Mr M R Thom (Head of Department)
Mrs R E Gilbert (Part-Time)
Mrs C Johnston (Part-Time) (Temporary)
Mrs S L Karayiannis
In general terms the following desirable pupil outcomes are sought through the study of Geography:
- To further develop their understanding of their surroundings and extend their interest, knowledge and understanding of more distant places.
- To gain a perspective within which they can place local, national and international events.
- To learn about the variety of conditions on the earth’s surface; the different ways in which people have reacted to, modified and shaped environments; and the influence of environmental conditions on social, political and economic activities.
- To gain understanding of the processes which have produced pattern and variety on the earth’s surface and which bring about change. To develop a sensitive awareness of the contrasting opportunities and constraints facing different peoples living in different places under different economic, social, political and physical conditions.
- To develop an understanding of the nature of multi-cultural and multi-ethnic societies, a sensitivity to prejudice and values which reject racist views.
- To developed a wide range of skills and competencies that are required for Geographical enquiry and are widely applicable in other contexts.
- To act more effectively in their environment as individuals and as members of society
We seek to build upon young people’s natural curiosity about the world.
It is our intention to develop in our pupils’ world knowledge, an ability to make sense of current events and to make informed judgements on the economic, political, social and environmental issues. Geography has a special role to play in fostering better understanding of different cultures both within our own society and elsewhere in the world. It should also encourage pupils to understand the environment and how human activity leads to its use and misuse. Through studying physical and human resources at a variety of scales from the immediate and local, to the world as a whole, pupils learn to move from the familiar and concrete to the more distant, general and abstract.
Knowledge, skills and attitudes learned by pupils in Geography lessons contribute to their understanding of other subjects in the school curriculum. Thus Geography contributes knowledge and skills related to subjects as diverse as Mathematics, History, Economics, Religious Education, Science and Information Technology. It also has a contribution to make in helping pupils to develop attitudes of tolerance towards other individuals and communities. Social skills are promoted through the joint planning of work, as in fieldwork, and through group discussions and participation in role playing exercises, geographical games and simulations.
Examination Board: CCEA
The aim of the course is to provide pupils with an understanding of the world into which they are growing and to which they contribute. Emphasis is placed on the ways in which people interact with each other and with their environment. One outcome is an encouragement to understand different communities and cultures within our own society and elsewhere in the world.
There are six themes studied over the two years, three deal with the Natural World and three with Living in our World. Topics covered by these themes include:
- How and why do cities develop and how do they change the countryside?
- Which management strategies can help reduce flooding in the UK?
- Is migration a good or bad process for people in Europe?
- Why is the world map constantly changing?
- Why are wealthy countries rich and does money answer development problems?
- Is Global Warming really threatening to change our planet and our future?
In addition to the content material numerous Geographical skills are developed with analysis of many graphical and statistical sources including ICT, video, Geographic Information systems (GIS), satellite images and, of course, maps at various scales.
Please refer to the Subject Choice for GCSE InformationBooklet for further information on full course details and criteria for entry.
Examination Board: CCEA
Year 13 AS
Two modules are used to deliver and assess this course.
1 Physical Geography (including fieldwork skills)
Topics with this theme include, the benefits and problems of flooding, the impact and formation of hurricanes, and the human impact of grasslands. The course includes primary fieldwork but no assessed coursework is required.
2 Human Geography
Topics within this theme include population imbalances, rural conservation issues, and measurements of development.
Year 14 A2
A further two related modules build on AS to the full A-level course. Again there are three assessment units.
1 Human Geography and Global Issues
This includes fertility policies, ethnic conflict issues (Sri Lanka and Belfast) and migration processes. Tourism is studied as a global issue.
2 Physical Geography and Decision Making
This includes ecosystem destruction, earthquakes, volcanoes and drought studies.
Decision making requires students to assess a case study through a wide range of media sources and to adapt a role in a planning decision.
Please refer to the Subject Choice for AS/A Level Information Booklet for further information on full course details and criteria for entry.
One or 2 homeworks per week often composed of the completion of written or graphic work including textbooks questions.
Two homeworks per week normally composed of completing, extending or developing work in class or test preparation. No formal homeworks are given during high level controlled assessment (September to October of Year 12).
At least one homework from both the human and physical courses. Pupils are expected to review and revise all classwork making revision notes and use past paper questions to develop their examination skills.