterns using a diagram.
  • Describing distribution using a map.
  • Effective skimming/scanning of maps/diagram/graphs/text
  • Calculate a difference (from graph) & average (from table).
  • Inferring using a diagram.
  • Appreciate 2 sides to an argument, supporting both but clearly explaining which side is stronger.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember required content.
Assessment:

  • End of topic tests assessing the key content and skills covered during the topic (see above).
    • Length:  1 hour
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  • Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a green pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (3 per fortnight)

Homework will involve one of the following tasks:

  1. Working on written work to ensure depth of understanding is communicated.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.
 Year Group:

9

 Subject:

GEOGRAPHY

 Term:

SPRING
Overview:

In Year 9 geography students will be starting to study GCSE topics to ensure there is enough curriculum time to effectively embed key skills and content.
The Living World (started last term)

Urban Issues and Challenges:  Mumbai (NEE)

Key Content Key Skills
  • Definition of urbanisation
  • Urbanisation rates around the world
  • Causes of urbanisation (rural to urban migration)
  • Mumbai:  Importance
  • Environmental challenges of urbanisation in Mumbai
  • Challenges and opportunities in Dharavi squatter settlement
  • Urban planning in Mumbai:  Improving the challenges
  • Describe key features in a photo.
  • Describe changes in a divided bar chart.
  • Calculate the mean using data from a graph.
  • Discuss the importance of a range of factors, supporting with reasons and evidence.
  • Extract information from a range of sources (graphs / maps / text).
  • Calculate the % increase of two figures.
  • Justify a decision by supporting with detailed links and evidence, while appreciating limitations.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember required content.

The Living World Assessment:  Revision lessons + feedback

UK Extreme Weather

Key Content Key Skills
  • Causes of a studied UK hazard (York floods, 2015).
  • Reasons for depressions hitting the UK
  • Physical and human river drainage basin processes
  • Top down & bottom up approaches to reducing the effects of flooding in the UK.

 
  • Explain a sequence of events clearly and logically.
  • Effective skimming/scanning of maps/diagram/graphs/text
  • Inferring using forecast map / cartoon.
  • Clearly support a statement using reasons and evidence.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember required content.
Assessment:

  • End of topic tests assessing the key content and skills covered during the topic (see above).  The ‘Water’ end of topic test will be the major one and will be during the second half of the Spring term.
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  • Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a different coloured pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (1 per fortnight)

Homework will involve one of the following tasks:

  1. Providing more time to finish key pieces of work to a high standard.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.
 Year Group:

9

 Subject:

GEOGRAPHY

 Term:

SUMMER
Overview:

In Year 9 geography students will be starting to study GCSE topics to ensure there is enough curriculum time to effectively embed key skills and content.
 Water

Key Content Key Skills
  • Definitions of water stress / deficit / surplus / security
  • Physical & human reasons for water insecurity:  Supply drops / consumption increase
  • Impacts of water insecurity
  • Increasing water supply:  Water management strategies (dams & reservoirs / water transfer schemes / desalination).
  • Case study:  China South to North Water Transfer Project:  Adv and disadv
  • Sustainable water management:  Increasing supply and reducing consumption
  • LIC water management scheme:  Water transfer scheme in Hitosa, Ethiopia
  • Describing distribution using a map.
  • Describing patterns using graphs.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Supporting points/reasons using evidence from named examples.
  • Clearly justifying a decision you have made.
  • Revising effectively to remember key content.

End of year exam:

Testing all of the completed topics:

  • Resource Management
  • Climate change
  • The Living World
  • Urban Issues and Challenges (Mumbai)

 

  • Lessons focusing on effective revision techniques to memorise content and practice key skills
  • Feedback ensuring students are confident of strengths and areas to develop going into Year 11.

 

 

 
Assessment:

  • End of topic tests assessing the key content and skills covered during the topic (see above).  The Year 9 end of year test will be the major one and will be during the second half of the Summer term.
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  • Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a different coloured pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (1 per fortnight)

Homework will involve one of the following tasks:

  1. Providing more time to finish key pieces of work to a high standard.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.
 Year Group:

10

 Subject:

GEOGRAPHY

 Term:

AUTUMN
Overview:

The topics below will be studied during the Autumn Term.
The Living World:  (Finishing topic started last year:  See Yr 9 Summer Overview)

The Challenge of Natural Hazards

Key Content Key Skills
  • Types of natural hazard.
  • Factors affecting hazard risk.
  • Characteristics of oceanic and continental crust/plates.
  • How earthquakes form at conservative plate margins.
  • Features found at all plate margins.
  • Characteristics of shield & composite volcanoes.
  • What is a hotspot?
  • Primary and secondary effects of an earthquake in a developing country.
  • 3 Ps:  How to effectively reduce the effects of an earthquake.
  • Reasons people live in hazardous areas.
  • Describing distributions using a map.
  • Explain a sequence of events clearly and logically.
  • Sketch key features on a satellite image.
  • Inferring using a satellite image.
  • Calculate the difference using figure in a table.
  • Effective skimming/scanning of tables and text.
  • Appreciate 2 sides to an argument, supporting both but clearly explaining which side is stronger.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember required content.

