Coloma Sixth Form Geography · 2020. 5. 7. · • Six Degrees: Our Future on a Hotter Planet (2008) by Mark Lynas. • The Global casino (4th edition 2008) by Nick Middleton. •

Coloma Sixth Form

Geography

“Geography is a living, breathing subject, constantly

adapting itself to change. It is dynamic and relevant. For me

Geography is a great adventure with purpose.”

Michael Palin

A level Specification

What could this qualification lead to?

Care about the future of our planet? - Environmental Campaign Organiser - Civil Servant for DEFRA or other agency - Estate Manager - Forestry Manager - Environmental Consultant - Environmental Engineer - Landscape Architect - Pollution Analyst - Cycle Route Planner - Conservation Worker - Environmental Health Officer - Architect or Urban Planner for sustainable projects - SSSI Warden - Environmental impact officer for oil or quarrying company

Interested in where you live? - Planner - Housing Manager - Surveyor - Urban Regeneration Officer - Local Government Services worker - Estate Agent - Town Planner - Transport Officer - Construction or Property Lawyer

Want to work with people and affect lives? - Geography Teacher - Social Worker - Youth and Community Worker - Emergency Services Manager - Further Education or University Lecturer - Museum Explainer - Exhibition designer and curator - Health Education Campaigner - Advertising Executive - Market Research Analyst - Public Policy Research - Marketing - Public Relations Officer for a company

Relevant Link to Website – What can you do with a Geography Degree?

https://www.topuniversities.com/student-info/careers-advice/what-can-you-

do-geography-degree

Summer Work

Geography Enrichment programme 2019/2020 Transition into Year 12 Please find the Geography Enrichment programme timetable attached to help you transition into Year 12.

About the Geography Enrichment programme

The A-Level specification followed in the Geography dept. in CCGS is AQA A-Level Geography (7037) The Assessment Objectives (AOs) are set by Ofqual and are the same across all A-Level Geography specifications and all exam boards. The exam and non-exam assessment (NEA) will measure how students have achieved the following assessment objectives: • AO1: Demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and

change, at a variety of scales (30–40%). • AO2: Apply knowledge and understanding in different contexts to interpret, analyse and evaluate geographical

information and issues (30–40%). • AO3: Use a variety of relevant quantitative, qualitative and fieldwork skills to investigate geographical questions

and issues, interpret, analyse and evaluate data and evidence, construct arguments and draw conclusions (20–30%).

How it works The programme is divided into 11 weeks of learning; each week the you can complete up to three sessions of enrichment study in Geography. Each session targets one of the three Assessment Objectives. Session 1 targets AO1 through an activity called: Geography in the News (Research based) You can use current affairs in the media to fill out a pro-forma to build your case study knowledge; this will begin to foster an understanding of places, environments, concepts, processes, interactions and change, at a variety of scales, as well as ensuring the student can begin to make synoptic links with other topics covered in the course of study. Session 2 targets AO2 through TED talks (Visual/audio) You can listen/watch a lecture to be able to apply knowledge and understanding in different contexts to interpret, analyse and evaluate geographical information and issues. The lectures selected are thought provoking and synoptic in nature, so you can see the links with other topics covered in the course of study. Session 3 targets AO3 through GIS tutorials using Google My Maps, and data presentation using excel (Skill based) You can learn new and/or improve their existing GIS/data presentation skills as this is vital for the NEA component of the course of study.

What do I do? Each week look at the enrichment programme timetable attached; click on to the relevant links needed.

Topic being covered in line with A-

Level Geography spec (7037)

Topic to be researched; you are

required to find suitable material to fill

a Geography in the News task sheet–

there are two URL links on the task

sheet referring to CRAAP, and synoptic

links.

TED talk to be watched; you are required to click

on the link which will take you straight to the TED

talk. You can make notes if you wish. However, a

transcript of the TED talk is already available on the

webpage. You may copy and paste notes from

there.

You are required to click on the link and go through the

GIS/data presentation tutorial. When a slide states “GIS

tutorial task” or “Data presentation task” – you can

complete a task where they create a graph or GIS map.

Some of these tasks will need additional data. You can

generate some data and have a go!

