Plans for GIS lessons to support the new A-Level, GCSE and Key Stage 3 Geography curriculums

Possible GIS lessons based on themes from new A-Level geography subject content (ref: DfE A-Level Subject Content document, December 2014):
 

-          Core 1 – water and carbon cycles – 9.1 Deforestation

-          Core 1 – water and carbon cycles – 9.2 Landuse change control on carbon cycling

-          Core 1 – water and carbon cycles – 9.4 River catchment areas

-          Core 1 – water and carbon cycles – 9.4 Landuse change control on water cycling

-          Core 1 – water and carbon cycles – 9.5 Climate change

-          Core 2 – landscape systems – 11.1a Locations and characteristics of drylands

-          Core 2 – landscape systems – 11.1a Sand dune data collection

-          Core 2 – landscape systems – 11.1b Classifying coasts (high/low energy)

-          Core 2 – landscape systems – 11.1c Valley landscape features (erosional and depositional) formed by past glaciation

-          Core 2 – landscape systems – 11.4 Coastal data collection

-          Core 2 – landscape systems – 12.1/12.2 River course landforms/characteristics data collection

-          Core 3 – global systems and global governance – 13 Globalisation overview/15.1 interdependence overview

-          Core 3 – global systems and global governance – 13 Case study of a TNC/MNC

-          Core 3 – global systems and global governance – 13 Impact of TNCs/MNCs

-          Core 3 – global systems and global governance – 14.1a Trade blocs

-          Core 3 – global systems and global governance – 14.1a Brant Line vs HDI

-          Core 3 – global systems and global governance – 14.1a Global migration

-          Core 3 – global systems and global governance – 14.1b Mapping territorial claims to Antarctic/Arctic?

-          Core 3 – global systems and global governance – 15.2 Patterns of development

-          Core 3 – global systems and global governance – 15.3 International aid

-          Core 4 – changing place; changing places – 16 Local place data collection

-          Core 4 – changing place; changing places – 17.1 Local to global place connections

-          Core 4 – changing place; changing places – 17.1 Changing rural place: who is it for

-          Core 4 – changing place; changing places – 17.1 Changing urban place: who is it for

-          Core 4 – changing place; changing places – 17.2a Population change

-          Core 4 – changing place; changing places – 18.1 Employment change contrasts: W Midlands and M4 corridor

-          Core 4 – changing place; changing places – 18.4/18.6 Real or imagined place

-          Core 4 – changing place; changing places – 18.7 Development gap

-          N.B. 1 Non-core themes to be decided by awarding bodies and are as yet unknown

-          N.B. 2 There is considerable scope for use of GIS fieldwork/coursework

Key:

italic = use of student collected data

 

Possible GIS lessons based on themes from new GCSE geography subject content (ref: DfE GCSE Subject Content document, April 2014):

-          Place – 14 UK Physical landscapes – glacial/upland landscapes

-          Place – 14 UK Physical landscapes local data collection (river cross-sections, valley profiles…)

-          Place – 14 UK Human landscapes – socioeconomic inequalities

-          Place – 14 UK Human landscapes local data collection (e.g. crime, graffiti…)

-          Place – 14 UK Changing employment – decline

-          Place – 14 UK Changing employment – technology corridors

-          Place – 14 UK Changing employment – tourism (+impacts)

-          Place – 14 UK Globalisation/interconnectedness – TNCs/MNCs and trade

-          Place – 14 UK Changing landuse (urban (e.g. town centre retail changes) or rural (e.g. second homes/new housing)) local data collection

-          Physical geography – 15 Glacial landscapes – landform profiles

-          Physical geography – 15 Limestone landscapes – landform profiles

-          Physical geography – 15 Coastal landscapes – landform profiles

-          Physical geography – 15 River landscapes – landform profiles

-          Physical geography – 15 Hazards mapping volcanoes/earthquakes

-          Physical geography – 16 Hurricanes

-          Physical geography – 16 Flooding (including EA floodplain mapping)

-          Physical geography – 16 Flooding local data collection

-          Physical geography – 16 Changing climates – 2.6mya-present day

-          People and environment – 17 Global biomes/ecosystems

-          People and environment – 17 Rainforest ecosystem case study

-          People and environment – 17 Rainforest deforestation

-          People and environment – 17 Sustainable rainforests

-          People and environment – 17 Coral reef ecosystem case study

-          People and environment – 17 Tundra/Arctic ecosystem case study

-          People and environment – 17 Ocean/Marine ecosystem case study

-          People and environment – 17 UK ecosystems case study

-          People and environment – 17 Micro-ecosystems local data collection

-          People and environment – 18 Water supply in the UK

-          People and environment – 18 Water supply in semi-arid/arid areas

-          People and environment – 18 UK North Sea oil and gas – a future

-          People and environment – 18 UK Fracking

-          People and environment – 18 Global oil inequalities

-          People and environment – 18 Sustainable energy – locating a wind farm DME

-          Human geography – 19 Urbanisation

-          Human geography – 19 UK housing development DME

-          Human geography – 19 Global socioeconomic development indicators

-          Human geography – 19 Land use in developing word cities

-          Human geography – 19 Challenges in developing world cities

-          Human geography – 19 Migration

-          Human geography – 20 Global socioeconomic development indicators

-          N.B. There is considerable scope for use of GIS fieldwork/statistics in geography

Key:

italic = use of student collected data

 

Possible GIS lessons based on themes from new KS3 National Curriculum geography subject content (ref: DfE National Curriculum Framework document, July 2013):

-          Location knowledge – 1 Local area data collection

-          Location knowledge – 1 Global socioeconomic indicators

-          Location knowledge – 1 China case study

-          Location knowledge – 1 India case study

-          Location knowledge – 1 Global biomes/environmental zones

-          Location knowledge – 1 Polar regions case study

-          Location knowledge – 1 Hot deserts case study

-          Place knowledge – 1 Africa socioeconomic indicators

-          Place knowledge – 1 Asia socioeconomic indicators

-          Human and physical geography – 1a Plate tectonics

-          Human and physical geography – 1a Volcano (or earthquake or tsunami) evacuation DME

-          Human and physical geography – 1a Hurricanes

-          Human and physical geography – 1a Microclimates around the school data collection

-          Human and physical geography – 1a Glacial landforms

-          Human and physical geography – 1a River long profile landforms

-          Human and physical geography – 1a Coastal landforms

-          Human and physical geography – 1b Population

-          Human and physical geography – 1b Building a bypass DME

-          Human and physical geography – 1b UK socioeconomic indicators

-          Human and physical geography – 1b Local socioeconomic indicators data collection

-          Human and physical geography – 1b Global trade and aid

-          Human and physical geography – 1b TNC/MNC industries

-          Human and physical geography – 1b UK changing industry

-          Human and physical geography – 2 Coastal erosion DME

-          Human and physical geography – 2 Tourism honey pot DME

-          Human and physical geography – 2 Exploiting the rainforest DME

-          Geographical skills – mapskills – OS maps

-          Geographical skills – mapskills – topographical maps

-          Geographical skills – mapskills – thematic maps

-          Geographical skills – mapskills – aerial/satellite photographs and maps

-          N.B. There is considerable scope for use of GIS fieldwork in geography

Key:

italic = use of student collected data

...any thoughts or ideas regarding these suggestions (which are entirely my own) please use the comments section...thanks!