Share This Page

GCSE Geography

In this course, students are prepared for AQA GCSE Geography (8035). The following seven units are studied sequentially across Years 10 and 11.

Unit	Content
Unit 1 The Changing Economic World: Nigeria case study	In this unit, students learn about human processes, systems and outcomes, and how these can change both spatially and overtime. Students will study how development varies across the world, the impacts of inequality, and methods to close the development gap. They will then look closely at the case study Nigeria to understand how their economy has changed over recent decades, and how this has impacted people living in the country. Key knowledge developed: Knowing that there are global variations in economic development and quality of life. Knowing various strategies to reduce to global development gap. Understanding how economic development can lead to social, environmental and cultural change. Key skills developed: Interpret and extract information from bar graphs and population pyramids How to calculate averages How to respond to "describe" exam questions Assessment:Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 2 Weather Hazards and Climate Change	Students learn about global atmospheric systems and how they create hazards in the form of tropical storms and extreme weather events in the UK. Through in-depth case studies,students explore Typhoon Haiyan and the Beast from the East. Students build on their KS3 learning by considering a range of sources of evidence for climate change and by undertaking thorough evaluation of a range of mitigation and adaptation strategies. Key knowledge developed: Understanding the global atmospheric system and how it creates tropical storms Understanding Typhoon Haiyan as a case study of a tropical storm Understanding the Beast from the East as case study of an extreme weather eventin the UK Key skills developed: How to track a tropical storm, using satellite images How to use case study information skilfully to respond to demanding exam questions How to use and understand coordinates. Assessment:Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 3 UK Physical Landscapes and Coasts	Students build on Key Stage 3 learning by studying coasts at GCSE level. The unit is divided in two, addressing both physical and human aspects of coast geography. The physical geographical component consists of coastal processes and the landforms they create, while the human geographical component examines coastal management through sea defences, using examples of both hard and soft engineering. Key knowledge developed: Understanding why the UK has a range of diverse landscapes. Knowing that the coast is shaped by a number of physical processes. Understanding the processes that lead to coastal landforms Understanding of how different strategies can protect the coastline from the effects of physical processes. Key skills developed: How to use and interpret OS Maps How to describe the physical features of the coastline, as they are shown on large scale maps of two of the following landscapes Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 4 Small-scale Ecosystems	Students study the different components of small-scale ecosystems, how food chains are linked and the nutrient cycle within them. They will apply their learning to their prior knowledge of a local ecosystem, recognising the interdependence of the components, and the impact that human actions can have on them. Key knowledge developed: Knowing that small-scale ecosystems involve the interactions between biotic and abiotic components. Understanding how small changes to eco-systems can have large impacts on the biotic components in an ecosystem. Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 5 The UK Economy	In this unit, student build on their prior knowledge of changing global economies by focusing on the UK economy. They will look at how major changes in the UK economy have affected employment and regional growth, and how this may continue to change in the future. Key knowledge developed: To understand how de-industrialisation and globalisation have impacted the UK economy Knowledge of the impact of industry on the physical environment, and how modern industrial development can be made more sustainable Knowledge of improvements in transport and infrastructure in the UK Understanding of the cause of the North-South Divide, and methods to reduce it. Key skills developed: How to evaluate the success of management strategies to improve the quality of life Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 6 Human and physical fieldwork	As part of their GCSE, students must undertake two geographical enquiries, including the use of primary data, collected by the students. This unit will provide students with the knowledge and skills to carry out their fieldwork, as well as answer exam-style questions linked to this section of the GCSE. Key knowledge developed: Knowledge of the stages of the enquiry process Knowledge of the methods for collecting, processing and displaying data Key skills developed: How to carry out fieldwork How to reach conclusions How to evaluate the geographical enquiry. Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 7 Cold Environments	Students study the characteristics of polar and tundra environments before examining the case study of Svalbard. The opportunities and challenges of living in cold environments are covered through this case study and students evaluate how fragile environments can be managed sustainably with a range of examples including Antarctica. Key knowledge developed: Knowing the range of distinctive characteristics in cold environments. Understanding of how development of cold environments creates opportunities and challenges for the environment. Key skills developed: How to interpret data from a climate graph Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 8 The Tropical Rainforest	Students revisit and build on Year 9 learning by studying characteristics of rainforests in Malaysia and how they are threatened by deforestation. The value of rainforests is considered before evaluating a range of sustainable management strategies at both national and international level. Key knowledge developed: Knowing that tropical rainforests have a range of distinctive characteristics Understanding that deforestation has economic and environmental impacts Understanding of the methods to manage sustainable development of tropical rainforests. Key skills developed: How to draw a climate graph Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit

Content

Unit 1

The Changing Economic World: Nigeria case study

In this unit, students learn about human processes, systems and outcomes, and how these can change both spatially and overtime. Students will study how development varies across the world, the impacts of inequality, and methods to close the development gap. They will then look closely at the case study Nigeria to understand how their economy has changed over recent decades, and how this has impacted people living in the country.