Geography Enrichment programme 2019/20

Week Beginning Assessment objective

Task assigned Theme/Resource

Topic: Water and carbon cycles

11th May A01 A02 A03

Geography in the News TED talks GIS tutorial/Data presentation task

Theme: Water and carbon cycles Wiring an interactive ocean GIS Tutorial: How can river data be presented on Google My Maps

Topic: Hot desert systems and landscapes

18th May A01 A02 A03

Geography in the News TED Talks GIS tutorial/Data presentation task

Theme: Hot desert systems and landscape How to fight desertification and reverse climate change Data presentation task: Creating a bar chart and line graph in excel to show annual climate variations in a desert ecosystem

Topic: Coastal systems and landscapes

1st June A01 A02 A03


Theme: Coastal systems and landscapes How to transform sinking cities into landscapes that fight floods GIS Tutorial: How can coast data be presented on Google My Maps

Topic: Glacial systems and landscapes

8th June A01 A02 A03


Theme: Glacial systems and landscapes An urgent call to protect the worlds’ “third pole” Data presentation task: Creating a histogram in excel to show vehicle flow in a National park

Topic: Hazards



Theme: Hazard Why wildfires have gotten worse and what we can do about it GIS Tutorial task: Creating a case study map on Google My Maps

https://www.ted.com/talks/john_delaney_wiring_an_interactive_oceanhttps://www.internetgeography.net/how-can-river-data-be-presented-on-google-my-maps/https://www.ted.com/talks/allan_savory_how_to_fight_desertification_and_reverse_climate_changehttps://www.internetgeography.net/data-presentation-in-geography/https://www.internetgeography.net/data-presentation-in-geography/https://www.ted.com/talks/kotchakorn_voraakhom_how_to_transform_sinking_cities_into_landscapes_that_fight_floodshttps://www.internetgeography.net/how-can-coastal-fieldwork-data-be-presented-on-google-my-maps/https://www.ted.com/talks/tshering_tobgay_an_urgent_call_to_protect_the_world_s_third_polehttps://www.internetgeography.net/histograms-in-geography/https://www.internetgeography.net/histograms-in-geography/https://www.ted.com/talks/paul_hessburg_why_wildfires_have_gotten_worse_and_what_we_can_do_about_ithttps://www.internetgeography.net/creating-a-case-study-map-in-google-my-maps/

Topic: Ecosystems under stress

22nd June A01 A02 A03


Theme: Ecosystems under stress Why the world needs sharks GIS Tutorial task: Adding polygons to show distribution of vegetation type in an ecosystem using Google My Maps

Topic: Global systems and global governance


Geography in the News TedTalk GIS tutorial/Data presentation task

Theme: Global systems and global governance How the West can adapt to a rising Asia. Data presentation task: Creating a pie chart in excel

Topic: Changing places

6th July A01 A02 A03


Theme: Changing places The next generation of African architects and designers Data presentation task: Creating a divided bar chart in excel

Topic: Contemporary urban environments



Theme: Contemporary urban environments What if the poor were part of city planning? GIS Tutorial: How to create a land use map using Google My Maps

Topic: Population and the environment



Theme: Population and the environment Global population growth box by box Data presentation task: Creating a pyramid chart in excel

Topic: Resource security



Theme: Resource security Does the world need nuclear energy? Data presentation task: Creating a compound line graph in excel

https://www.ted.com/talks/ocean_ramsey_why_the_world_needs_sharkshttps://www.internetgeography.net/using-google-my-maps-in-geography-part-2/https://www.internetgeography.net/using-google-my-maps-in-geography-part-2/https://www.ted.com/talks/kishore_mahbubani_how_the_west_can_adapt_to_a_rising_asiahttps://www.internetgeography.net/pie-charts-in-geography/https://www.ted.com/talks/christian_benimana_the_next_generation_of_african_architects_and_designershttps://www.internetgeography.net/divided-bar-charts-in-geography/https://www.ted.com/talks/smruti_jukur_johari_what_if_the_poor_were_part_of_city_planninghttps://www.internetgeography.net/create-a-landuse-map-in-google-my-maps/https://www.ted.com/talks/hans_rosling_global_population_growth_box_by_boxhttps://www.internetgeography.net/pyramid-charts-in-geography/https://www.ted.com/talks/stewart_brand_mark_z_jacobson_debate_does_the_world_need_nuclear_energyhttps://www.internetgeography.net/compound-line-graphs-in-geography/

