| Term 1 | Development in South East Asia | |
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| Development is one of the key themes of this academic year. Students will get to grips with the concept of development and the factors which allow or hinder it. Students will look specifically at development within the context of South East Asia. They will study the development of Indonesia in detail and use development indicators to explain the development of this country over time. |
| Assessment: A longer written essay on how Indonesia has changed over time. Students must use development indicators and data to support their written work. Some students may go on to extend their written work by comparing the development of Indonesia to Malaysia through the use of their own research. | Key Words and Terms |
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| Term 2 | Natural Hazards | |
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| Students look at the cause, effect of these two devastating natural hazards and what creates them. Plate boundaries are explored in detail, and social, economic and environmental impacts of these disasters are explored.
Students look in detail at the Japan Tsunami and build a fact file of information to be used in a full report. This is then used to compare to the Indian Ocean Tsunami – how were LIC countries affected differently? In addition to looking at how a country’s lack of development can cause more problems in the future. |
| Assessment: A short multi-question test with a range of shorter and longer answer questions. | Key Words and Terms |
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| Term 3 | Tourism and development | |
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| The focus of this unit of work is exploring how human processes have influenced the development and spread of tourism. We start locally and then develop our inquiry outwards to look at global examples of the good and bad side of tourism.
Students will look at the concept 'synoptically', by considering how tourism acts at multiple scales and has a range of social, economic and environmental impacts. Students will also look at whether tourism can ever be sustainable, making links to work in year 8 as well as previous work within the year. |
| Assessment: Students will engage in a gcse style question paper that has a range of short, medium and long answer questions. | Key Words and Terms |
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| Term 3 | Geography of Fashion | |
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| The aim of this module is to introduce students to the huge variation in geography that exists across the world. A variety of human and physical factors influence why we see 'rich' nations and 'poor' nations.
Ultimately, students will learn that improving people’s lives in a continent that is often perceived to be a ‘hopeless case’ is dependent on a range of physical and human factors both within the individual countries, across the continent and on an international scale. This unit looks at the impact of trade through the eyes of the fashion industry. How much does it cost to make a T-shirt and what is the impact on the people who work in this industry? |
| Assessment: Students will be assessed through a written examination. They will be required to know two case studies. | Key Words and Terms |
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| Term 4 | The changing geography of the middle east | |
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| Conflict is a state of disagreement caused by the perceived or actual opposition of needs, values and interests between people. Geographically, it is often about opposing views about the ways in which a resource may be developed or used. This unit of work looks at conflict in the middle east and explores the human and physical reasons for this. Is a changing climate responsible for the growing Syrian conflict? |
| Assessment: Students will complete a longer written question that seeks to explore how far climate can be blamed for the Syrian conflict. | Key Words and Terms |
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| Term 6 | Fieldwork - Using a geographical model to investigate tourism in Weston Super Mare | |
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| In this module, students will develop the use of a model to plan and build a fieldwork inquiry. Using their knowledge from tourism in Term 3 and building on fieldwork experiences from year 7&8, our students will use the Butler model to investigate whether Weston Super Mare is an improving tourist destination. Students will build on their independent fieldwork skills and create their own inquiry questions as well as designing questionnaire surveys too. Students will be supported to select appropriate methods to investigate, report and draw conclusions about the environment. |
| Assessment: Students will be assessed through a fieldwork poster which looks at their ability to analyse and draw conclusions using a fieldwork model. | Key Words and Terms |
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