Key knowledge developed:

Knowing that there are global variations in economic development and quality of life.
Knowing various strategies to reduce to global development gap.
Understanding how economic development can lead to social, environmental and cultural change.

Key skills developed:

Interpret and extract information from bar graphs and population pyramids
How to calculate averages
How to respond to "describe" exam questions

Assessment:Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 2

Weather Hazards and Climate Change

Students learn about global atmospheric systems and how they create hazards in the form of tropical storms and extreme weather events in the UK. Through in-depth case studies,students explore Typhoon Haiyan and the Beast from the East. Students build on their KS3 learning by considering a range of sources of evidence for climate change and by undertaking thorough evaluation of a range of mitigation and adaptation strategies.

Key knowledge developed:

Understanding the global atmospheric system and how it creates tropical storms
Understanding Typhoon Haiyan as a case study of a tropical storm
Understanding the Beast from the East as case study of an extreme weather eventin the UK

Key skills developed:

How to track a tropical storm, using satellite images
How to use case study information skilfully to respond to demanding exam questions
How to use and understand coordinates.

Assessment:Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 3

UK Physical Landscapes and Coasts

Students build on Key Stage 3 learning by studying coasts at GCSE level. The unit is divided in two, addressing both physical and human aspects of coast geography. The physical geographical component consists of coastal processes and the landforms they create, while the human geographical component examines coastal management through sea defences, using examples of both hard and soft engineering.

Key knowledge developed:

Understanding why the UK has a range of diverse landscapes.
Knowing that the coast is shaped by a number of physical processes.
Understanding the processes that lead to coastal landforms
Understanding of how different strategies can protect the coastline from the effects of physical processes.

Key skills developed:

How to use and interpret OS Maps
How to describe the physical features of the coastline, as they are shown on large scale maps of two of the following landscapes

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 4

Small-scale Ecosystems

Students study the different components of small-scale ecosystems, how food chains are linked and the nutrient cycle within them. They will apply their learning to their prior knowledge of a local ecosystem, recognising the interdependence of the components, and the impact that human actions can have on them.

Key knowledge developed:

Knowing that small-scale ecosystems involve the interactions between biotic and abiotic components.
Understanding how small changes to eco-systems can have large impacts on the biotic components in an ecosystem.

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 5

The UK Economy

In this unit, student build on their prior knowledge of changing global economies by focusing on the UK economy. They will look at how major changes in the UK economy have affected employment and regional growth, and how this may continue to change in the future.

Key knowledge developed:

To understand how de-industrialisation and globalisation have impacted the UK economy
Knowledge of the impact of industry on the physical environment, and how modern industrial development can be made more sustainable
Knowledge of improvements in transport and infrastructure in the UK
Understanding of the cause of the North-South Divide, and methods to reduce it.

Key skills developed:

How to evaluate the success of management strategies to improve the quality of life

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 6

Human and physical fieldwork

As part of their GCSE, students must undertake two geographical enquiries, including the use of primary data, collected by the students. This unit will provide students with the knowledge and skills to carry out their fieldwork, as well as answer exam-style questions linked to this section of the GCSE.

Key knowledge developed:

Knowledge of the stages of the enquiry process
Knowledge of the methods for collecting, processing and displaying data

Key skills developed:

How to carry out fieldwork
How to reach conclusions
How to evaluate the geographical enquiry.

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 7

Cold Environments

Students study the characteristics of polar and tundra environments before examining the case study of Svalbard. The opportunities and challenges of living in cold environments are covered through this case study and students evaluate how fragile environments can be managed sustainably with a range of examples including Antarctica.

Key knowledge developed:

Knowing the range of distinctive characteristics in cold environments.
Understanding of how development of cold environments creates opportunities and challenges for the environment.

Key skills developed:

How to interpret data from a climate graph

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 8

The Tropical Rainforest

Students revisit and build on Year 9 learning by studying characteristics of rainforests in Malaysia and how they are threatened by deforestation. The value of rainforests is considered before evaluating a range of sustainable management strategies at both national and international level.

Key knowledge developed:

Knowing that tropical rainforests have a range of distinctive characteristics
Understanding that deforestation has economic and environmental impacts
Understanding of the methods to manage sustainable development of tropical rainforests.

