Geography Grade 10

Overview

The Humanities Department Syllabi at GEMS Wesgreen International Secondary School strive to enable students to acquire knowledge, skills and attitudes so as to develop an informed and critical understanding of social, environmental, histoical and political issues so as to reinforce and stimulate curiosity and imagination about local and wider environments. The Curriculum provides a strong foundation to enable students to foster an understanding of, and concern for, the interdependence of all humans, all living things and the earth on which they live. To foster in students a sense of responsibility for the long-term care of the environment and a commitment to promote the sustainable use of the earth’s resources through his/her personal life-style and participation in collective environmental decision-making. 

Learning Outcomes

The aims of all subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of the Humanities Syllabus are to encourage and enable students to:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
  • Are competent in the geographical skills needed to:
  • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Unit Overviews

Term 1 

Unit 1 – Theme 3: Economic development. 3.4 Tourism         

Approximate length: 3 weeks

In this unit, students will describe and explain the growth of tourism in relation to the main attractions of the physical and human landscape. Evaluate the benefits and disadvantages of tourism to receiving areas. Demonstrate an understanding that careful management of tourism is required for it to be sustainable.

Specific National Curriculum Objectives Covered:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics andhow these provide a geographical context for understanding the actions of processes.

     

  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Unit 2 – 3.5 Energy                                         

 Approximate length: 3 weeks

In this unit, students will describe the importance of non-renewable fossil fuels, renewable energy supplies, nuclear power and fuelwood; globally and in different countries at different levels of development. Evaluate the benefits and disadvantages of nuclear power and renewable energy sources.

Specific National Curriculum Objectives Covered:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.

     

  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).

Unit 3 – 3.6 Water                                                  

Approximate length: 3 weeks

In this unit, students will describe methods of water supply and the proportions of water used for agriculture, domestic and industrial purposes in countries at different levels of economic development. Explain why there are water shortages in some areas and demonstrate that careful management is required to ensure future supplies.

Specific National Curriculum Objectives Covered:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.

     

  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Term 2

Unit 4 – 3.7 Environmental risks of economic development 

Approximate length: 3 weeks

In this unit, students will describe how economic activities may pose threats to the natural environment and people, locally and globally. Demonstrate the need for sustainable development and management. Understand the importance of resource conservation.

Specific National Curriculum Objectives Covered:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.

     

  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Unit 5 – Using geographical/mathematical skills in geography

 Approximate length: 4 weeks

In this unit, students will use mathematical skills to understand map scale and use scale lines to represent fractions. Understand the terms mean and range. Use averages, decimals, fractions, percentages and ratios. Use standard notation, including both positive and negative indices. Understand significant figures and use them appropriately. Recognise positive and negative relationships shown by scatter graphs. Draw and interpret graphs from given data for the types of graph listed in the syllabus. Select suitable scales and axes for graphs. Use a ruler and protractor.

Specific National Curriculum Objectives Covered:

  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Assessment

Formative: Throughout the units, the students will complete graded work, quizzes/tests and investigation activities which allows the teacher to assess the students’ attainment and inform their planning.

Summative: Throughout the school year, students will complete exam papers which allows the teacher to assess and evaluate their learning.

Remote / Blended Teaching, Learning and Assessment Pathways:

Small groups, (up to 15 students) will meet F2F. Where there are more than (15) Blended Learning will take place. According to the timetabling of classes also, there will be RL sessions where specified. All subject Units can be taught using any of these pathways. Students will collaborate and engage more with each other on set tasks in the break out rooms and collaboration spaces online. Lessons will be taught live as opposed to asynchronously. If a teacher is ill to point of being unable to deliver a lesson online, this lesson will be done asynchronously. During live lessons students will be requested to demonstrate a skill or understanding in short audio/ video recordings of themselves analysing, evaluating, explaining, showing (restricted time period). They will create Sway and other MS document presentations as instructed. Discussions will ensue among students and their peers and they will engage, respond and feedback using the chat feature. Students will be asked to watch video clip(s) and read a print/ broadcast/ another medium link and do a review, summary, explanation, give their opinion regarding the topic. They will be asked to design storyboards using a MS document for presentation. Rubrics will be attached as additional guide to support students’ progress and attainment. These are only a few of the techniques and methods that will be engaged during lessons.

Assessments:

Option 1: We will have a designated assessment week. All classes scheduled to complete online assessments that day will remain at home. On this day they can complete maximum 2 assessments for the day (grades 6 –8), 3 assessments for (grades 9 and above).

Option 2: During blended learning sessions the students who are at school will bring their laptop/device and complete the assessment online while the others who are at home (RL) will complete it on their device at home. Each assessment lesson will request an additional supervisor/invigilator to monitor those in the class while the teacher monitors the screen. Students in the class can even have their desk/back facing the teacher to create an extra precaution/ awareness to students that the teacher along with the supporting invigilator is also supervising. If a student forgets their device their device teachers will have the printed copies to distribute.  This option will also take place during a designated assessment week.

Option 3: We will continue to conduct continuous assessment as was done during RL/Term 3. 

 

 

Next Steps

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