ࡱ> fhe Gbjbj .d||?@@<<=&:````OOO*=,=,=,=,=,=,=$W? BjP=OOOOOP=``e=OR``*=O*=F90<`8.v:$={=0=:@sBsBH<sB<<OOOOOOOP=P=OOO=OOOOsBOOOOOOOOO@ `: Year 9 introductory and globalisation courses (2014/2015 school year) All boys in Year 9 have two lessons of Geography per week. The Year 9 introductory course takes place in the autumn term; and in the winter and summer terms, boys are taught the Globalisation topic modified from the AQA Specification A. The rationale behind this pattern of teaching is as follows: The introductory course, first taught in autumn 2008, is designed to offer boys something different from the style and content of Common Entrance Geography as well as to give them an understanding of the geography of the local area. Without such a course, many boys would leave Eton after their five years in the school with a very limited knowledge of the area and region surrounding the school our introductory course remedies this. The Globalisation course is taught in winter and summer because there is much of value in the course for boys who may opt out of Geography at the end of Year 9. For those who choose to pursue IGCSE Geography in Years 10 and 11, normally about half the year group, the Globalisation course offers a useful foundation for topics taught later on. Globalisation also follows neatly from the more locally-based case-studies taught in the introductory course. (The Globalisation course is described in detail later in this section). Note during the autumn term in Year 9, all boys will have at least one lesson doing ICT mapping practical work (the Google Earth local area familiarisation exercise by DEA as a minimum), and will have one session in College Library focused on historic maps and their use and interpretation. Content and rubric of the introductory course autumn term approximately 11 weeks of teaching time (22 lessons) The syllabus at a glance: Note that topics can be taught in any order, but the College Library session will occupy one lesson in either Week 8 or 9. Compulsory topics (with approximate allocation of lessons) Geography of the local area (5 lessons) Nature and use of maps (5 lessons) Geographical concepts (see list below: should be taught through the topics) Geographical definitions & facts (see list below: should be taught through the topics) Geographical skills (see list below: should be taught through the topics) Assessment End of term exam Part 1 to assess aspects of local area and definitions and skills through structured questions, including 5 mark Q on Slough; Part 2 to include short essay question (12.5 marks) on either geographical concepts or nature of maps. Optional topics - teach at least one and possibly two of these (to fill remaining lessons) Hydrology and flooding in the local area Geology of the local area Archaeology of the local area Weather and climate of the local area Assessment End of term exam Part 2 to include choice of four open ended questions on each optional topic (12.5 marks); boys choose to answer just one of these. The syllabus in detail Geography of the local area (approx. 5 lessons) To include: Locational knowledge of Eton and its surroundings (e.g. Windsor, Slough, Eton Wick, Dorney, Datchet, M4, Heathrow airport) (much of this can be covered with the Windsor area OS map exercise, the Google Earth local area exercise, and MGHM PowerPoints) To include key infrastructure in the area (e.g. Jubilee Flood Relief scheme) Note that full exploration of issues surrounding the expansion of Heathrow will occur in the winter term as part of the Globalisation course Etons place with respect to the County of Berkshire and the RBWM Local area human geography issues with a focus on Slough (demography and migration) This should include examination of 2011 Census Data comparing Windsor and Slough (and the UK generally) Nature and use of Maps (approx. 5 lessons) Many skills from the required Geographical skills list (see below) can be taught alongside this topic. Three full lessons can be taken up by each of Windsor area OS map exercise, Google Earth exercise, College Library session. To include: Review of Ordnance Survey map skills Can be done with Windsor area OS map exercise Latitude (understanding degrees & minutes of arc), longitude (understanding relation to time zones), reviewing key lines of lat/long (equator, subtropics, Arctic/Antarctic circles (and positions in relation to tilt of Earth), Prime Meridian, IDL) Can be done with an Atlas exercise and the Google Earth exercise Different types of map projections (Mercator projection v. equal area projections, difficulty of transferring a sphere into a 2 dimensional representation) Can be done with ELAs map projections class exercise The appropriate type of map depends on what its purpose is (e.g. London Tube map doesnt require true distances or directions) That maps have a history in terms of the development of cartography and expansion of geographical knowledge through history College Library session to illustrate this and previous point Idea that maps influence the way we see the world and our attitudes (e.g. common Mercator projection with UK in the centre v. Hobo Dyer projection) 5 minute West Wing YouTube clip illustrates this very well Idea of mental maps Geographical concepts list Over the course of the term, boys should acquire an understanding