Topic title: The Living World
Year group: 10
When taught: January – July
What are we learning?
- Ecosystems exist on a range of scales and are a product of the interactions between biotic and abiotic factors which coexist within them.
- Ecosystems / biomes are diverse in nature and vary globally, however have similarities which are at the core of The Living World
- The features which exist within, importance of, threats to and management of tropical rainforests, with a specific focus on Malaysia
- The features which exist within, importance of, threats to and management of cold environments, with a specific focus on Svalbard
Why is this important to know?
- This topic illustrates the interlinked nature of the physical and human world, with students gaining a greater appreciation of our influence on the physical surroundings.
- Students develop their knowledge of scale, to appreciate and explore how ecosystems can exist on local to global scales, with both similarities and differences existing between these.
- A variety of geographical skills are required within this topic, such as figure analysis of deforestation rates and the drawing / interpreting of contrasting climate graphs.
- Students gain an appreciation of the importance ecosystems of all scales have within our planet and the fundamental need to protect them
- Students use this knowledge to explore specific locations, gaining an understanding of their characteristics, influences, threats and management.
Where does this link into our past and future learning?
- This topic deepens prior learning from the Year 7 unit focused on Tropical Rainforests.
- Links are made with the Year 8 ‘Antarctica’ topic, specifically on food chains and webs.
- It links and develops prior learning from the year 8 ‘Climate Change’ topic.
- Analysis of management strategies and sustainability is considered in all the remaining GCSE units.
- There are clear links to the Year 11 ‘Challenge of Natural Hazards’ topic, particularly the climate change section of this unit.
- KS5 Geographers requires an understanding of this topic for the Water and Carbon unit.
How will we be assessed on this topic?
- Assessment and feedback through the use of GCSE questions will be given throughout the unit. There will be an end of unit assessment, using a past GCSE paper, providing a summative grade. This is to increase familiarisation with GCSE style questions and to refine exam technique to successfully apply knowledge and understanding to the questions.
What makes a strong piece of work in this topic? What are teachers hoping to see?
- Correct use and spelling of key terms i.e. decomposer, abiotic, biotic, deforestation, sustainable, producer, consumer.
- Accurate use and sequencing of the key processes in explanations of how processes occur.
- Detailed understanding of the roles of biotic and abiotic factors in shaping an ecosystem
- Detailed evaluation of the role humans play in influencing the natural world and thoughtful consideration of sustainable management strategies to protect them.
- Accurate use of photos, OS maps and graphs within their studies.
What key words are there in this topic?
What can I try if I want to stretch and challenge myself on this topic?
- Regularly re-read and review your work. Use the specification to help make revision notes for each section.
- Complete past exam questions on this unit. These can be found at AQA
- Watch or read the news – tropical rainforests, cold environments, human influence and management are often in it.
- Research the many implications of rainforest / ice loss globally.
- Research a specific tropical rainforest or cold environment. Can you find a news article about it? What has happened to it over time? Is it being managed – if so, how?
What wider reading can be done on this topic?
Oxford GCSE textbook
Supporting document/links:
Found on Satchel – My Drive – GCSE – Geography
- Physical Landscapes knowledge organiser
- Key Terms sheet
