Departmental Aims

In a rapidly changing world, the Geography Department aims to inspire our young learners to appreciate and understand our amazing planet, develop an awareness and understanding of social, economic and environmental change and an appreciation of the importance of sustainable development.

Our specific aims include:

 

  • To provide our pupils with a range of skills to investigate the physical and human environment, including decision making, critical thinking, problem solving, communication, numeracy and ICT skills.

 

 

  • To provide our students with a depth of knowledge and experiences to enable them to understand and explain our complex, interconnected and changing world.

 

  • To provide opportunities for our pupils to develop as informed and responsible global citizens, able to understand the challenges facing our world today and their role in contributing towards a more sustainable vision for the future.

 

  • To provide opportunities for pupils to develop data enquiry skills, embracing fieldwork and G.I.S technologies, to enable them to make informed judgements and principled geographical decisions.

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Staff

Mrs M Reid (HoD)

Dr R Butler

Mrs C Creagmile

Mr P O’Loan

Mrs L Shields

Miss C Teer

Geography quote.jpg

 Michael Palin 

Year 8 Geography

Term 1

What is Geography? (Human, Physical and Environmental Geography).

 

Weather and Climate

  • How weather affects our daily lives

  • Elements of the Weather and their measurement

  • The Water Cycle

  • Cloud and Rainfall formation

  • Air Pressure and Weather Systems

  • Factors influencing Climate

  • Microclimates

  • Weather : Fieldwork Investigation

Theme 1: Introduction to Geography

In this introductory unit, pupils will be introduced to Geography as a subject of study and its physical, human and environmental components. Pupils will be provided with an opportunity to develop an understanding of key geographical terminology and employ it to describe landscapes. They will undertake a variety of activities which will enable them to classify physical and human landscape features. This unit of work is designed to develop pupils’ literacy, numeracy and ICT skills. Opportunities will be created for pupils to develop personal skills and capabilities as well as engage in assessment for learning activities. 

Theme 2: Weather

In this thematic unit of work, pupils will learn about the elements of weather and explore their measurement using fieldwork equipment. In a study of microclimates pupils will plan and undertake a microclimatic investigation within their school environment. They will make predictions, carry out primary quantitative data collection and, using a variety of methods, collate and graphically represent information to produce reliable conclusions and evaluate outcomes. This investigative approach allows for potential linkage with Mathematics and Digital Technology. In a study of Britain’s weather, attention will be focused on temperature and rainfall patterns, with a brief introduction to weather systems. Opportunities will be created for IT data handling with inter-connected links with mathematics (Numeracy) with the construction, analysis and interpretation of graphs. Throughout this unit linkage opportunities with science are created through study of the water cycle, rainfall & its processes.

Term 2

Rivers

  • Drainage Basins

  • Map work- Global Rivers

  • River Processes and Landforms

Flooding

  • Causes (Human and Physical)

  • Impacts (Social, Economic and Environmental)

  • Comparative Flooding Case Studies (MEDC and LEDC examples)

 

Plastic Oceans

Theme 3: Rivers and Flooding

In this unit, pupils will learn about river basins and flooding. They will investigate the causes of flooding, both physical and human as well as its impact on people, property and the landscape. This theme will build on prior knowledge of weather and the water cycle. As well as acquiring a theoretical knowledge of flooding, a spatial context of flooding in the U.K. and Bangladesh will be introduced for comparative study. This unit will provide opportunities for independent research and report writing. In addition, this theme will allow for the consideration of sustainable river management as well as the recognition of the importance of global citizenship. Pupils will explore the problem of plastic pollution, how it threatens the marine environment, food safety, human health and coastal tourism.

Term 3

Map work Skills - Sketch maps

 

Ordnance Survey Map work

  • Symbols

  • Grid References (4 and 6 figure)

  • Direction

  • Relief

  • Scale

Theme 4: Map work Skills

In this unit, pupils will learn to appreciate maps, how to interpret maps and will be provided with opportunities to practise cartographic skills. As the spatial focus of Geography in Year 8 is predominantly local, pupils will study maps of the North of Ireland and learn to identify counties, key settlements, selected rivers, mountains, loughs etc. Pupils will be provided with opportunities to develop OS map skills such as reading grid references, recognising key symbols, reading directions and interpreting height, relief and landforms on O.S. maps. Pupils will be provided with opportunities to use the Scale to measure distances on a map and develop their mathematical skills.

