GCSE - Edexcel



Edexcel GCSE Geography B

Practical support to help you deliver this Edexcel specification

Course planner

This course planner has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable Word format to make adaptation as easy as possible.

The new GCSE Geography B specification has been designed so that teachers can deliver the content in 120 hours of guided learning. Alternatively, many centres have moved to a three-year Key Stage 4, with students starting their GCSE courses in Year 9. Editable three-year course planners can be downloaded from the Edexcel Geography qualifications page of the website.

This course planner provides two models for delivering the content over 2 years:

● Model A: An integrated approach that combines content and skills across topics.

● Model B: A linear approach that alternates between Components 1: Global Geographical Issues and Component 2: UK Geographical Issues in Year 10, then focuses on Component 3: People and Environment Issues – Making Geographical Decisions in Year 11.

Each model covers the content of the whole specification and is based on 2 hours a week.

The 2016 Edexcel Geography B specification is split into three content components.

Component 1: Global Geographical Issues, 37.5% of the qualification

● Topic 1: Hazardous Earth

● Topic 2: Development dynamics

● Topic 3: Challenges of an urbanising world

Written examination: 1 hour and 30 minutes, 94 marks.

Component 2: UK Geographical Issues, 37.5% of the qualification

● Topic 4: The UK’s evolving physical landscape

● Topic 5: The UK’s evolving human landscape

● Topic 6: Geographical investigations

Written examination: 1 hour and 30 minutes, 94 marks.

Component 3: People and Environment Issues – Making Geographical Decisions, 25% of the qualification

● Topic 7: People and the biosphere

● Topic 8: Forests under threat

● Topic 9: Consuming energy resources

Written examination, 1 hour and 30 minutes, 64 marks.

Our free support includes:

● a dedicated Geography Advisor, Jon Wolton

● additional GCSE Geography B specimen papers

● student exemplars with assessment commentary

● mock marking training

● Getting Started Guide and course planners for a two-year and three-year GCSE

● schemes of work and topic packs for every topic

● support with embedding high-quality fieldwork into teaching

● Thinking Geographically: Maths and statistics – based on the proven approach of Pearson Maths

● Thinking Geographically: Literacy – based on the proven approach of Pearson English: Grammar for Writing

● Getting Ready to Teach training events.

A two-year GCSE 2016 Geography B course

Model A: An integrated approach

|Date (w/b) |Term/ |Content |Notes |

|2016 |week | | |

| |Autumn term, Year 10 |

|5 Sept |Week 1 |Topic 1: Hazardous Earth |Roughly 5 lessons. |

| | |EQ3: Why do the causes and impacts of tectonic activity and management of | |

| | |tectonic hazards vary with location? |This is a familiar and accessible start|

| | | |to GCSE, and sets a global context for |

| | | |physical geography. |

|12 Sept |Week 2 | | |

|19 Sept |Week 3 |1.7–1.9 | | |

|26 Sept |Week 4 |Topic 2: Development dynamics |Roughly 9 lessons. |

| | |EQ1: What is the scale of global inequality and how can it be reduced? | |

| | |2.1–2.3 |Similarly, this sets a global context |

| | | |for human geography. |

|3 Oct |Week 5 | | |

|10 Oct |Week 6 | | |

|17 Oct |Week 7 | | |

|24 Oct |Week 8 | | |

|Half term |

|7 Nov |Week 9 |Topic 4: The UK’s evolving physical landscape |Roughly 7 lessons. |

| | |EQ1: Why does the physical landscape of the UK vary from place to place? | |

| | |4.1, 4.2 |Key ideas 4.1 and 4.2 must be taught |

| | | |before the rest of this topic as these |

| | | |provide an overview of the |

| | | |characteristics and distribution of the|

| | | |UK’s changing landscapes. |

|14 Nov |Week 10 | | |

|21 Nov |Week 11 | | | |

|28 Nov |Week 12 |Coastal change and conflict and River processes and pressures |Roughly 11 lessons. |