The Challenge of Atmospheric Hazards

Key Content Key Skills
  • Difference between weather and climate.
  • How global circulation patterns work.
  • How tropical storms form and dissipate (die out).
  • Primary and secondary effects of a Typhoon Haiyan.
  • Immediate and long term response to Typhoon Haiyan.
  • Effective evacuation from tropical storms.
  • The effect of climate change on tropical storms.
  • Causes of a studied UK hazard (York floods, 2015).
  • Top down & bottom up approaches to reducing the effects of flooding in the UK.
  • Human and natural causes of climate change.
  • How mitigation & adaptation manages climate change.
  • Describing distributions using a map.
  • Explain a sequence of events clearly and logically.
  • Describing changes using a forecast map.
  • Effective skimming/scanning of maps/diagram/graphs/text
  • Inferring using forecast map / cartoon.
  • Clearly support a statement using reasons and evidence.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember required content.
Assessment:

  • End of topic tests assessing the key content and skills covered during the topic (see above).
    • Length:  1 hour
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  • Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a green pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (3 per fortnight)

Homework will involve one of the following tasks:

  1. Providing more time to finish key pieces of work to a high standard.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.

 
 Year Group:

10

 Subject:

GEOGRAPHY

 Term:

SPRING
Overview:

The topics below will be studied during the Spring Term.
 

The Challenge of Natural Hazards:  Finish topic and Atmospheric Hazards Assessment

 

Urban Issues and Challenges:  Mumbai (NEE)

 

Key Content Key Skills
  • Definition of urbanisation
  • Urbanisation rates around the world
  • Causes of urbanisation (rural to urban migration)
  • Mumbai:  Importance
  • Environmental challenges of urbanisation in Mumbai
  • Challenges and opportunities in Dharavi squatter settlement
  • Urban planning in Mumbai:  Improving the challenges
  • Describing key features in a photo.
  • Describing line and stacked bar charts
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Clearly explain & support 2 sides to an argument.
  • Revising effectively to remember key content.

 

UK coastal landscape

 

Key Content Key Skills
  • Erosion and weathering processes
  • Types of mass movement
  • Formation of erosional landforms (e.g. stack)
  • Recap:  Coastal transportation:  Longshore drift
  • Formation of depositional landforms (e.g. beach / spit)
  • Coastal management:  Hard and soft engineering.  How do they work and problems and benefits.
  • Describing key features in a photo.
  • Explain a sequence of events clearly and logically.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Effectively use an OS map as evidence (grid refs etc)
  • Clearly explain & support 2 sides to an argument.
  • Revising effectively to remember key content.
Assessment:

  • End of topic tests assessing the key content and skills covered during the topic (see above).
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  •  Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a different coloured pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (3 per fortnight)

Homework will involve one of the following tasks:

  1. Providing more time to finish key pieces of work to a high standard.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.

 
 Year Group:

10

 Subject:

GEOGRAPHY

 Term:

SUMMER
Overview:

The topics below will be studied during the Summer Term.
 

Physical Fieldwork:  Coastal Study in Hornsea

 

Key Content Key Skills
  • Coastal transportation:  Longshore drift
  • Coastal management using groynes
  • Primary vs secondary data
  • Risk assessing a physical study
  • Collecting accumulation data around groynes
  • Formulating an appropriate hypothesis
  • Describing and justifying data collection methods
  • Locating bars on a map using an appropriate scale
  • Collecting primary data in a physical environment
  • Explaining primary data collection results
  • Evaluating the overall success of a physical fieldwork study

 

Finish:  UK coastal landscape topic

 

Year 10 Mock Exam and Feedback

  • The Challenge of Natural Hazards
  • The Living World
  • Urban Issues and Challenges: Mumbai
  • Resource Management / Water

 

  • Lessons focusing on effective revision techniques to memorise content and practice key skills
  • Feedback ensuring students are confident of strengths and areas to develop going into Year 11.

 
Assessment:

  • Year 10 exam assessing the key GCSE content and skills covered this year and last.  (1 hr 30)
  • End of topic tests assessing the key content and skills covered during the topic (see above).
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  • Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a different coloured pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (3 per fortnight)

Homework will involve one of the following tasks:

  1. Providing more time to finish key pieces of work to a high standard.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.