Theme/Topic News title: Source: Web site and address

Source reliability: CRAAP Score /5

Need help judging the reliability of the source? Take a look here: https://tinyurl.com/evaluatesource

Key summary points:

Questions I have about the article

Synoptic links: Need help with synoptic links? Take a look here: https://tinyurl.com/synopticlinks

Copy of Geography in the News task sheet

https://tinyurl.com/evaluatesourcehttps://tinyurl.com/synopticlinks

Wider Reading and independent study

Independent reading and research

There will be aspects of the course that you will want to investigate or be encouraged to

explore further. The set textbooks that will be used and referred to throughout the course

are:

• Bowen, A., Day, A.,Parkinson, A., Ellis, V., Hunt, P., Kitchen, R., Kyndt., Nagel,G., Walshe, N. & Young, H. 2016. Geography Student book. Cambridge University Press, Cambridge

• Skinner, D., Abbiss, P., Fy, H. & Whittaker, I. 2016 Geography for A –level and AS. Hodder Education, London

Other books include:

• Fisher, A. 2001. Critical Thinking an Introduction. Cambridge University Press, Cambridge

• Massey, D. 1994. Space, place and gender. Blackwell Publishers Ltd, Cambridge

• Redfern, D. 2016. AQA AS / A Level Core Geography. Cross Academe Limited, Oxford

Magazine subscriptions to consider:

Geography Review, National Geographic, The Economist, and New Internationalist

Articles from:

• Geofiles

• Geo factsheets

• Curriculum Press

Novels:

• Powerdown: Options and Actions for a Post-Carbon World (2004) by Richard Heinberg.

• The Grapes of Wrath (1939) by John Steinbeck.

• The Great Thirst – Californians and Water (1992) by Norris Hundley.

• Six Degrees: Our Future on a Hotter Planet (2008) by Mark Lynas.

• The Global casino (4th edition 2008) by Nick Middleton.

• Tinker, Tailor, Soldier, Spy (1974) and Smiley’s people (1979) by John Le Carre – also watch the BBC’s film series of these books, available on DVD.

• The New Rulers of the World (2003) by John Pilger.

• The White Tiger by Aravind Adiga (The Man Booker prize winner in 2008).

• The Debt Boomerang (1991) by Susan George.

• Fixing Climate (2008) by Wallace Broeker and Robert Kunzig.

• There is no such thing as a natural disaster ( 2006) by Chester Hartman and Gregory D

• Squires ( about the New Orleans flood).

• Richter 10- Taming the Earthquakes (1996) by Arthur Clarke and (late) Mike McQuay.

• Volcano – Nature’s Inferno (1997) National geographic.

• Geography: An integrated approach by David Waugh (various editions). Excellent breadth and depth of A-Level content.

• Climate Wars: The Fight For Survival As The World Overheats by Gwynne Dyer.

• Here on Earth by Tim Flannery.

Films and Documentaries:

• Volcano (1997)

• Dantes Peak (1997)

• Earthquake (1974)

• Flood (2007)- a film about the technology in saving London!

• A.1. (2001)- Artificial Intelligence

• Water First- Reaching the Millennium Development Goals (2008) directed by Amy Hart. An inspiring story from Malawi

• Cyclo (1995) A Vietnamese film

• Tsotse (2005) a highly acclaimed but very violent film of life in black South African townships

• The Hunt for Red October (1990)

• When The Wind Blows (1986) a chilling cartoon

• State of the Planet – a series made in 2001 and presented by David Attenborough

• The Waterfront (2007)

• There will be blood (2007)

• Three Kings (1999)- a film based on an attempt to control Kuwaits’ oil fields

• Jarhead (2005) also about the Desert Storm conflict

• An Inconvenient Truth (2006) presented by Al Gore (Global Warming)

• Human Planet – 8 part BBC documentary series (2011) looking at human species interaction with the natural world

• City of God (2002) – Terrific film which examines life in Brazil’s turbulent and often violent favelas.