| | | | |

| | |EQ2: processes and human modification |Teach both Coastal change and conflict |

| | | |and River processes and pressures. |

| | |EQ3: management | |

| | | |Assume some basic knowledge of |

| | |Key ideas 4.3, 4.4 and 4.5 (Coasts) |processes and landforms taught under |

| | | |new KS3 content. |

| | |Followed by 4.6, 4.7 and 4.8 (Rivers) | |

| | | |This should be taught before the |

| | | |fieldwork tasks. |

|5 Dec |Week 13 | | |

|12 Dec |Week 14 | | |

|19 Dec |Week 15 | | |

|2017 |Christmas break followed by Spring term |

|9 Jan |Week 1 |( Complete EQ3 | |

|16 Jan |Week 2 |Topic 5: The UK’s evolving human landscape |Roughly 10 lessons. |

| | |EQ1: Why are places and people changing in the UK? | |

| | |5.1, 5.2 |Must focus on one major city in the UK |

| | | |and an accessible rural area to deliver|

| | |Case Study: Dynamic UK cities |key ideas 5.3 to 5.8. Please see |

| | |5.3 and 5.4: city functions and structure, influence of population movement, |Appendix 2 in the specification for |

| | |employment and services |definitions. |

| | |5.5: challenges and opportunities of change | |

|23 Jan |Week 3 | | |

|30 Jan |Week 4 | | |

|6 Feb |Week 5 | | |

|13 Feb |Week 6 | | |

|Half term |

|27 Feb |Week 7 |( Continue Topic 5: The UK’s evolving human landscape |Roughly 8 lessons. |

| | |5.6 strategies for improving ways of life | |

| | |5.7 and 5.8 the city and accessible rural areas are interdependent, | |

| | |challenges of rural change | |

|6 March |Week 8 | | |

|13 March |Week 9 | | |

|20 March |Week 10 | | |

|27 March |Week 11 |Return to Topic 1: Hazardous Earth |Roughly 5 lessons. |

| | |EQ2: How are extreme weather events increasingly hazardous for people? | |

| | |1.4–1.6 | |

|Easter break followed by Summer term |

|17 Apr |Week 1 |( Continue Topic 1: Hazardous Earth | |

| | | |Roughly 7 lessons. This starts to recap|

| | | |on ideas from the first term, but |

| | | |focuses down on one emerging country, |

| | | |before focusing on one emerging city |

| | | |(Topic 3) later in the course. Please |

| | | |see Appendix 2 in the specification for|

| | | |definitions. |

|24 Apr |Week 2 | | | |

|1 May |Week 3 |Return to Topic 2: Development dynamics | |

| | |EQ2: How is ONE of the world’s emerging countries managing to develop? | |

| | |2.4–2.7 | |

|8 May |Week 4 | | |

|15 May |Week 5 | | |

|22 May |Week 6 |Return to Topic 1: Hazardous Earth | |

| | |EQ1: How does the world’s climate system function, why does it change and how| |

| | |can this be hazardous for people? | |

| | |1.1–1.3 | |

|Half term |

|5 June |Week 7 |( Continue Topic 1: Hazardous Earth |Topic 1 and Topic 7 could be taught |

| | | |together over roughly 9 lessons. |

| | | | |

| | | |This gives scope for setting out the |

| | | |links between global climate and biome |

| | | |distribution. |

|12 June |Week 8 | | | |

|19 June |Week 9 |Topic 7: People and the biosphere | |

| | |EQ: Why is the biosphere so important to human wellbeing and how do humans | |

| | |use and modify it to obtain resources? | |

|26 June |Week 10 |Topic 6: Geographical investigations |A minimum of one day of urban or rural |

| | |Fieldwork and research on either Investigating coastal change and conflict or|fieldwork should be carried out. In |

| | |Investigating river processes and pressures. |addition, 3 weeks of lesson time should|

| | |See Topic 6 in the specification for fieldwork requirements. |be spent on fieldwork preparation, |

