Geography

Year 12

Units Taught 

How do water and carbon cycles control Earth’s processes?
To what extent can contemporary urban environments be managed?
To what extent does the coastal zone operate as a system?
Geographical Investigation (NEA)

Main Skills Developed 

In year 12, students begin to study A-level Geography. Students build and extend their understanding learnt from GCSE. In doing this, they explore how water and carbon moves around the earth, how urban areas grow and change, how we impact coastal environments and how the world is becoming more interconnected.

Through studying these topics, students will develop an ability to use key geographical vocabulary, making connections, drawing upon examples, applying understanding to new contexts and an ability to analyse. Students will develop skills in using a range of images, graphs, and maps with an ability to analyse and draw conclusions.

Through fieldwork, students will connect theory into real life, studying how urban areas change, how coastal processes operate and how ecosystems evolve.

Students will establish themselves to speak, write and act as geographers.

How can parents help to support learning? 

Support with homework tasks, ensuring that key terminology and themes are understood. Encourage an interest in geography-related issues in the news, on a journey or a visit to a new place. Take an active interest in the topics being studied through discussion at home, supporting with revision and recap.

Useful Websites 

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

https://www.tutor2u.net/geography/collections/a-level-geography-revision-quizzes

https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037

SMSC & British Values 

We encourage all students to show an interest in investigating and offering reasoned views about moral and ethical issues and appreciate the viewpoints of others.

Students acquire a broad general knowledge of different places on a local, national, and international scale.

Geography also helps pupils to understand society better, for example a comparison between Low Income Countries (LIC’s) and High-Income Countries (HIC’s). Appreciating diversity encourages positive relationships and shared values. It promotes tolerance and partnership, within local and wider communities and encourages students to express their views on key geographical issues.

These values are also encouraged and rewarded in our day‐to‐day teaching, showing that tolerance, mutual respect, teamwork, and resilience are valued as we aim to build students’ self-esteem.

Year 13