Year 9 Geography

Term 1

Global Map work

 

Sustainable Tourism

  • Classification of Industrial Sectors

  • Growth of Global Tourism

  • Domestic and International Tourism

  • Mass Tourism in Spain (Location, climate, attractions.)

  • Impact of Mass Tourism in Spain (Positive and Negative

  • Sustainable Tourism Management

Theme 1: Sustainable Tourism

In this unit, pupils will study global tourism, recent trends and reflect on personal holiday experiences. Reasons for the growth of mass tourism will be explored as well as opportunities, conflicts and problems which arise as a result of mass tourism and require sustainable management. Opportunities will be created for expressive writing, discussion, decision making as well as the development of mathematical, DT and thinking skills. The study of tourism management allows pupils to reflect on the importance of sustainable development to meet the needs to the present populations without compromising the long term benefits for society, the economy and the environment. Through the study of mass tourism in Iceland, pupils will interrogate and critically review relevant factual evidence, make and justify their own impendent judgements and engage in the process of Decision Making.

Term 2

Ecosystems

  • Biotic and Abiotic Components

  • Energy Flow (Food Chains and Food Webs)

  • Nutrient Cycling

Tropical Rainforest Ecosystems

  • Global location of biome

  • Climatic Characteristics

  • Plant and animal adaptations

  • Indigenous Communities

  • Deforestation (Causes and Impacts)

  • Sustainable Management of the Tropical Rainforests

Theme 2: Ecosystems

In this unit, pupils will be introduced to the concept of Ecosystems and study their functioning through the interaction and interdependence of their biotic and abiotic components. Pupils will explore the vital processes of energy flow and nutrient cycling. This unit allows for interconnected links with IT, Numeracy, Literacy (Report Writing), Science, Art and provides opportunities for research and extension.

Theme 3: Tropical Rainforests

In this unit pupil will investigate the location of the Tropical Rainforest, a major Tropical Biome and describe their climatic characteristics. They will research the unique and diverse animal and plant life within the forest and understand how this fragile ecosystem functions through energy flow and nutrient cycling. Pupils will learn to appreciate how the indigenous communities survive through sustainable farming in this unique environment and how development threatens their existence and has a detrimental impact on their culture and way of life. They will investigate the issue of deforestation and appreciate the impact on people, the economy and the environment. Pupils should learn to appreciate the global importance of the rainforest and understand how and why it is currently under threat. Consequently, the will evaluate possible solutions to rainforest destruction and consider opportunities for sustainable development.

Term 3

Rocks

  • Igneous Rocks
    (Formation, Examples and locations in N. Ireland)

  • Sedimentary Rocks- Organic and Inorganic
    (Formation, Examples and locations in N. Ireland)

  • Metamorphic Rocks
    (Formation, Examples and locations in N. Ireland)

  • Fossils

  • The Rock Cycle

Theme 4: Rocks

Rocks to a geographer are like maps to a traveller. The study of Rocks will allow pupils to learn about the history of the planet and how it is constantly evolving. Pupils will investigate, classify and examine the characteristics of igneous, sedimentary and metamorphic rocks and explore their formation processes. Pupils will investigate the formation of fossils and reflect on their importance in learning about the past. They will make connections between rock types through the study of the Rock Cycle. Opportunities will be created for the development of research and investigative skills as well as the development of inter-connective links with science and Digital Technology through personal research work on fossils and the Giant’s Causeway.

Year 10 Geography

Term 1

Global Map work

Global Development

  • Defining and Measuring Development (Social and Economic Indicators)- LEDCs, MEDCs and NICs

  • Development in Ghana and UK

  • Causes of Underdevelopment

  • Global Trade patterns

  • Fair Trade (Ghana Study)

Theme 1: Global Development

In this unit, pupils will study Development and appreciate that it is a complex term with a variety of definitions. They will learn how to investigate, measure, compare and map global levels of development. Pupils will become aware of global inequality and examine the inter-related factors which contribute to the geographically uneven spread of poverty. They will learn about aid and trade transfer, and consider how both processes can encourage and hinder development. In a study of global citizenship and sustainable development, pupils will consider what governments, voluntary organisations and individuals can do to help development. Pupils will study the importance of Fair Trade, which aims to combat the injustices of conventional trade, and appreciate its role in sustainable global development. Links will be developed with Religion in the consideration of ethical issues and ICT in the research and analysis of global development patterns.

