1. Geography Progress Booklet
NAME__________________________
My Target Grade: _____
The grade I would like to achieve: _____
Teacher: ____________________
Aut 1
Aut 2
Spr 1
Spr 2
Sum 1
Sum 2
My Working at Grade Y9
Aut 1
Aut 2
Spr 1
Spr 2
Sum 1
Sum 2
My Working at Grade Y10
Aut 1
Aut 2
Spr 1
Spr 2
Sum 1
Sum 2
My Working at Grade Y11

2. How will I be assessed?
AO1- Demonstrate knowledge of different places and environments at different scales.
(15% of exam)
AO2- Understanding of concepts relating to places and processes. Recognise inter-relationships between places, environments and processes.
(25% of exam)
AO3- Interpret, analyse and evaluate geographical information to form judgements.
(35% of exam) 
AO4- Use geographical skills to investigate questions and communicate findings.

3. Assessment progress graph9 8 7 6 5 4 3 2 1
Assessment progress graph 7 7 6 6 6 5 5
Complete the graph after each assessment. Draw in your target so you can see how you progress over the year.
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Assessment 5
Assessment 6
Assessment 7 9 8 7 6 5 4 3 2 1
Colour code your result
Red (below)
Amber (on target)
Green (above target)
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Assessment 5
Assessment 6
Assessment 7
Assessment 10
Assessment 8
Assessment 9

4. Assessment progress graph9 8 7 6 5 4 3 2 1
Assessment progress graph 7 7 6 6 6 5 5
Complete the graph after each assessment. Draw in your target so you can see how you progress over the year.
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Assessment 5
Assessment 6
Assessment 7 9 8 7 6 5 4 3 2 1
Colour code your result
Red (below)
Amber (on target)
Green (above target)
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Assessment 5
Assessment 6
Assessment 7
Assessment 10
Assessment 8
Assessment 9

5. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

6. Paper 1- Physical Environment
Topic- Ecosystems, biodiversity & management
Ecosystems, Biodiversity, and Management
 R 
A 
G  
Can describe the distribution of world ecosystems
Can describe the characteristics of each world ecosystem
Can discuss how climate, soils, and altitude can affect large scale ecosystems
Can outline ways in which we use ecosystems
Can outline ways in which we misuse ecosystems
Can describe the distribution of UK ecosystems; Moorland, Heath, Woodland, and Wetlands
Can discuss the uses of UK marine ecosystems
Can outline the biotic and abiotic elements of Tropical Rainforests
Can apply the Gersmehl Model to Tropical Rainforests
Can describe and explain the characteristics of Tropical Rainforests
Can explain the adaptations which exist within Tropical Rainforest
Can outline the uses, misuses, and threats to Tropical Rainforests using a Case study
Can discuss the economic and social causes of deforestation in Tropical Rainforests and offer suggestions and examples of sustainable development
Can outline abiotic and biotic characteristics of Deciduous Woodlands
Can apply the Gersmehl Model to Deciduous Woodlands
Can explain why Deciduous Woodlands have moderate biodiversity and how plants and animals adapt to this ecosystem
Can outline the uses, misuses, and threats to Deciduous Woodlands using a Case study
Can discuss the economic and social causes of deforestation Deciduous Woodlands and offer suggestions and examples of sustainable development
Case Study 1:
Political and economic factors (governance, commodity value and ecotourism) that have contributed to the sustainable management of a rainforest in a named region.
Amazon Rainforest, Brazil, South America
Case Study 2:
Different approaches to the sustainable use and management of deciduous woodlands in a named region.
The New Forest National Park, South coast of England.

7. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

8. Paper 1- Physical Environment Topic- Weather hazards & climate change
Can describe how ocean and atmospheric currents distribute heat across the Earth
Can describe how global climate has changed over different time scales
Can give causes of natural climate change
Can describe the Greenhouse Effect and its causes
Can describe the negative effect of global warming on people and the environment
Can describe the UKs climate – present and past
Can discuss the UK’s climatic variations – wind & rainfall patterns
Can link the UK’s geographic location to its climate
Can describe the formation of tropical cyclones
Can discuss the characteristics of tropical cyclones – frequency & distribution
Can explain the impacts of tropical storms for a named developed country
Can explain the impacts of tropical storms for a named developing country
Responses to tropical storms – organisations, governments etc.
Characteristics of areas which experience droughts
Causes of drought – meteorological, hydrological and human
Links between global circulation patterns and drought
Can discuss the hazardous nature of droughts
Impacts of drought on a named case study
Responses to drought – organisations, governments etc.
Case Study Tropical Storms:
A) Different social, economic and environmental impacts that tropical cyclones can have on a named developed* and a named emerging* or developing* country .
B) Different responses to tropical cyclones of individuals, organisations and governments in a named developed and a named emerging or developing country.
Developed Country - Hurricane Katrina, New Orleans 2005
Developing Country - Typhoon Haiyan 2013
Case Study Drought:
A) How the impacts of drought on people and ecosystems can vary for a named developed and emerging or developing country.
B) Different responses to drought from individuals, organisations and governments in a named developed and an emerging or developing country.
Developed Country - California, USA 2012.
Developing Country - Ethiopia 1983

9. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

10. Paper 1- Physical Environment
Topic- Changing landscapes, rivers & coasts
Changing Landscapes of the UK
 R 
A 
G  
The geology of the UK – characteristics & distribution
Role of geology and tectonics in developing the UKs upland and lowland features
Influence of erosion, deposition & weathering on UK landscapes
Human influence on UK landscapes; agriculture, forestry, settlements
Coasts; weathering, erosion, transportation & deposition
Coasts; influence of geology
Coasts; destructive and constructive waves
Coasts; influence of the UK’s climate
Coasts; features of erosion (headlands, bays, caves, arches, stacks, stumps, wave cut platforms)
Coasts; features of deposition (beaches, bars, spits)
Coasts; influence of humans – recession & flooding
Coasts; hard and soft engineering (techniques, advantages & disadvantages)
Coasts; one distinctive coastal UK landscape
Rivers; weathering, mass movement, erosion, transportation & deposition
Rivers; Long Profile changes (upper, middle, lower course)
Rivers; influence of UK’s climate
Rivers; features of erosion (interlocking spurs, waterfalls, gorges, river cliffs)
Rivers; features of deposition (flood plains, point pars, levees)
Rivers; interaction of erosion and deposition (meanders & ox bows)
Rivers; human activity influences river landscapes
Rivers; hard and soft engineering (techniques, advantages & disadvantages)
Rivers; one distinctive UK river landscape
Case Study UK Landscapes:
The significance of the location of one named distinctive UK landscape how it has been formed and the most influential factors in its change.
Location: The South Downs National Park, England
Case Study Coastal Landforms:
The significance of the location of one named distinctive coastal landscape within the UK (discordant, concordant, coastline of deposition, coastal retreat) including how it has been formed and the most influential factors in its change.
Deposition: Spurn Head, Holderness Coast.
Case Study Rivers:
The significance of the location of one named distinctive UK river landscape (upland/lowland), how it has been formed and the most influential factors in its change.
River: The River Dee, North Wales.

11. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

12. Paper 2- Human Environment Topic - Changing Cities
Contrasting trends in urbanisation over the last 50 years in different parts of the world (developed, emerging and developing countries).
How and why urbanisation has occurred at different times and rates in different parts of the world (developed, emerging and developing countries) and the effects.
Distribution of urban population in the UK and the location of its major urban centres.
Factors causing the rate and degree of urbanisation to differ between the regions of the UK.
Case Study: Birmingham, UK
 R 
A 
G  
Site, situation and connectivity of the chosen UK city in a national (cultural and environmental), regional and global context. (Birmingham)
Chosen UK city’s structure (Central Business District (CBD), inner city, suburbs, urban-rural fringe) in terms of its functions and building age. (Birmingham)
The sequence of urbanisation, suburbanisation, counterurbanisation and re-urbanisation processes and their distinctive characteristics for the chosen UK city. (2) (Birmingham)
Causes of national and international migration and the impact on different parts of the chosen UK city (age structure, ethnicity, housing, services). (3)
Key population characteristics of the chosen UK city’s that is available from the Census and reasons for population growth or decline. (4) (Birmingham)
Causes of deindustrialisation (globalisation, de-centralisation, technological advances and developments in transport) and impacts on the chosen UK city (Birmingham)
How economic change is increasing inequality in the city and the differences in quality of life. (Birmingham)
Recent changes in retailing and their impact on the chosen UK city: decline in the central business district (CBD), growth of edge- and out-of-town shopping and increasing popularity of internet shopping). (B
The range of possible strategies aimed at making urban living more sustainable and improving quality of life (recycling, employment, education, health, transport, affordable and energy-efficient housing) for the chosen UK city. (5)
Case Study- Birmingham
All students must study three in-depth case studies:
● Changing cities, a case study of a major UK city- we use Birmingham.

13. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

14. Paper 2- Human Environment Topic 4- Changing Cities
Mumbai
Case Study: Mumbai, India
 R 
A 
G  
Case Study of a major city in a developing country The context of Mumbai city influences its functions and structure
Site, situation and connectivity of the chosen city in a national(cultural and environmental), regional and global context.
The chosen city’s structure (Central Business District (CBD), inner city, suburbs, urban-rural fringe) in terms of its functions and building age.
The character of Mumbai is influenced by its fast rate of growth
Reasons for past and present trends in population growth (rates of natural increase, national and international migration, economic investment and growth). (1)
Causes of national and international migration and the impact on different parts of the chosen city (age structure, ethnicity, housing, services). (6)
How the growth of the chosen city is accompanied by increasing inequality (areas of extreme wealth versus poverty) and reasons for differences in quality of life.
Rapid growth, within Mumbai, results in a number of challenges that need to be managed
Effects resulting from the chosen city’s rapid urbanisation: housing shortages, squatter settlements, under-employment employment, pollution and inadequate services. (7)
Advantages and disadvantages of both bottom-up and topdown approaches to solving the chosen city’s problems and improving the quality of life or its people.
The role of government policies in improving the quality of life(social, economic and environmental) within the chosen city.
Case Study- Mumbai, India
All students must study three in-depth case studies:
● In Topic 4 Changing cities, a case study of a major city in a developing country or an emerging country

15. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

16. Paper 2- Human Environment Topic 5- Global Development
Can define ways of defining development including economic, social and political measures.
Can describe factors which contribute to human development: economic, social, technological, cultural, food and water security.
Can explain how development is measured and define HDI, GDP, measures of inequality and indices of political corruption.
I can describe development and its unevenness between and within countries (including the UK)
I can explain factors which lead to variations in the level of development globally and in the UK.
Impact of uneven development on quality of life in different parts of the world.
International strategies to reduce uneven development.
Difference between top down and bottom up projects – advantages and limitations.
I can locate a chosen country in its region and globally.
I can explain the political, social, cultural and environmental context of the country.
I can explain how there is unevenness within a chosen country and reasons why development does not take place at the same rate.
I can explain the positive and negative impacts of changes that have occurred in primary, secondary, tertiary and quaternary sectors
I can explain the characteristics of international trade and aid – including a chosen country as an example.
I can explain the changing balance between public investment and private investment.
Changes in population structure and life expectancy in the last 30 years within chosen country.
Changes in social factors (increased inequality, growing middle class and improved education) in chosen country.
I can explain the impact of geopolitical relationships with other countries that affect the chosen countries development. E.g Foreign policy, defence, military pacts, territorial disputes.
Can explain how technology and connectivity support development in different parts of the chosen country for different groups of people.
I can explain the social, economic and environmental impacts of rapid development for the chosen country.
How chosen country is managing the impacts of rapid development to improve quality of life and its global status.
Case Study- India
All students must study three in-depth case studies:
● In Topic 5 Global development, a case study of development in a developing country or an emerging country.

17. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

18. Paper 2- Human Environment Topic- Resource Management
Energy Resource Management
 R 
A 
G  
I can describe the differences between renewable and non-renewable energy resources.
I can explain the advantages and disadvantages of the production and development of renewable and non-renewable energy resources.
I can describe the composition of the UK energy mix.
I can explain how the global energy mix varies due to a number of factors.
I can explain how and why the global energy demand and supply has changed over the past 100 years.
I can explain how non-renewable and renewable energy resources are being developed and their impact on people and the environment.
I can suggest how technology can help resolve energy resource shortages.
I can understand and explain the different attitudes to the exploitation and consumption of energy resources.
I can suggest why renewable and non-renewable resources require sustainable management.
I can offer and explain different views on management and sustainable use of energy resources.
I know a case study on how one developed country and one merging country has attempted to manage their energy resources in a sustainable way.
Geographical skills
I can interpret world maps showing the distribution of energy resources.
I can interpret line graphs showing the range of future global population projections, and population in relation to likely available energy resources.
I can calculate carbon and ecological footprints.
Case Study Energy:
How one developed country and one emerging country or developing country have attempted to manage their energy resources in a sustainable way.
Developed Country – Sustainable energy management, Germany.
Developing Country, Sustainable energy management, China.

19. Assessment Record Target: The grade I hope to achieve: Strengths
Date
Assessment title
Grade awarded (R, A, G)
Strengths
Areas for improvement

20. How do I meet the grade?