National 5 Geography Basics

Details from SQA documents

Introduction to the course

Geography opens up for learners the physical environment around them and the ways in which people interact with this environment.

The purpose of Geography is to develop the learner’s understanding of our changing world and its human and physical processes. Opportunities for practical activities, including fieldwork, will be encouraged, so that learners can interact with their environment.

In the 21st century, with growing awareness of the impact of human activity upon the environment and scarce resources, the study of Geography fosters positive life-long attitudes of environmental stewardship, sustainability and global citizenship. This qualification will furnish learners with the knowledge and skills to enable them to contribute effectively to their local communities and wider society.

The contexts for study are local, national, international, and global. Geography draws upon the social and natural sciences: interdisciplinary learning is therefore fundamental to geographical study and encourages links with other disciplines.

The main aims of Geography are to enable learners to develop: a range of geographical skills and techniques detailed understanding of the ways in which people and the environment interact in

response to physical and human processes at local, national, international, and global scales

detailed understanding of spatial relationships and of the changing world in a balanced, critical and sympathetic way

a geographical perspective on environmental and social issues an interest in, and concern for, the environment leading to sustainable development

Course learners will develop a range of important and transferrable skills including: using, interpreting, evaluating and analysing a range of geographical information; interpreting and explaining geographical phenomena; using a range of maps and other data to process and communicate geographical information; and researching skills, including fieldwork.

Learners will also develop an awareness of a limited range of geographical information systems through ICT or alternative means.

GIS in National 5 Geography

It should be remembered that map skills are the key skills element for this Unit. To help bring this alive for learners it might be appropriate to combine map skills with some GIS applications. This GIS might take the form of class demonstrations — showing classes how data can be presented alongside mapping, whole class activities — where data collected as a class is fed into the GIS to produce a final class product, so giving ideal opportunity of peer and class assessment. With learners who are achieving well in the map skills element of the Unit, and perhaps fieldwork activities, individual GIS work may work as a form of differentiation.

Incorporating GIS into teaching, learning and assessment Geographic Information Systems (GIS) represent a powerful tool to engage learners with applied map skills. It also represents another potential form of assessment/collating evidence of a learner’s knowledge and understanding. GIS does not however need to be overly complex.It its simplest form a GIS is just the combining of maps (geospatial data), data (perhaps statistical collected during fieldwork) and database entries. There are many commercial GIS companies who are producing software for schools. A simple GIS can also be created with Google Earth: Pictorial GIS When plotting a series of waypoints in Google Earth, all sorts of data can be attached. For example, something as simple as pictures can be uploaded to show landscape types, land uses and weather conditions. These pictures might come from a field trip or form a virtual field trip in the classroom. Teachers/lecturers may find Digital Explorer helpful. Graphical GIS Using a combination of Google Earth and Google Graphs, bar graphs and choropleths can be located onto a mapped surface. This makes a relatively simple graphing task far more impressive to look at and more engaging, particularly for learners with an interest in IT. For example, river width measurements could be plotted as bar charts on a Google Earth mapped surface. This requires waypoints to be added which also has the potential to introduce learners to the use of GPS when collecting field data.These are just two examples of how free, down-loadable software can be used to reinforce map skills, introduce GIS and build enthusiasm and engagement in Geography. Google products are just one of many possibilities for these types of activities.

Teachers/lecturers may find that expecting learners to produce their own GIS is far beyond what is expected at National 5 level. At this level it may be appropriate for the GIS to be used for demonstration purposes and to illustrate the geographical tools that are used in a range of business and employment opportunities. This approach will further link National 5 level Geography with the Skills for learning, skills for life and skills for work.

Centres may also expect National 5 candidates to be able to critique the benefits and challenges of using GIS technology to process and display maps and geographical data. Showing an understanding of the role and capability of GIS in relation to map skills and geographical data would represent excellent evidence for assessment purposes.

Map Skills

An alternative/complementary approach to assess map skills may be to embed them within the landscape type section.

For example, to deliver the learning and teaching for rivers and their valleys, learners might follow a river from source to mouth identifying features, characteristics and land uses using an OS map. Using map skills to accurately describe the course of a river would therefore provide assessment evidence for elements of the Unit requirements

To deliver the learning and teaching for investigating land use in an area, learners might follow a city from centre to suburbs identifying characteristics and land uses using an OS map, Google Earth or a transect created from personal fieldwork. Using research skills to accurately describe the layout of a city would therefore provide assessment evidence for elements of both Outcome 1 and Outcome 2 of the Unit.

