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Meaver Road
Helston
Mullion
Helston
Cornwall
TR12 7EB

Headteacher: Mr Wayne Randle
Tel. 01326 240098
enquiries@mullionschool.org.uk

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Mullion School
Tel. 01326 240098

Geography

KS3 Geography

Year 7

1. Passport To The World

Our place in the world is explored using a variety of activities where students will gain a working knowledge of the main countries around the World and explore the links that exist between us. A local study of Cornwall and the Lizard are also undertaken to have a better understanding of our local environment.

2. Mapping The Local Area

All basic OS map skills are taught at this early stage in KS3 to act as a foundation for Geography at KS3 and KS4. The use of GIS and practical applications of this technology are included in this unit.

3.Raging Rivers

Looking at how the water cycle works and the processes of erosion on the rivers and landscape. Focus on flooding and the impact on local areas.

4. Earthquakes and Volcanic Landscapes.

The reasons for earthquakes and volcanoes are explored with the consequences and responses to these natural disasters considered.

5. Regional Study:  China within Asia

This unit will explore the massive changes experienced within Asia and the growth of China as a world superpower.

6. Africa

A study of the physical features and climate of this huge continent.

 

 Year 8

1. Sustainable Planet.

The Changing Climate section of this unit looks at the change of climate over geological timescales. Glaciation and the action of ice on the landscape will also be explored.

This unit also integrates a wide range of topical issues under the theme of Climate Change. It investigates changing weather patterns across the globe and our current use of energy supplies. Most importantly it explores sustainable management options for the future to reduce the impact of Climate Change.

2. Cornish Coasts

This classic physical geography unit introduces students to the fundamental processes that shape the landscape, erosion, transportation and deposition. We will look the features found along the Cornish Coasts and the processes that create them. The unit concludes with coastal flooding and erosion and the sustainable ways in which these issues can be minimised.

3. Cornwall Rocks!

This local study unit explores the geology of Cornwall that shapes the unique landscapes of our county. The granite and serpentine has produced some unique landscape features as well as shaped the economic prosperity of Cornwall. This unit links into a Humanities cross curricular fieldtrip at Tregonning Hill.

4. The Tropical Rainforest

This unit studies the structure of rainforests, the impact on the climate, palm oil issues and pressures on the environment.

5. Mild Weather and Micro Climates

This unit looks at the differences between weather and climate in the UK, weather depressions and the impacts of hurricane storms.

 

Year 9

1.      Growth of the Mega City!

This unit explores the concept of urbanization across the planet, the expansion of cities in the newly developing world and the problems that this causes. We will explore cites across Africa, SE Asia, India and the Middle East.

2. World Development

This unit studies the meaning on LEDCs and MEDCs and the indicators of development. Students will learn about Fair Trade and understand the difficulties of families living in LEDCs

3.      GCSE Geographical Skills.

This unit is an introduction to the skills equipping students for the demands of the GCSE specification. The enquiry skills are also equally relevant to other courses that they may study next year.

4. Nigeria

This unit explores the comparison for Nigeria and the UK, the growth of industry and the sustainability of the environment.

5. Urban Change in the UK

This unit looks at the major cities in the UK and uses Bristol as a case study.

 

 

 

GCSE Geography

Year 10 and 11 Geography AQA 8035

This exciting course is based on a balanced framework of physical and human geography. It allows students to investigate the link between the two themes, and approach and examine the battles between the man-made and natural worlds.

Students who complete the course will have the skills and experience to progress onto A-level and beyond.

At GCSE we will investigate some aspects of the 3 units outlined below, as well as carrying out two local fieldwork activities required for an exam taken at the end of the course.

1.Living with the physical environment

This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales.

The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.

  • Natural hazards pose major risks to people and property.
  • Earthquakes and volcanic eruptions are the result of physical processes.
  • The effects of, and responses to, a tectonic hazard vary between areas of contrasting levels of wealth.
  • Management can reduce the effects of a tectonic hazard.

2.Challenges in the human environment

This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various stages of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs).

The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments.

  • A growing percentage of the world’s population lives in urban areas.
  • Urban growth creates opportunities and challenges for cities in LICs and NEEs.
  • Urban change in cities in the UK leads to a variety of social, economic and environmental opportunities and challenges.
  • Urban sustainability requires management of resources and transport.

3.Physical landscapes in the UK

In this section, students are required to study UK physical landscapes, Coastal landscapes in the UK and River landscapes in the UK.

  • The coast is shaped by a number of physical processes.
  • Different management strategies can be used to protect coastlines from the effects of physical processes.
  • Distinctive coastal landforms are the result of rock type, structure and physical processes.
  • The shape of river valleys changes as rivers flow downstream.
  • Distinctive fluvial landforms result from different physical processes.
  • Different management strategies can be used to protect river landscapes from the effects of flooding.

Paper 3 Geographical applications

The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study.

Section A: Issue evaluation

A resource booklet will be available twelve weeks before the date of the exam so that students have the opportunity to work through the resources, enabling them to become familiar with the material. Students will not be allowed to take the original resource booklet into the examination room but will be issued with a clean copy in the exam. Sources could include maps at different scales, diagrams, graphs, statistics, photographs, satellite images, sketches, extracts from published materials, and quotes from different interest groups.

Assessment will consist of a series of questions related to a contemporary geographical issue, leading to a more extended piece of writing which will involve an evaluative judgement. Students will apply knowledge and understanding to interpret, analyse and evaluate the information and issue.

Section B: Fieldwork

Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise. There should be a clear link between the subject content and geographical enquiries, and the enquiries can be based on any part of the content covered in Paper 1 or Paper 2.

The two enquiries must be carried out in contrasting environments and show an understanding of both physical and human geography. In at least one of the enquiries students are expected to show an understanding about the interaction between physical and human geography.

Students’ understanding of the enquiry process will be assessed in the following two ways:

1. questions based on the use of fieldwork materials from an unfamiliar context.

2. questions based on students’ individual enquiry work. For these questions students will have to identify the titles of their individual enquiries.