• Blood Diamond (2006) – Political war thriller depicting the ferocious business of trading diamonds mined in African war zones.

• Wall. E (2008) Covers themes of Globalisation and brand power. Also, environmental issues depicted through scenes of a post-apocalyptic world devoid of all natural life.

• Children of Men (2006) – Themes of population and migration.

• Simon Reeve (presenter) - Various BBC documentaries covering both physical and human geographical themes.

• Equator (2006)

• Tropic of Capricorn (2008)

• Tropic of Cancer (2010)

• Slumdog Millionaire - provides an insight into the life of children living in the Indian slums the problems associated here. Also illustrates how they are trying to improve education to enable development.

• Erin Brockovich - a good film that presents the negative impacts of the natural gas industry and the extent to which large companies are prepared to go to, to cover this up. Not only would this be good for the AS Energy module but also globalisation with reference to the negative impact of TNCs.

• The Revenge of Gaia by James Lovelock - applies the Gaia hypothesis to global climate change - again an intriguing read which presents some interesting ideas and solutions to problems we are likely to face with population expansion and coming global climate change.

• BBC Frozen Planet

• BBC Earth from Space

• BBC Ross Kemp Extreme World

• BBC War on Plastic

• Stacey Dooley Investigates

Plus many many more…(there are more so please add and share as and when you find them!)

Websites:

www.s-cool.co.uk/a-level/geography www.georesources.co.uk/indexalevel.htm www.geography.org.uk/resources www.nationalgeographic.com/ www.edexcel.com/subjects/Geography/Pages/Useful-websites.aspx www.bbc.com/news www.theguardian.com/uk www.cia.gov/library/publications/the-world-factbook/ www.worldmapper.org/ www.weforum.org/ www.geographypages.co.uk www.geography.learnontheinternet.co.uk www.volcano.oregonstate.edu

www.rgs.org www.ordnancesurvey.co.uk www.geograph.org.uk www.geographynewsroom.co.uk www.gapminder.org www.coursenotes.org/Human_Geography/Outlines/Human_Geography_Culture_Society_and_Space_8th_Edition_Textbook www.topmarks.co.uk/Search.aspx?Subject=12&AgeGroup=6 www.politicsresources.net/ www.traidcraft.co.uk/

http://www.s-cool.co.uk/a-level/geographyhttp://www.georesources.co.uk/indexalevel.htmhttp://www.geography.org.uk/resourceshttp://www.nationalgeographic.com/http://www.edexcel.com/subjects/Geography/Pages/Useful-websites.aspxhttp://www.bbc.com/newshttp://www.theguardian.com/ukhttp://www.cia.gov/library/publications/the-world-factbook/http://www.worldmapper.org/http://www.weforum.org/http://www.geographypages.co.uks/http://www.geography.learnontheinternet.co.uk/http://volcano.oregonstate.edu/http://www.rgs.orgy/http://www.ordnancesurvey.co.uk/http://www.geograph.org.uk/http://www.geographynewsroom.co.uk/http://www.gapminder.org/http://www.coursenotes.org/Human_Geography/Outlines/Human_Geography_Culture_Society_and_Space_8th_Edition_Textbookhttp://www.coursenotes.org/Human_Geography/Outlines/Human_Geography_Culture_Society_and_Space_8th_Edition_Textbookhttp://www.topmarks.co.uk/Search.aspx?Subject=12&AgeGroup=6http://www.politicsresources.net/http://www.traidcraft.co.uk/

How to achieve an A*in Geography

• Read around the subject.

The new A Level course now requires students to read more extra material surrounding the processes and issues learned in class. This can range from academic texts to current affairs.

• Make synoptic links

• Incorporate geographical terminology into your everyday vocabulary. You need to ensure you are using the correct key terms. Practice and this will become more and more natural.

• Use and practice a clear structure for essay questions:

Top tips for an A* essay - general advice

Please remember: This advice is aimed at writing an outstanding essay in general. Essay-writing is a

skill and something of an acquired taste, and there are no hard and fast rules.

