The GCSE course also reflects the changing nature of our world and so its content is contemporary and up-to-date.  At RSD we follow the CCEA examination specification; the specification can be viewed by following this link: http://ccea.org.uk/geography/

The course is divided into 3 units:

Unit 1: Understanding Our Natural World (physical geography)
Unit 2: Living in Our World (human geography)
Unit 3: Fieldwork

Units 1 and 2 are both 1 ½ hour papers, whereas unit 3 is one-hour long.  There is no coursework.

Topics covered for unit 1 include how water shapes the land, as we examine rivers and coasts.  We consider weather and climate and how tectonic forces cause earthquakes and volcanoes.  Unit 2 considers population pressures and the role and impact of migration on countries involved.  The changing nature of urban areas is examined and this topic forms the basis of work for unit 3.  A one-day fieldtrip takes place to Belfast, where pupils are expected to collect data which is brought into the unit 3 examination.  Other topics in unit 2 include a study of poverty and development and how we might manage world resources more sustainably.  By studying this course, pupils are aware of local, national and global issues and they develop a host of skills. It is for these reasons that employers like Geographers!

Geography at A-Level also follows the CCEA specification and is made up of AS Level (40%) and the A2 Level (60%).  Both parts are divided along the Physical and Human lines, with a third paper in each year developing skills.  At AS, unit 3 covers fieldwork skills and skills and techniques used by geographers.  A2 unit 3 takes a very different form as pupils adopt a role and they must write a report about a controversial issue, deciding whether a planning scheme should go ahead or not.

Physical geography topics over the two years include: rivers, ecosystems, weather, tectonic hazards and coasts, whilst human geography topics include: population, settlement, development, ethnic diversity and cultural geography.

It is clear that Geography acts as the bridge between the Sciences and Arts and so our A Level pupils come with a diverse range of subject combinations, some with Science subjects and Maths, and some with Arts subjects and Languages.

Since Geography is the world around us, we are keen to expose our pupils to the real world. To this end, we run a one-day fieldtrip to Belfast for Year 8 pupils, where they examine the changes that have occurred in the Laganside and Titanic areas of inner city Belfast. This provides an opportunity for pupils to undertake a geographical enquiry from the Planning stage through to the Evaluation stage, something that is of primary importance at Key Stage 4 and beyond.  To support our Mapwork, pupils have a go at the Orienteering Course in the school grounds.

Year 9 pupils participate in an environmental workshop called ‘Green up their Act’ which complements the work covered on global warming and sustainability.

In Year 10, pupils have the opportunity to get involved with numerous political and ethical issues through the Poverty and Development unit.  They run a Fairtrade stall, in collaboration with the RE and FT departments and they also experience a ‘sweatshop’, as they become workers in a shoe factory.  One aim throughout this key stage is that all children realise that they have an important role to play in the decisions that impact the world through their lifestyle choices, and that they can make a difference!

As mentioned above, fieldwork takes on a greater role in Key Stages 4 and 5.  A one-day fieldtrip to Belfast is required to undertake data collection for GCSE unit 3, but from time to time, additional one-day trips are organised.  These include a joint Biology-Geography trip to Murlough sand dunes to practise sampling techniques, followed by time in Newcastle, County Down, examining coastal engineering methods.

At AS Level, there is a 3-day residential trip to Magilligan Field Centre to investigate vegetation succession on dunes and the changes downstream in a local river.  As well as collecting data for the unit 3 exam, these activities build a great sense of teamwork within the department between pupils and pupils, and between pupils and staff.