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At A-Level, we follow the OCR course (code: H841) course which consists of the following topics:

In year 12

Landscape Systems: How can coastal landscapes be viewed as systems? How are coastal landforms developed? How do coastal landforms evolve over time as climate changes? How does human activity cause change within coastal landscape systems?

Changing Spaces, making places:What’s in a place? How do we understand place? How does economic change influence patterns of social inequality in places? Who are the players that influence economic change in places? How are places created through place making processes?

Earths Life support systems: How important are water and carbon to life on Earth? How do the water and carbon cycles operate in contrasting locations? How much change occurs over time in the water and carbon cycles? To what extent are the water and carbon cycles linked?

Global Connections: Global Migration - What are the contemporary patterns of global migration? Why has migration become increasingly complex? What are the issues associated with unequal flows of global migration? Powers & borders - What is meant by sovereignty and territorial integrity? What is the role of global governance in conflict? How effective is global governance of sovereignty and territorial integrity?

Geographical Enquiry:Investigative geography gives learners the opportunity to undertake an independent investigation which is of particular interest to them, which can be related to any area of the specification. An independent investigation in A Level Geography provides learners with the opportunity to develop a wide range of skills and abilities which are applicable not only to study in Higher Education but also within the world of work and life. The length of the study is 3000-4000 words and we work on this in the summer term of Y12. A residential fieldwork will take place in Somerset to accommodate this.


In year 13

Geographical Debates; Geographical debates takes some of the most dynamic issues the planet faces and encourages learners to engage with, reflect on and think critically about them. Learners will gain a deep understanding of their two chosen topics, exploring the interactions between people and the environment:

Climate change: Climate change is considered by many to be the planet’s greatest threat. We know several of the likely consequences of climate change, most of which we are beginning to experience now. By the middle of the 21st century it is predicted that 200 million people may be permanently displaced due to rising sea levels, floods and drought. The climate change topic explores variations in the Earth’s climate and how both human and natural factors have influenced this. Learners are encouraged to explore why debates around this issue exist before considering its impact on people and the planet. The future is uncertain and mitigation and adaptation strategies to cope with climate change are evolving. Learners will consider a range of strategies before asking ‘can an international response to climate change ever work?

·         Hazardous Earth: Movement of the Earth’s land masses, from Pangaea to present day are evidence that forces beneath our feet are at work. Seismic and volcanic activity creates hazards as populations have grown and inhabited more of the Earth. Although hazardous, earthquakes and volcanoes create new landforms and can support life on Earth from flora and fauna to populations. As technology has evolved, the capacity to predict and mitigate against tectonic hazard events has improved although the impact of an event can leave communities and countries devastated. Risks from tectonic hazards varies spatially and over time, with continued research and development there may be a point in the future when it will be possible to mitigate against the vulnerability to risk. Currently there are a number of strategies which help the international community, governments and individuals cope with the risks associated with tectonic hazards however there are varying global levels of resilience and ability to adapt to the risks presented.

How will I be assessed?

We are studying OCR A-Level (Code H481)


Students can expect between 4-5 hours of work to be completed outside of class – about the same as most a-level subjects. Sometimes work will be research based, or answering past exam questions. Other times you may be required to complete and essay.


What fieldwork is involved?

There will be two days of fieldwork in preparation for the Geographical Inquiry unit in year 12 which will be undertaken in Somerset.


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