Key skills developed:

How to draw a climate graph

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Year 11

Unit	Content
Unit 1 Urban Issues and Challenges: Bristol case study	In this unit, students will recap their learning from the Year 9 unit on Urbanisation in Rio de Janeiro. They will make comparisons between how a urban growth is managed in NEE and HICs. Key knowledge developed: Understanding that urban change in the UK leads to a variety of social, economic and environmental opportunities and challenges. Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 2 Rivers	This unit has two components, covering both physical and human aspects of rivers. The physical geographical component consists of coastal processes and the landforms they create, while the human geographical component examines river management through flood defences, using examples of both hard and soft engineering. Key knowledge developed: Knowing that the shape of the long profile and cross profile changes as a river flows downstream Understanding that fluvial landforms are created due to physical processes Understanding of how management strategies can be used to protect river landscapes from flooding. Key skills developed: How to use and interpret OS Maps, including identifying major relief features on maps and relate cross-sectional drawings to relief features. How to use maps and photographs in combination to describe human and physical landscapes. Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 3 Tectonic Hazards	In this unit, students build on their prior learning of tectonic plates; the processes that drives movement and the natural hazards this creates. Students will look at two case studies of countries with contrasting levels of wealth, and make connections to previous units on economic development. Students will then consider the differences in a country's ability to protect lives and infrastructure from natural hazards. Key knowledge developed: Understanding of how processes in tectonic plates can cause earthquakes, volcanoes and tsunamis. Knowledge of the primary and secondary effects of a tectonic hazard. Understanding of how monitoring, prediction, protection and planning can reduce the risks of a tectonic hazard. Key skills developed: How to analyse the inter-relationship between physical and human factors on maps Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 4 UK Resources, Food and Sustainability	The unit begins with an overview of food, water and energy resources, especially in a UK context. This is followed by an in-depth study of food resources around the world including global patterns of food consumption, the impacts of food insecurity and how food can be managed, locally and on a larger scale. Key knowledge developed: Understanding of the significance of food, water and energy on economic and social well-being. The global inequalities in the supply and consumption of resources. Understanding that global demand for food is rising, which may lead to conflict Understanding of different strategies which can be used to increase food supply. Key skills developed: How to interpret and extract information from different types of maps, graphs and charts. Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.
Unit 5 Issue Evaluation	Towards the end of GCSE, the exam board will release the Issue Evaluation booklet. This part of the GCSE will allow students to make connections between a compulsory section of the Geography GCSE and a contemporary geographical issue. In the exam, students will be required to write extended pieces of writing which will involve evaluative judgement. Key skills developed: How to develop a critical perspective on the issue considered How to consider the points of view of the stakeholders involved Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit

Content

Unit 1

Urban Issues and Challenges: Bristol case study

In this unit, students will recap their learning from the Year 9 unit on Urbanisation in Rio de Janeiro. They will make comparisons between how a urban growth is managed in NEE and HICs.

Key knowledge developed:

Understanding that urban change in the UK leads to a variety of social, economic and environmental opportunities and challenges.

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 2

Rivers

This unit has two components, covering both physical and human aspects of rivers. The physical geographical component consists of coastal processes and the landforms they create, while the human geographical component examines river management through flood defences, using examples of both hard and soft engineering.

Key knowledge developed:

Knowing that the shape of the long profile and cross profile changes as a river flows downstream
Understanding that fluvial landforms are created due to physical processes
Understanding of how management strategies can be used to protect river landscapes from flooding.

Key skills developed:

How to use and interpret OS Maps, including identifying major relief features on maps and relate cross-sectional drawings to relief features.
How to use maps and photographs in combination to describe human and physical landscapes.

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 3

Tectonic Hazards

In this unit, students build on their prior learning of tectonic plates; the processes that drives movement and the natural hazards this creates. Students will look at two case studies of countries with contrasting levels of wealth, and make connections to previous units on economic development. Students will then consider the differences in a country's ability to protect lives and infrastructure from natural hazards.

Key knowledge developed:

Understanding of how processes in tectonic plates can cause earthquakes, volcanoes and tsunamis.
Knowledge of the primary and secondary effects of a tectonic hazard.
Understanding of how monitoring, prediction, protection and planning can reduce the risks of a tectonic hazard.

Key skills developed:

How to analyse the inter-relationship between physical and human factors on maps

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 4

UK Resources, Food and Sustainability

The unit begins with an overview of food, water and energy resources, especially in a UK context. This is followed by an in-depth study of food resources around the world including global patterns of food consumption, the impacts of food insecurity and how food can be managed, locally and on a larger scale.

Key knowledge developed:

Understanding of the significance of food, water and energy on economic and social well-being.
The global inequalities in the supply and consumption of resources.
Understanding that global demand for food is rising, which may lead to conflict
Understanding of different strategies which can be used to increase food supply.

Key skills developed:

How to interpret and extract information from different types of maps, graphs and charts.

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

Unit 5

Issue Evaluation

Towards the end of GCSE, the exam board will release the Issue Evaluation booklet. This part of the GCSE will allow students to make connections between a compulsory section of the Geography GCSE and a contemporary geographical issue. In the exam, students will be required to write extended pieces of writing which will involve evaluative judgement.

Key skills developed:

How to develop a critical perspective on the issue considered
How to consider the points of view of the stakeholders involved

Assessment: Learning is assessed formatively through in-class practice of exam questions, and summatively in an end-of-unit test and through mock exams across Years 10 and 11.

GCSE Geography

Learning

Contact

Useful Links