Rocks and Soil
Students will study the three main rock types: sedimentary, igneous and metamorphic rock. Students will look at the relationship between these rocks within the rock cycle. Students will also look at the effects of weathering and erosion on rocks/soil and associated mass movement processes.
Students will practice skills of photo interpretation/analysis and physical process sequencing. Students will also develop case study knowledge of real place examples of soil erosion and desertification.
End of unit assessment
Students will complete a short assessment which tests their knowledge of rock types, photo interpretation skills, understanding of physical processes and analysis of relevant case studies.
A type of rock formed from layers of sediment compacted at the bottom of the ocean floor.
A type of rock which forms from cooled and solidified magma/lava.
A type of rock which originally may have been sedimentary or igneous, but has been changed under heat and/or pressure.
Students will explore the fundamental processes that occur in the ground beneath their feet. They will develop a greater understanding of different places around the world and the extreme events which are occurring there.
Students develop a greater appreciation of the result of their actions upon the environment. Students develop an awareness of what they should and shouldn't do in order to prevent soil erosion and desertification in the future.
Natural Resources
Students will compare renewable and non-renewable resources present in the natural world. They will develop an understanding of the risks associated with over-dependence on non-renewable resources in the future. They will also look at the future of renewable resources and how they can help maintain our current demands for energy as well as help reduce global warming and climate change.
End of unit assessment
Students will complete an assessment which tests their knowledge and understanding of different types of resources. Students will be asked to evaluate the positive and negative aspects of using different types of resources for energy.
A resource which can be repeatedly used without ever running out.
A resource that will run out when used up, and not regenerate within our life time.
Students will develop a greater understanding of the impacts of their lifestyle and everyday actions upon the environment and therefore upon the wider world. They will understand how global warming, caused by their actions, leads to problems for others.
Students will learn how changes to their lifestyle choices can positively affect the environment and other communities around the world.
Students will learn to categorise jobs into primary, secondary, tertiary and quaternary industries. Students will look at the evolution of these industries over time - both in more developed countries and less developed countries. Students will also try to predict future changes to countries employment structures.
End of unit assessment
Students will be tested on their knowledge of different employment industries. They will also have to analyse the employment structure of countries at different levels of development. Students will be assessed using graphs and charts in order to develop their mathematical skills.
More Economically Developed Countries
Less economically developed countries
High income country (another term for MEDC)
Low income country (another term for LEDC)
Newly emerging country (a country which is in the process of industrialising and developing now)
Students will appreciate the development of the UK's economy and society over time. They will reflect upon, and learn from, historical developments within the UK.
Students will develop an understanding of lifestyles in less developed countries, and how their actions directly impact the lives of factory workers in poor communities. Students will understand how Fairtrade and work equality will help other communities.
The Development Gap!
Students will compare levels of development in countries around the world. They will explore historical reasons why some countries have failed to develop today. They will also examine the role of Fairtrade in helping to support less developed countries today.
End of unit written test (50 mins)
Students will be assessed on causes and solutions to uneven development around the world. They will be required to refer to case studies in order to analyse different levels of global development. They will also be expected to incorporate key development indicators and terms into their answers.
Gross Domestic Product - the total amount of money a country earns in a year
The number of births per 1000 people
The number of deaths per 1000 people
Students will reflect upon their role in a global society and how their everyday actions are impacting the life chances of workers all around the world.
Students will understand what they can do to positively impact upon other people's lives e.g. by buying Fairtrade products.
Rivers and Flooding -
Pupils will identify and learn about river landforms created by both erosion and deposition such as v shaped valleys, meanders and oxbow lakes. Pupils will examine the physical and human causes of flooding and will compare why the effects of flooding are often more severe in LEDCs.
End of unit written test (50 mins)
Students will be assessed on river landforms created by both erosion and deposition such as v shaped valleys, meanders and oxbow lakes. The physical/human causes and effects of flooding and flood management in the UK.
A small stream which flows into a main river channel
Where a tributary connects/joins to a main river channel
Where a river begin (in a mountain)
Where a river ends (by flowing into the sea)
Students will develop a greater sense of awe and wonder when they explore the physical landscapes of the UK - focusing on fluvial landforms and processes.
Students will understand how their actions can directly impact upon the physical environment and how this then impacts upon the lives of others. Students will learn how to live more sustainably in the future so as to reduce the risk of river flooding.
Geographical Skills -
For this module pupils will continue to develop and improve their use of geographical skills using OS maps and aerial photographs, 4 and 6 figure grid references, measuring direction and contour lines.
End of year Exam: 1 hour written assessment (in school hall)
Students will be assessed on geographical skills using OS maps and aerial photographs, 4 and 6 figure grid references, direction, scale and contour lines.
A natural hazard caused by movements of tectonic plates
A natural hazard caused by water flooding
A natural hazard caused by weather changes in the atmosphere (air)
Students will develop a great range of skills in this unit which will help them practically as well as academically.
Students will learn how to carry out practical skills which are useful when working as a team and problem solving.
St Andrew the Apostle Greek Orthodox School - an inclusive Christian secondary school in North London with high academic standards.
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