Courses we cover in S4:

Urban

• characteristics of land-use zones in cities in the developed world
• recent developments in the CBD, inner city, rural/urban fringe in developed world cities Case study Edinburgh

Physical environments: Landscape types

The identification and formation of the following landscape features

• glaciated upland — corrie, truncated spur, pyramidal peak, arête, u-shaped valley
• coastal landscapes — cliffs, caves and arches, stacks, headlands and bays, spits and sand bars

Land uses in glaciated uplands and coastal landscapes:
 farming
 forestry
 industry
 recreation and tourism
 water storage and supply
 renewable energy

• the conflicts which can arise between land uses in a glaciated upland
• the solutions adopted to deal with the identified land use conflicts

Population

In the context of developed and developing countries:

• use of social and economic indicators
• physical and human factors influencing global population distribution
• factors affecting birth and death rates

Weather

Within the context of the United Kingdom:

• the effect of latitude, relief, aspect and distance from sea on local weather conditions
• the characteristics of the five main air masses affecting the UK
• the characteristics of weather associated with depressions and anticyclones

Rural:

• changes in the rural landscape in developed countries related to modern developments
  in farming such as: diversification, impact of new technology, organic farming, genetic
  modification, current government policy
• changes in the rural landscape in developing countries related to modern developments
  in farming such as: genetic modification, impact of new technology, biofuels

Skills:

Map and graphical interpretation form a key component across all topic areas.

Learning and teaching approaches are:

• Focused on the learner
• Enjoyable, relevant and inclusive – enhancing the
  experience, achievement and attainment of all
  young people
• Active, allowing young people to become
  problem solvers in a supportive and stimulating
• Flexible and creative, allowing for personalisation of
  learning
• Allow for choice and challenge
• Collaborative and co-operative, promoting quality
  social interaction between young people.
• Using ICT to support digital literacy whilst enhancing the curriculum

Evidence of progress and achievement will come from a variety of sources including:

• observing day-to-day learning within the classroom;
• coursework, including progress tests;
• learning conversations; and
• homestudy
• outcome assessments and prelim

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 encouraged to identify ways to improve their learning. Staff report formally to parents as per the school calendar.