1. Plan – you should plan your answer fully before writing. You can use a variety of planning

methods such as mind maps, tree maps (see hand-out) or a good old list of bullet points. But

don’t be fooled into thinking that a good essay just happens; it requires lengthy reading and

planning first. Drafting essays comes into planning as well. You should aim to draft an essay 2-

3 times and always proof-read your final essay before submission for any SPAG errors.

2. Introduction – this will vary from subject to subject in terms of length and requirements. As

a general rule of thumb, the introduction should be setting the context of the debate posed

by the question and persuading the reader why you are giving the answer that you have

chosen to give. A punchy, well-argued introduction will serve to capture the reader’s attention

immediately. It is important to focus immediately on the answer to the question that has

been set and to show how you plan to argue in the main body of the answer. Where the

question already contains a quotation, it would be sensible to set out how you are going to

interpret this question in order to answer it. The introduction is also good place to say

something “clever”, so that the reader is intrigued and wants to know how you are going to

convince him about your answer.

3. Get to the point – For an A* your essay needs a flawless approach – no waffle and no points

that are weak or wasted. Make sure each paragraph clearly opens with an eloquent

statement of argument that is directly relevant to the question. Develop this argument

throughout the paragraph to show depth of knowledge while remaining focussed and concise

throughout. An A* essay will not – it will be focussed, well written and argued throughout.

CLARITY is vital!

4. Illustrate your point – as a good student, you will most likely be already aware that every

paragraph must contain a statement of argument, developed explanation and relevant

supporting examples. To ensure your essay is top level, consider your use of examples to

support your argument carefully. They must be precisely selected – don’t tell all the

background to the example – get straight to analysing the specific part of the example that

illustrates your argument in relation to the question and also try to show off your range and

depth of knowledge. Don’t go for the most obvious examples that all candidates will be using.

Try, if you can to use an example that is more unique and will show off the fact that you know

the topic more than most other students – perhaps reflecting the fact that you have done a

lot of background reading.

5. Show off your knowledge – as you justify your arguments with explanations and examples,

be sure to include a good variety of different viewpoints and opinions. These can be from

your studies and from wider reading. However, never just include viewpoints for the sake of

it. You must give your opinion on them – discuss the views/quotes that you are using in

context to show off your own knowledge and critical analysis. You should use them to strength

the argument you are making.

6. Link your paragraphs with style – You need to make links between paragraphs to ensure your

essay flows, but for top marks you need to ensure this is done in an advanced way. Lead from

one paragraph to another with confidence, avoiding using simplistic linking phrases. Have

word bank of connective words and phrases at your side when writing an essay.

7. Don’t play safe – don’t be afraid to make bold arguments/say something controversial. Just

make sure you aren’t just doing it for the sake of it and ensure that you are backing up your

arguments with solid evidence showing depth of knowledge. By making arguments that are

a bit different, you will make your essay stand out to the examiner and if it is supported well

this is what can achieve top grades. Imagine how the examiner must feel reading the same

bog standard arguments over and over again. You are capable of going beyond this – so make

sure that you do. Your essay must stand out – so be innovative.

8. Get things in order - Make sure you have planned your essay at the start carefully to ensure

that it has a directional journey – you need to know where you are going in terms of the

argument you are making in answer to the question and the conclusion you are coming to,

rather than just rambling your way through. Your points then fit into an order that shows a

logical development of this argument. You may be required to give arguments that agree with

the question and arguments that oppose it. If so, decide which you will be concluding with

(I.e. overall do you agree or disagree). Then you could deal with the side of the argument you

think is weaker first so you can effectively dismiss these points early on. Then the second half

of your essay should be arguing the side you think is strongest, so it leads into your conclusion.

9. Give some points more weight than others – an A* essay should not just be a rundown of a

range of different points (i.e. arguments), coming to a conclusion. You need to make a

distinction between these points – which are more important than others in relation to the

question? Decide this when you are planning so that when you write the essay you can ensure

appropriate coverage – some arguments will have more punch to them, while you may

mention others as recognised arguments, but dismiss them as less relevant/important in your

opinion. Be thought provoking and challenge the validity of different points/ideas so that the

arguments you agree with the most are presented in a way that shows them to be much

stronger and more persuasive than other points.