| | | |processing and presenting data, |

| | | |analysis and explanation and coming to |

| | | |conclusions. |

|3 July |Week 11 | | |

|10 July |Week 12 | | |

|17 July |Week 13 |Review and breathing space | |

|Start of summer break, end of Year 10 |

|2017 |Autumn term, Year 11 |

|4 Sept |Week 1 |Topic 3: Challenges of an urbanising world |Roughly 12 lessons. |

| | |EQ1: What are the causes and challenges of rapid urban change? |This helps review work on Topic 1 and |

| | |EQ2: Why does quality of life vary so much within ONE megacity in a |Topic 2, and allows the possible |

| | |developing country OR emerging country? |development of nested, contextualised |

| | |3.1–3.7 |understanding of a city of the |

| | | |student’s choice. Please see Appendix 2|

| | | |in the specification for definitions. |

|11 Sept |Week 2 | | |

|18 Sept |Week 3 | | |

|25 Sept |Week 4 | | |

|2 Oct |Week 5 | | |

|9 Oct |Week 6 | | |

|16 Oct |Week 7 |Topic 6: Geographical investigations |A minimum of one day of coasts or |

| | |Fieldwork and research on either Investigating dynamic urban areas or |rivers fieldwork should be carried out.|

| | |Investigating changing rural areas. |In addition, 3 weeks of lesson time |

| | |See Topic 6 in the specification for fieldwork requirements. |should be spent on fieldwork |

| | | |preparation, processing and presenting |

| | | |data, analysis and explanation and |

| | | |coming to conclusions. |

|23 Oct |Week 8 | | |

|Half term |

|6 Nov |Week 9 |( Continue with fieldwork | |

|13 Nov |Week 10 |Topic 8: Forests under threat |Roughly 12 lessons. |

| | |EQ: What are the threats to forest biomes and how can they be reduced? | |

| | |8.1, 8.3, 8.5 – TRF |This could be taught by ‘forest type’ |

| | |8.2, 8.4, 8.6 – Taiga |or sequentially (8.1–8.6), comparing |

| | | |the forests along the way. |

| | | | |

| | | |Use this topic to start introduction |

| | | |students to some types of DME |

| | | |questions. |

|20 Nov |Week 11 | | |

|27 Nov |Week 12 | | |

|4 Dec |Week 13 | | |

|11 Dec |Week 14 | | |

|18 Dec |Week 15 | | |

|2018 |Christmas break followed by Spring term |

|8 Jan |Week 1 |Revision and mocks | |

|15 Jan |Week 2 | | |

|22 Jan |Week 3 | | |

|29 Jan |Week 4 |Topic 9: Consuming energy resources |Roughly 12 lessons. |

| | |EQ: How can the growing demand for energy be met without serious | |

| | |environmental consequences? |Preparation for the synoptic DME could |

| | |9.1–9.6 |be done here. |

|5 Jan |Week 5 | | |

|12 Feb |Week 6 | | |

|Half term |

|26 Feb |Week 7 |( Complete Topic 9: Consuming energy resources | |

|5 Mar |Week 8 | | |

|12 Mar |Week 9 | | |

|19 Mar |Week 10 |Revision | |

|26 Mar |Week 11 |Revision | |

|2 Apr |Week 12 |Revision | |

|Easter break followed by Summer term |

|23 Apr |Week 1 |Revision | |

|30 Apr |Week 2 |Revision | |

|7 May |Week 3 |Revision | |

|14 May |Week 4 |Revision | |

|21 May |Week 5 |Revision | |

|Half term followed by examinations |

Model B: A linear approach

|Date (w/b) |Term/ |Content |Notes |

|2016 |week | | |

| |Autumn term, Year 10 |

|5 Sept |Week 1 |Topic 2: Development dynamics |Roughly 15 lessons over 8 weeks of |

| | |EQ1: What is the scale of global inequality and how can it be reduced? |teaching. |