of the following concepts. These can be thought as part of the tool kit of the Geographer and provide a foundation for further study in the subject. They can be taught through the context of local area studies as well as the through the optional topics (detailed below). One of the two optional essay questions at the end of Part 2 of the end of term exam will test this concept understanding through an open ended question which will allow for boys to use examples from other parts of the course. To include: The idea of Geography as a holistic subject (being interdisciplinary and bringing together concepts and knowledge from other fields of study to understand places). Relation of physical and human geography (why its important to study both) A set of methods (a way of seeing the world, e.g. Social, Economic, Environmental, Political SEEP as different strands of Geography) note could link to local examination of issues in Slough Geography as the study of spatial patterns and distributions (with maps at the heart of the subject) That geographical study can focus on different spatial scales and time scales. Geographical definitions and facts list Boys are required to learn the definitions of the terms and facts listed, any of which could be examined on Part 1 of the end of term exam. Key terms: Cartography (and a cartographic element) Census Demography Equal area map projection Infrastructure Latitude Longitude Map projection Map scale Mental map Mercator projection Migration Multiplier effect Population density Spatial Temporal Key facts: The population of: the UK, England, Royal Borough of Windsor and Maidenhead, Slough The approximate distance from Eton to central London Eton being part of the Royal Borough of Windsor and Maidenhead in the county of Berkshire Etons approximate latitude, longitude, and elevation above sea level Geographical skills list Boys are required to be able to interpret, and able to execute, the following skills by the end of the term, any of which (except ICT mapping) could be examined on Part 1 of the end of term exam. (Boys must also be able to give a definition for these skills, e.g. what is a choropleth map.) Bar chart Cartogram map (e.g. world mapper website) (that this is also termed topological transformation or topological map) Choropleth map Correlation graph Distance decay graph Google Earth and Google Maps (basic use and navigation and awareness that this is a simple form of Geographical Information System) Isoline map Line graph (e.g. for a time series) OS map interpretation (review from Common Entrance) Pie chart Optional topics Teach one or two of the following topics depending on time (only one need be answered in Part 2 of the end of term exam). Links with local geography are shown in bold. Hydrology and flooding in the local area (optional) This topic introduces boys to basic concepts of hydrology and the hydrology of the local area (including the local history and risk of flooding) Drainage basins and flood plains; the drainage patterns of the local area; basic fluvial concepts (e.g. discharge); history and effects of flooding in and around Eton; managing the flood risk; the Jubilee River Flood Alleviation Scheme Geology of the local area (optional) This topic introduces boys to concepts in Geology that they will be unlikely to have studied in any depth during Common Entrance and uses the geology of the Greater London area and the building stones in and around Eton to illustrate concepts. Geological time; the rock cycle and types of rocks; types of minerals; intrusive and extrusive igneous rocks and their properties; mafic and felsic igneous rocks and their properties; the qualities of different rocks for building; a geological tour of Eton College focusing on building stones Archaeology of the local area (optional) This topic introduces boys to climate and environmental change during the Quaternary Period (the Ice Age) and to methods of palaeoenvironmental reconstruction and archaeology. Case studies are drawn from the local area, especially the rowing lake and objects held in Etons Natural History Museum. One lesson can be conducted at the museum by arrangement with GDF and DEA. Ice Age Britain landscape, sea level, Pleistocene animals (e.g. mammoths) and prehistoric people; climatic changes (glacial/interglacial cycles); evidence (e.g. ice cores); the Holocene interglacial; the nature of archaeology and its methods; prehistoric people in the Thames Valley (Mesolithic/Neolithic/Bronze Age/Iron Age); archaeological evidence from the Eton College Rowing Lake Weather and climate of the local area (optional) This topic focuses on the observation and measurement of meteorological phenomena at a range of scales from local microclimates to regional/continental patterns. Case studies are drawn from the weather and climate experienced at Eton. Distinction between weather and climate; exploration of both at different spatial scales; interpretation of climate graphs (local area case study); meteorological enclosures (criteria, apparatus and measurements); local data collection and analysis (using Kestrels); extreme events (e.g. tornadoes) using local examples Resources There is no set text for the introductory course; but there are a number of resources held in the Geography Common Room, the Stationery Cupboard, and CYS