Term 2

Plate Tectonics

  • The Structure of the Earth

  • Plate Movement- types of margins

  • Hazards of volcanic activity.

  • Advantages of volcanic activity.

  • Shield and Dome Volcanoes

  • Volcanic Hazard Case Study- Montserrat (Caribbean)- Location, Cause of eruption, Impacts (Social, Economic and Environmental)

  • Volcanic Hazard Management

Theme 2: Plate Tectonics - Earthquakes and Volcanoes

In this unit, pupils will investigate the instability of the earth’s crust and study how crustal activity causes earthquake and volcanic hazards. This dynamic theme provides an opportunity for the study of the physical world and its human interrelationships in a variety of spatial contexts.

Pupils will learn about the global distribution of earthquakes and volcanoes and how the movement of plates leads to earthquakes and volcanic eruptions. Although pupils study the primary and secondary hazards associated with earthquakes and volcanic eruptions, there will be opportunities provided for pupils to explore the benefits of living in tectonically active areas.

A detailed study of the Haiti earthquake and the Montserrat Soufriere eruption provides a wide scale spatial focus of tectonic hazard activity while encompassing a myriad of geographical themes such as aid, development, hazard management and international cooperation.

This unit allows for interconnected links with science, IT, numeracy, literacy, art and provides numerous opportunities for research and extension.

Term 3

Earthquakes

  • Global location

  • Causes of Earthquakes

  • Characteristics (Focus and Epicentre)

  • Measurement (Richter Scale)

  • Hazards (Ground Shaking, Liquefaction, Tsunamis and Landslides)

Earthquake Hazard Case Study – Haiti 2010

  • Event details- Location

  • Cause

  • Impacts (Social, economic and Environmental)

Urbanisation

  • Causes of rapid urban growth in LEDCs

  • Impacts of rapid urbanisation

  • Shanty Towns (Growth, location, problems, advantages and sustainable management)

Theme 3: Urbanisation

In this unit, pupils will explore the global pattern and rate of urban growth in both LEDC and MEDCs. Pupils will focus on the cause of the current, rapid and sustained population growth in LEDC cities. Factors such as natural increase will be revisited as well as the push and pull factors which contribute to the internal migration process. Pupils will explore the myriad of social, economic and environmental problems resulting from rapid and largely uncontrolled urban expansion. This unit will provide an opportunity for a detailed study of the characteristics of the informal shanty town settlements and reflect on the challenges and opportunities posed for their inhabitants. In their study of global citizenship, pupils will evaluate Government initiatives including self-help schemes which aim to provide improved sustainable living conditions for the low income residents in these urban environments.

GCSE Geography: CCEA Specification

General Information

Turn on your TV almost any day and you will see coverage of events such as flooding, storms or earthquakes and hear about issues such as sustainability and global warming. These events and issues are at the very heart of Geography. By studying Geography pupils will gain an awareness of their own responsibilities and how they can contribute to a future that is sustainable and inclusive.

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Why Study Geography?

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In studying this course pupils will:

  • take part in fieldwork collecting data at first hand;

  • explore the interrelationships between people and their environments;

  • investigate how physical and human resources are managed;

  • consider interdependence between countries and the need for cooperation to tackle global issues; and

  • have opportunities to develop geographical skills including appropriate technologies such as GIS.

Units of Study

Unit 1:

Understanding Our Natural World

Unit1.png

Four themes:

  • River Environments

  • Coastal Environments

  • Our Changing Weather and Climate (the impacts of weather systems, extreme weather and climate change)

  • The Restless Earth (earthquakes and volcanoes)

Unit 2:

Living in Our Natural World

Unit2.png

Four themes:

  • Population and migration

  • Changing Urban Areas

  • Contrasts in World Development

  • Managing Our Environment (carbon footprints, resource use and sustainable tourism

Unit 3:

Fieldwork

This will involve the collection of Primary data in a field study.