| | |2.1–2.3 | |

| | |EQ2: How is ONE of the world’s emerging countries managing to develop? |This is a familiar and accessible start|

| | |2.4–2.7 |to GCSE, and sets a global context for |

| | | |human geography. |

| | | | |

| | | |Please see Appendix 2 in the |

| | | |specification for definitions. |

|12 Sept |Week 2 | | |

|19 Sept |Week 3 | | |

|26 Sept |Week 4 | | |

|3 Oct |Week 5 | | |

|10 Oct |Week 6 | | |

|17 Oct |Week 7 | | |

|24 Oct |Week 8 | | |

|Half term |

|7 Nov |Week 9 |Topic 4: The UK’s evolving physical landscape |Roughly 4 lessons over 2 weeks of |

| | |EQ1: Why does the physical landscape of the UK vary from place to place? |teaching. |

| | |4.1, 4.2 | |

| | | |Provides an overview of the |

| | | |characteristics and distribution of the|

| | | |UK’s changing landscapes. |

|14 Nov |Week 10 | | |

|21 Nov |Week 11 |Topic 4: Coastal change and conflict |Roughly 11 lessons. |

| | |EQ2: Why is there a variety of distinctive coastal landscapes in the UK and | |

| | |what are the processes that shape them? |Teach both Coastal change and conflict |

| | |4.3, 4.4 |and River processes and pressures. |

| | |EQ3: What are the challenges for coastal landscapes and communities and why | |

| | |is there conflict about how to manage them? |Assume some basic knowledge of |

| | |4.5 |processes and landforms taught under |

| | | |new KS3 content. |

| | |Topic 4: River processes and pressures | |

| | |EQ4: Why is there a variety of river landscapes in the UK and what are the |This should be taught before the |

| | |processes that shape them? |fieldwork tasks. |

| | |4.6, 4.7 | |

|28 Nov |Week 12 | | |

|5 Dec |Week 13 | | |

|12 Dec |Week 14 | | |

|19 Dec |Week 15 | | |

|2017 |Christmas break followed by Spring term |

|9 Jan |Week 1 |( Complete Topic 4: River processes and pressures | |

| | |EQ5: What are the challenges for river landscapes, people and property and | |

| | |how can they be managed? | |

| | |4.8 | |

|16 Jan |Week 2 |Topic 5: The UK’s evolving human landscape |Roughly 15 lessons over 8 weeks. |

| | |EQ1: Why are places and people changing in the UK? | |

| | |5.1, 5.2 |Must focus on one major city in the UK |

| | | |and an accessible rural area to deliver|

| | |Case Study: Dynamic UK cities |Topic 5. Please see Appendix 2 in the |

| | |EQ2: How is ONE major UK city changing? |specification for definitions. |

| | |5.3–5.8 | |

|23 Jan |Week 3 | | |

|30 Jan |Week 4 | | |

|6 Feb |Week 5 | | |

|13 Feb |Week 6 | | |

|Half term |

|27 Feb |Week 7 |( Continue Topic 5: The UK’s evolving human landscape | |

|6 March |Week 8 | | |

|13 March |Week 9 | | |

|20 March |Week 10 |Topic 6: Geographical investigations |A minimum of one day of river or coast |

| | |Fieldwork and research on either Investigating coastal change and conflict or|fieldwork should be carried out. In |

| | |Investigating river processes and pressures. |addition, 3 weeks of lesson time should|

| | |See Topic 6 in the specification for fieldwork requirements. |be spent on fieldwork preparation, |

| | | |processing and presenting data, |

| | | |analysis and explanation and coming to |

| | | |conclusions. |

|27 March |Week 11 | | |

|Easter break followed by Summer term |

|17 Apr |Week 1 |( Continue fieldwork | |

|24 Apr |Week 2 |Topic 6: Geographical investigations |A minimum of one day of urban or rural |

| | |Fieldwork and research on either Investigating dynamic urban areas or |fieldwork should be carried out. In |

| | |Investigating changing rural areas. |addition, 3 weeks of lesson time should|