 
 Year Group:

11

 Subject:

GEOGRAPHY

 Term:

AUTUMN
Overview:

The topics below will be studied during the Autumn Term.  The Human Geography Field Study will involve a 1 day field trip to Whitby.  Details will follow closer to the time.
 Economic Development in the UK

Key Content Key Skills
  • Causes of economic change in the UK (1850 – today).
  • Post-industrial UK economy: Examples of areas of growth of the quaternary sector.
  • Environmental impacts of industry in the UK and how they can be sustainably managed.
  • The impacts of population change in rural areas of the UK.
  • Reasons for the North/South divide in the UK and ways it could be reduced.
  • Advantages and disadvantages of a large scale transport project in the UK.
  • The UK’s place in the wider world:  Should we be in the EU?
  • Describing changes using pie charts.
  • Measuring distances on a map.
  • Calculating % increases and producing a choropleth map.
  • Producing, describing and interpreting population pyramids.
  • Discuss the pros and cons of a geographical issue.
  • Appreciate 2 sides to an argument, supporting both but clearly explaining which side is stronger.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember key content.

Human Geography Field Study

Key Content Key Skills
  • Economic impacts of tourism in Whitby.
  • Identifying risks of collecting primary data.
  • Collecting a range of primary data.
  • Identifying risks of collecting primary data.
  • Completing a range of data collection techniques.
  • Describing and justifying the data collection techniques.
  • Interpreting and evaluating the success of a range of data presentation techniques.
  • Accurate use and checking of SPAG.
  • Suggesting ways to improve methods of data collection.

River landscapes in the UK

Key Content Key Skills
  • Changes to features and processes along the long profile of a river.
  • Characteristics and formation of key fluvial landforms created by erosion and deposition.
  • Causes of river flooding.
  • Advantages and disadvantages of hard and soft engineering defences.
  • An example of a UK flood management scheme.
  • Describing key features in a photo.
  • Explain a sequence of events clearly and logically.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using specific facts/figures as evidence.
  • Effectively use an OS map as evidence (grid refs / distances / contours etc).
  • Discuss the pros and cons of a geographical issue.
  • Clearly justifying a decision you have made.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember key content.
Assessment:

  • End of topic tests assessing the key content and skills covered during the topic (see above).
    • Length:  1 hour
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  • Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a green pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (3 per fortnight)

Homework will involve one of the following tasks:

  1. Providing more time to finish key pieces of work to a high standard.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.
 Year Group:

11

 Subject:

GEOGRAPHY

 Term:

SPRING
Overview:

The topics below will be studied during the Autumn Term.  The Human Geography Field Study will involve a 1 day field trip to Whitby.  Details will follow closer to the time.
River landscapes in the UK:  Assessment

Urban Issues and Challenges in the UK:  London

Key Content Key Skills
  • Urban population change in London and the UK.
  • Local and global importance of London.
  • The social, economic and environmental opportunities in London.
  • The social, economic and environmental challenges in London.
  • Successes and problems with the Olympic Park urban regeneration scheme.
  • Sustainable strategies used in East Village (Olympic Park), London.
  • Describe pattern of located bars on a map.
  • Describing patterns on a choropleth map.
  • Calculate the % increase of data.
  • Describe and explain features in a photo.
  • Discuss the pros and cons of a geographical issue.
  • Evaluate the successes of a strategy.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Accurate use and checking of SPAG.
  • Revising effectively to remember key content.

 

Resource Management in the UK

Key Content Key Skills
  • Global distribution of resources (water/food/energy).
  • Reasons for global inequalities in resource supply and consumption (water/food/energy).
  • Demand and management of water in the UK.
  • Demand and management of food in the UK.
  • Demand and management of energy in the UK.
  • Describing distribution using a map.
  • Describing patterns using graphs.
  • Making detailed links in longer answers.
  • Using a wide range of key terms in answers.
  • Using a source booklet to support points / reasons in answers.
  • Clearly justifying a decision you have made.
  • Revising effectively to remember key content.
Assessment:

  • End of topic tests assessing the key content and skills covered during the topic (see above).
  • Formative assessments during lessons helping students to develop the key content and skills covered in the end of topic test.  These could be in the form of quizzes, group work, practice exam questions, presentations.
Feedback:

  • Regular verbal feedback to help improve quality of work and understanding of topics during the lesson.
  • Peer and self-assessment using clear success criteria and WAGOLLs (examples).  Peer/self improvements will be made in books using a different coloured pen.
  • Written teacher feedback will be given for key pieces of work focusing on strengths (green highlighter) and areas to develop (yellow highlighter).
Homework: (3 per fortnight)

Homework will involve one of the following tasks:

  1. Providing more time to finish key pieces of work to a high standard.
  2. Providing time for students to respond to feedback and improve work.
  3. Researching content to prepare for future lessons.
  4. Revision tasks to prepare students for an end of topic test.
Useful information/further support/revision:

http://www.coolgeography.co.uk/

https://www.bbc.co.uk/education/examspecs/zy3ptyc

Textbook:  GCSE Geography AQA, Simon Ross (Oxford).  Case studies may differ from those we will study in class.

 

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