GCSE Assessment

Unit 1:

Understanding Our Natural World

Written paper

Unit1.png

Unit 1 is a written exam and will be

1 hour and 30 minutes long.

There will be four multi-part questions.

Each question will focus on one of each of the themes. The questions will have resource material and some parts will require extended writing.

This examination is worth 40% of the overall GCSE qualification.

Unit 2:

Living in Our Natural World

Written paper

Unit2.png

The written exam for Unit 2 will be

1 hour and 30 minutes long.

There will be four multi-part questions.

Each question will focus on one of each of the themes. The questions will have resource material and some parts will require extended writing.

This examination is worth 40% of the overall GCSE qualification.

Unit 3:

Fieldwork

Written paper

Unit 3 is a written exam and will be

1 hour long.

Students base their answers on their knowledge and experience of fieldwork.

 

Students bring a fieldwork statement and table of data into the examination.

A-Level Geography: CCEA Specification

General Information

Turn on your TV almost any day and you will see coverage of events such as flooding, storms or earthquakes and hear about issues such as sustainability and global warming. These events and issues are at the very heart of Geography. By studying Geography pupils will gain an awareness of your own responsibilities and how they can contribute to a future that is sustainable.

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Why Study Geography?

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In studying this course, pupils will:

  • take part in fieldwork collecting data at first hand;

  • explore the interrelationships between people and their environments;

  • investigate how physical and human resources are managed;

  • consider interdependence between countries and the need for cooperation to tackle global issues; and

  • have opportunities to use geographical skills including appropriate technologies such as GIS.

AS Level [40%]

Unit 1:

Physical Geography

Unit1.png

1¼ Hr Paper 16%- 3 themes:

  • Fluvial Environments and Human Interactions.

  • Global Biomes and Small-scale Ecosystems.

  • Weather and Climate in Britain and Globally.

Unit 2:

Human Geography

Unit2.png

1¼ Hr Paper 16%- 3 themes:

  • Population Data, Change and Resources.

  • Settlement Change, Planning in Rural Environments and Urban Challenges.

  • Measuring Development, Reducing the Development Gap and Emerging Markets.

Unit 3:

Fieldwork Skills and Techniques in Geography

1 Hr Paper 8%- 2 themes:

  • The collection of primary data in a field study.

  • Geography techniques.

A2 Level [60%]

Unit 1:

Physical Processes, Landforms and Management

Unit1.jpg

1½ Hr Paper 24%- 2 options:

  • Plate Tectonics- Margins and Landforms, Volcanoes and Management, Seismic Activity and Management.

  • Tropical Ecosystems- Location and Climate, Management and Sustainability of Semi-arid and Tropical and Tropical Rainforest Ecosystems.

Unit 2:

Processes and Issues In Human Geography

Unit2.png

1½ Hr Paper 24%- 2 options:

  • Planning for Sustainable Settlements- Sustainable development, Urban Planning, Traffic and Transport.

  • Tourism- Changing Nature of Tourism, Challenges and Management of Mass Tourism, Ecotourism Challenges and Regulation.

Unit 3:

Decision Making

1½ Hr Paper 12%

This is a decision making exercise in the form of a real case study.

Career Opportunities

Geographers are skilful; They can use maps, images, numerical data, graphical resources as well as Geographic Information Systems and are thus desirable and employable. Geography will, in conjunction with other subjects, open opportunities to a wide range of Further and Higher Education Degree Courses in the faculties of Science, Arts and Social Sciences. Employers desire graduates who have advanced technology skills and in Geography, this includes GIS and Remote Sensing. In the past, many of our A Level pupils have progressed to third level education to study degrees in Geography, Computer Science, Architecture, Law, Medicine, Accounting, Town and Country Planning, Meteorology, European studies, Teaching, Estate Management, Environmental Planning etc.

Career quote.jpg

 Michael Palin 

We have a wide range of school trips by the Geography department, click here to view

Achievements

Activities