10. ‘Wow’ factor moment: the conclusion! – Your conclusion really needs to convince the

examiner that the A* is yours! It needs to be a logical follow on from your essay, but also

must GO FURTHER. Don’t just summarise the points you’ve already made. Once you have

come down on the side of what you feel is/are the strongest argument(s), you must explain

your reasoning to that judgement but then go even further. A conclusion must ADD

something to the essay, try to say something new that sheds further light on the topic or just

presents an extra spin. You might even like to pose a further question for the future.

BASIC ESSAY STRUCTURE

Section Content 1

Introduction “To a certain extent it could be viewed that….however…”

• Place the debate in context.

• Answer the question.

• Say something “clever” about the question.

• Briefly set out your structure (if appropriate)

•

2 Your own arguments Arguments in favour of your answer with the evidence (facts/quotations) to support them.

• Set out your arguments in a logical order - one point (i.e. argument) per paragraph

• Paragraphs should contain 1) Statement of the argument 2) Examples to support this argument 3) Explanation to show analysis and understanding

• Be innovative and punchy with your arguments and make sure you show why they are more important/relevant to the question.

•

3 Contradictory arguments “On the one hand... but...”

• One point (i.e. argument) per paragraph

• Paragraphs should contain 1) Statement of the argument 2) Examples to support this argument and 3) Explanation to show analysis and understanding

• Use examples to show why these arguments are relevant to the question, but not as strong as other may be.

• Make sure you deal with anything that contradicts your own argument.

•

4 Sassy Conclusions

• SUMMARY :A brief round-up of your essay arguments and themes and make a judgement. Explain the reasons for your judgement

• ANALYSIS :This will depend on the question but examples could be: What is the most important issue? Do the benefits outweigh the costs? Is it a simple for and against or are there complicating factors?

• SCALE :Make explicit reference scale.Long term vs short term issues Development scale- differences LIC/ NIC/ HIC Temporal = changes over time – past/ present/ future Is the issue/ importance of the factor different at local, national, international scales?

• SYNOPTIC :Examiners are looking for you to make links. Human and physical geography links;links between topics, links between issues

• YOUR THOUGHTS :ANSWER THE QUESTION Make sure you have specifically responded to the slant of the question and the command words/ instructions e.g. to what extent do you agree…. This should not come as a surprise as ideally you have added evaluative commentary throughout your content paragraphs. Go beyond what you have said before - Say something “clever”/pose a further question.

Paragraph structure to follow:

POINT • You should make a clear point that proposes the direction of the paragraph to follow. e.g To a large extent it can be argued climate change is a natural phenomenon due to ….. Firstly, the Milankovitch cycle theory suggests…..

EVIDENCE & EXPLANATION

• You need to use statistical evidence to fully explain the point of your paragraph

• The more precise you are the better your essay!

• However you have to be selective as you can’t say everything

• You must explain your evidence in an analytical way – not in a narrative way!

• Use connectives to explain cause; because, due to, resultant of.

• Use connectives to explain effects and secondary effects: therefore, so , subsequently, consequently, leading to,

EVALUATION • This happens towards the end of a paragraph when you are drawing your paragraph together to make a judgment on the point you have been explaining – often where you can offer your interpretation of the evidence explained. e.g Therefore it is clear to see that the impact the of wobbling (precession) of Earth’s axis on average every 23,000 years is not significant as even though it leads to time periods where the earth is closer to the sun, leading to natural warming cycles, this is not on the timescales relevant to recent climate change.

LINK • Always link back to the question (you should be doing it repetitively throughout your paragraph anyway) but you must do it at the end.

• If moving onto another paragraph then use a connective word or phrase to link your paragraphs together. e.g furthermore, in addition, whereas, in contrast, similarly, another, alternatively to criticise, It is important to recognise

Use thinking maps to help you plan your essays

Documents

Coloma Sixth Form Geography · 2020. 5. 7. · • Six Degrees: Our Future on a Hotter Planet (2008) by Mark Lynas. • The Global casino (4th edition 2008) by Nick Middleton. •