Room 1 for use with classes. These include: Sets of the Longman Student Atlas Sets of AQA GCSE Geography A Sets of Windsor area OS maps (OS Explorer Map 160) Sets of BGS Windsor area geology maps Multiple copies of laminated map projection task sheets Multiple copies of black and white Eton maps (1 per boy) Multiple Kestrels (weather recording); sound metres; hand lenses for divisions to use in observing and recording in the local area (during 40 minute outdoor lessons) Multiple copies of the video Ice World for use with the archaeology topic, and others in video cabinet Several useful videos on ClickView Various PowerPoint slides, extra-work assignments, in class exercises, etc., are organised by topic and contained in  HYPERLINK "file:///\\\\NTS6\\geography\\F%20Mich%20course" \\NTS6\geography\F Mich course. Various digitised videos and video clips for the F courses are contained in  HYPERLINK "file:///\\\\NTS6\\geography\\VideoClips\\F%20Mich%20course" \\NTS6\geography\VideoClips\F Mich course. Teachers may also opt to take classes out of the schoolroom to illustrate any aspect of the course. Provided that the outing takes place within the 40 minute slot and does not involve taking boys away from the immediate vicinity of the College, it is not necessary to register the outing as a School Activity on the Staff Work Station. Assessment Two issues of Comment Cards, end of term Subject Reports, and end of term exam. End of term exam format: Part 1 (25 marks) (30 minutes) Starts with Local Area and Geographical Skills, testing interpretation of tabulated data about local area and some required definitions and facts; also tests understanding of choropleth and isoline map representations. The Part continues with further skills and definitions testing, leading up to a more extended written answer (5 or 6 marks) on a question about Slough. Part 2 (25 marks) (45 minutes) For 12.5 marks candidate chooses to write an open ended response on any one of the four local area options (question phrasing to start with Discuss what you know about...). For 12.5 marks candidate chooses to answer a question testing either geographical concepts or map (cartographic) concepts. Content and rubric of the Globalisation course winter and summer terms approximately 18 weeks of teaching time (35 lessons) The first two units must be completed during winter teaching, and the rest of the course must be finished by the end of the summer term. The end of term exam will be geared towards summer teaching (although a very general question linking into the nature of globalisation could be included based on articles listed on Firefly here:  HYPERLINK "http://firefly.etoncollege.org.uk/geography/curriculum-organised-by-block/f-block/f-globalisation-course" http://firefly.etoncollege.org.uk/geography/curriculum-organised-by-block/f-block/f-globalisation-course The specification is adapted from the AQA Specification A GCSE Geography Globalisation topic, and the textbook resource is Chapter 12 in AQA GCSE Geography A (Canavan et al.) Unit 1 The nature of globalisation Key idea: Globalisation is a significant feature of the world in the 21st Century. Content overview: Understanding the concept of globalisation Awareness of the different aspects of it (e.g. economic, political, cultural), and the idea that it is a contested issue in terms of its effects and how countries manage it Understanding of the related idea of interdependence between countries Unit 2 Transport, communications, economic activities, and infrastructure Key idea: Driving forces of globalisation include advances in transport and communications; this in turn affects national economies and infrastructure. Content overview: Background to advances in transport and communications (e.g. containerisation, aviation, fibre optic cables, internet) Development of localised economic activities with global connections (e.g. footloose activities such as call centres in India) Understanding of infrastructure and exploration of issues surrounding large infrastructural developments Case study of local issues relating to globalisation Heathrow Airport Unit 3 Major global economic and political trends Key idea: The relative economic and political importance of countries is changing. Content overview: The rising industrial growth in some parts of the world and de-industrialisation in other parts Familiarity with economic groupings (e.g. OECD v. non-OECD, BRICs, MINTs) Development of China as a major economic and political force. Unit 4 Population, energy, climate change Key idea: Growing population, energy demand, and climate change issues are inter-related. Content overview: The basic facts about world population growth and rising consumption/energy use An overview of the physical basis for human-caused climate change and the political aspects (e.g. greenhouse effect, carbon footprint, Kyoto Protocol) The idea that global environmental problems require collective international efforts (e.g. examples could include ozone hole and CFC reduction and/or Antarctic Treaty System to protect Antarctic environment and Southern Ocean) Unit 5 Sustainability in energy use, water use, and food production Key idea: Sustainable development must ensure that there are sufficient resources for future generations. 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