Health and Social Care
The Team
Staff Member |
Role |
Email Address |
---|---|---|
Angela O’Donnell |
Curriculum Leader |
odonnella@ursuline.kent.sch.uk |
Leanne Lloyd-Roberts |
Teacher |
lloydrobertsl@ursuline.kent.sch.uk |
Key Stage 3
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Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
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Year 7 |
Who do you think you are? A whistle-stop tour of the UK from Lands’ End to John O’Groats. This gives the students a good knowledge base all about the geography of the UK. |
The Survival Challenge From poverty issues in the UK to the energy crisis, students will explore modern day issues and assess their impact on human activity. |
All About Asia Students will explore the two case studies of China and Russia. This will include their environments, landscapes and ecosystems as well as their developing economies and place in a globalising world. |
Going to Extremes Coral reefs, tropical rainforests and hot deserts. What does it take to survive in these environments and how is human activity impacting on their survival? |
Year 8 |
Earth, Wind and Fire Earthquakes, volcanoes, hurricanes and wildfires. Why do they happen? Where do they happen? And is there anything we can do to stop them? |
Cities on the Edge By 2050 at least 68% of the world’s population will live in urban areas. Students will examine why this is happening and what impacts it has on populations and the world around us. |
All About Africa Students will explore the size, scale and variety of this amazing continent, quickly realising that Africa is not a country! |
Geography Rocks The Great British landscape, primarily focusing on the 32000km coastline and large network of rivers. How is where we live shaped by the rock under our feet? |
Year 9 |
Climate Crisis Students will begin by exploring UK and global weather patterns before moving onto the science of the greenhouse effect and the natural and human causes of climate change. |
Make Poverty History Why are some countries rich and some countries poor? Students will examine the causes and consequences of the global (and local) development gap. |
Crime and the Community The geography of crime-why does it happen and how can it be designed out. Students will look at crime in the local area and the impact it has on local communities. |
The Challenge of Natural Hazards This marks the start of the students’ GCSE journey. There is a lot of knowledge to build upon their year 8 learning and students will begin looking at case studies of earthquakes, volcanoes and hurricanes. |
Key Stage 4
Exam Board: AQA
Link to Specification: https://www.aqa.org.uk/subjects/geography/gcse/geography-8035
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Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
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Year 10 |
Urban Issues and Challenges
Students will explore the following key ideas:
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The Living World
Students will explore the following key ideas:
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The Changing Economic World
Students will explore the following key ideas:
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Physical Landscapes in the UK
Students will explore the following key ideas:
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Year 11 |
The Challenge of Resource Management
Students will explore the following key ideas:
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Revision |
Revision |
Exams |
Key Stage 5
Exam Board: AQA
Link to Specification: https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037
Future Careers: Geography can be useful in many different job families such as environmental science, engineering and manufacturing, animals, agriculture, plants and land, construction, leisure, sport and tourism, transport and logistics.
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Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
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Year 12 |
Hazards By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environments they occupy. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. |
Contemporary Urban Environments The section examines these processes and challenges and the issues associated with them, in particular the potential for environmental sustainability and social cohesion. Engaging with these themes in a range of urban settings from contrasting areas of the world affords the opportunity for students to appreciate human diversity and develop awareness and insight into profound questions of opportunity, equity and sustainability. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. |
Costal Systems and Landscapes Student engagement withâ¯subjectâ¯content fosters an informed appreciation of the beauty and diversity of coasts and their importance as human habitats. The section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork.
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Changing Places This section of our specification focuses on people's engagement with places, their experience of them and the qualities they ascribe to them,â¯all of which are of fundamental importance in their lives.â¯Students acknowledge this importance andâ¯engage with how places are known and experienced, how their character is appreciated, the factors and processes whichâ¯impact upon places and how they change and develop over time. Through developing this knowledge, students will gain understanding of the way in which their own lives and those of others are affected by continuity and change in the nature of places which are of fundamental importance in their lives.
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Year 13 |
Global Systems and Global Governance Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena with particular emphasis on international trade and access to markets and the governance of the global commons. Students contemplate many complex dimensions of contemporary world affairs and their own place in and perspective on them.â¯Study of this section offers the opportunity to exercise and develop both qualitative and quantitative approaches to gathering, processing and interpreting relevant information and data including, those associated with and arising from fieldwork.
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Water and Carbon Cycles This section of our specification focusesâ¯on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. This section specifies a systems approach to the study of water and carbon cycles. The content invites students to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. The section offers the opportunity to exercise and develop geographical skills including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork.
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Revision |
Exams |