Higher Geography

This topical and challenging course is packed with up-to-date, real-life case studies that motivate and absorb pupils, and use Scottish and wider-world examples throughout. Pupils take an investigative approach to geographical issues and topics which encourages them to work independently. In addition,  pupils build vital geographical skills through specific activities which also develop literacy, numeracy and ICT skills.

The course is split into four sections: Physical, Human, Global Issues and Geographical Skills.

What do you need to know?

Human Environments (Paper 1) (50 marks)

Population

• Methods and problems of population data collection
• Consequences of population structure (youthful/ ageing)
• Causes and impacts of forced (Afghanistan to Pakistan) and voluntary (Mexico to USA) migration

Rural (Rural Land Degradation & Land-use Conflicts)

• Impact of desertification in the Sahel
• Managing desertification in the Sahel (explain & evaluate)
• Causes of land-use conflicts in the Cairngorms
• Impacts of land-use conflicts in the Cairngorms
• Ways to manage land-use conflicts in the Cairngorms

Urban (Change and management)

• Causes and management of traffic congestion in the CBD in a Less Economically Developed city (Rio) and a More Economically Developed city (Edinburgh)
• Causes and management of housing problems in a Less Economically Developed city (Rio – improving Rochina’s informal housing) and a More Economically Developed city (Edinburgh – Leith regeneration)

Physical Environments (Paper 1) (50 marks)

Lithosphere

• Explain formation of coastal erosional (wave cut platform, headland/bay, cave, arch, stack) and depositional features (spit, bar and tombolo).
• Explain formation of glacial erosional (corrie, arete, pyramidal peak, U- shaped valley, hanging valley, ribbon lake) and depositional features (drumlin, esker and terminal moraine).

Hydrosphere

• Explain formation of river features (meander, oxbow lake, V-shaped valley, waterfall)
• Explain movement of water through a drainage basin (hydrological cycle)
• Describe and explain hydrographs

Atmosphere

• Global heat budget – why only 50% of solar energy makes it to Earth’s surface?
• Variations in energy – why there is surplus of energy at the equator and deficit at poles?
• Redistribution of energy by atmosphere and ocean currents
• Intertropical Convergence Zone (ITCZ) – causes and characteristics, how does it influence places it passes over?

Biosphere

• Characteristics (soil profile) and formation processes for brown earth, podzol and gley soils

Global Issues Unit

Development and health (Paper 2) (20 marks)
 validity of development indicators
 differences in levels of development between developing countries
 a water-related disease: causes, impact, management
 primary healthcare strategies

Global climate change (Paper 2) (20 marks)
 physical and human causes
 local and global effects
 management strategies and their limitations

Geographical skills (Paper 2) (20 marks)

• Using map evidence, discuss suitability of site for scenario given.
• Using map evidence, explain possible social, environmental and economic impacts of scenario.

Higher Assignment

In this unit pupils will choose a geographical issue and write up a research project based on fieldwork. This will give them the opportunity to demonstrate their geographical skills and understanding.  The Assignment is written under timed conditions and is externally marked by the SQA.

A variety of active learning and teaching strategies will be involved, from teacher led explanation and discussion to individual work; paired work; group work ; fieldwork; researching and presenting information; interpretation and analysis of various geographical sources of information; self and peer evaluation of work produced.

Within the course a variety of teaching and learning approaches are used including, cooperative learning, group work, class discussions, individual written work, presentations, debates, model making and role play. Pupils have the opportunity to develop their communication and ICT skills throughout each unit by getting involved in both group led and individual projects.

The Higher course assessment will consist of an exam paper which will account for 70% of your final grade and an Added Value Assignment which will account for 30% of your final grade. The course assessment is graded A-D.

All pupil assessments are routinely graded and recorded by the teacher and the results are stored centrally, these results are used by staff to track the progress of the individuals and ensure that their needs are being met. Pupils also review their own attainment and are encourage to identify ways to improve their learning. Staff report formally to parents as per the school calendar.