| | |See Topic 6 in the specification for fieldwork requirements. |be spent on fieldwork preparation, |

| | | |processing and presenting data, |

| | | |analysis and explanation and coming to |

| | | |conclusions. |

|1 May |Week 3 | | |

|8 May |Week 4 | | |

|15 May |Week 5 |Topic 3: Challenges of an urbanising world |Roughly 7 weeks of teaching time. |

| | |EQ1: What are the causes and challenges of rapid urban change? | |

| | |3.1–3.3 | |

|22 May |Week 6 | | |

|Half term |

|5 June |Week 7 |( Continue Topic 3: Challenges of an urbanising world |Please see Appendix 2 in the |

| | |EQ2: Why does quality of life vary so much within ONE megacity in a |specification for definitions. |

| | |developing country OR emerging country? | |

| | |3.4–3.7 | |

|12 June |Week 8 | | |

|19 June |Week 9 | | |

|26 June |Week 10 | | |

|3 July |Week 11 | | |

|10 July |Week 12 |Review and breathing space | |

|17 July |Week 13 | | |

|Start of summer break, end of Year 10 |

|2017 |Autumn term, Year 11 |

|4 Sept |Week 1 |Topic 1: Hazardous Earth |Roughly 15 lessons over 8 weeks of |

| | |EQ1: How does the world’s climate system function, why does it change and how|teaching. |

| | |can this be hazardous for people? | |

| | |1.1–1.3 | |

| | |EQ2: How are extreme weather events increasing hazardous for people? | |

| | |1.4–1.6 | |

| | |EQ3: Why do the causes and impacts of tectonic activity and management of | |

| | |tectonic hazards vary with location? | |

| | |1.7–1.9 | |

|11 Sept |Week 2 | | |

|18 Sept |Week 3 | | |

|25 Sept |Week 4 | | |

|2 Oct |Week 5 | | |

|9 Oct |Week 6 | | |

|16 Oct |Week 7 | | |

|23 Oct |Week 8 | | |

|Half term |

|7 Nov |Week 9 |Topic 7: People and the biosphere |Roughly 4 lessons over 2 weeks of |

| | |EQ: Why is the biosphere so important to human wellbeing and how do humans |teaching. |

| | |use and modify it to obtain resources? | |

| | |7.1, 7.2 | |

|14 Nov |Week 10 | | |

|21 Nov |Week 11 |Topic 8: Forests under threat |Roughly 12 lessons over 6 weeks of |

| | |EQ: What are the threats to forest biomes and how can they be reduced? |teaching. |

| | |8.1–8.6 | |

|28 Nov |Week 12 | | |

|5 Dec |Week 13 | | |

|12 Dec |Week 14 | | |

|19 Dec |Week 15 | | |

|2018 |Christmas break followed by Spring term |

|8 Jan |Week 1 |( Continue Topic 8: Forests under threat | |

|15 Jan |Week 2 |Topic 9: Consuming energy resources |Roughly 12 lessons over 6 weeks of |

| | |EQ: How can the growing demand for energy be met without serious |teaching time. |

| | |environmental consequences? | |

| | |9.1–9.6 | |

|22 Jan |Week 3 | | |

|29 Jan |Week 4 | | |

|5 Jan |Week 5 | | |

|12 Feb |Week 6 | | |

|Half term |

|26 Feb |Week 7 |( Continue Topic 9: Consuming energy resources | |

|5 Mar |Week 8 |DME skills | |

|12 Mar |Week 9 |DME skills | |

|19 Mar |Week 10 |Revision | |

|26 Mar |Week 11 |Revision | |

|2 Apr |Week 12 |Revision | |

|Easter break followed by Summer term |

|23 Apr |Week 1 |Revision | |

|30 Apr |Week 2 |Revision | |

|7 May |Week 3 |Revision | |

|14 May |Week 4 |Revision | |

|21 May |Week 5 |Revision | |

|Half term followed by examinations |

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