A range of mapping skills should also be covered:

Geographical skills (National 5) The following skills will be sampled in the Course assessment in contexts drawn from across the Course: Mapping skills including the use of Ordnance Survey maps: ♦ grid references (4/6 figure) ♦ identification and location of physical and human features ♦ measure distance using scale ♦ interpret relief and contour patterns ♦ use maps in association with photographs, field sketches, cross sections/transects

Research skills including fieldwork skills: ♦ gathering ♦ processing ♦ interpreting

Extracting, interpreting and presenting numerical and graphical information which may be: ♦ statistical ♦ graphical ♦ tabular

The case for fieldwork Fieldwork should be seen as a key element of geographical learning. It can be used to reinforce map skills, build independent research skills and expand the learner’s understanding of

landscapes and weather in the United Kingdom. Fieldwork should be seen within the context of outdoor learning, a key component of a Curriculum for Excellence. Teachers/lecturers might consider fieldwork at a range of levels; from the immediate school grounds which can be accessible within the normal teaching timetable, to local day trips and residential opportunities within the Scotland and the United Kingdom.

ScotlandLearning about Scotland and Scottish culture will enrich the learner’s learning experience and help them to develop the skills for learning, life and work they need to prepare them for taking their place in a diverse, inclusive and participative Scotland and beyond. Where there are opportunities to contextualise approaches to learning and teaching to Scottish contexts, teachers and lecturers should do this.

UNIT INFORMATION

There are 3 units

Geography: Physical Environments (National 5)

In this Unit, learners will develop geographical skills and techniques in the context of physical environments. Learners will develop a detailed knowledge and understanding of the processes and interactions at work within physical environments. Key topics include: location of landscape type; formation of key landscape features; land use management and sustainability; and weather. Learners will study a selection of landscape types from contexts within Scotland and/or the UK. Landscape types will be chosen from: glaciated upland; upland limestone; coastlines of erosion and deposition; and rivers and their valleys. Personalisation and choice is possible through the landscape types and areas chosen for study.

Geography: Human Environments (National 5) In this Unit, learners will develop geographical skills and techniques in the context of human environments. Learners will develop a detailed knowledge and understanding of the processes and interactions at work within human environments. Learners will study and compare developed and developing countries drawn from a global context. Key topics include: contrasts in development; world population distribution and change; and issues in changing urban and rural landscapes. Personalisation and choice is possible through contexts chosen as case studies.

Geography: Global Issues (National 5) In this Unit, learners will develop skills in the use of numerical and graphical information in the context of global issues. Learners will develop a detailed knowledge and understanding of significant global geographical issues. Key topics include climate change and sustainability; the impact of world climates; environmental hazards; trade and globalisation; and development

and health. Learners will study major global issues and the strategies adopted to manage these. Personalisation and choice is possible through the issues selected for study.

For each of the 3 units, there is course content, and also skills to be developed. These feed into the assessment, which may be a focus for initial planning.

Physical Environments

The Unit identifies four landscape types, two of which should be chosen for learning and teaching. This creates ideal opportunities for learner-led and teacher-led personalisation and choice. The United Kingdom focus further promotes choice through the case-study areas used. While National 4 candidates may find it more inclusive to consider landscape types that are more local to them, National 5 candidates may experience more challenge and progression when examples are taken from a wider geographical area. Personalisation and choice are key components of Curriculum for Excellence. Enjoyment and enthusiasm for the subject can be maximised by giving learners the freedom to choose landscape types and/or case study areas. By using learning and teaching techniques, such as co-operative learning, there is the potential for a single class cohort to investigate different landscape types independently, then to engage in peer teaching. This style of approach would also support meaningful assessment of individuals’ knowledge and understanding as well as embracing the four capacities.

Learners will draw on knowledge and understanding of various aspects of the physical environment through the study of a variety of landscape types in the United Kingdom. Learners who complete this Unit will be able to: 1 Use a range of mapping skills in geographical contexts in the United Kingdom 2 Draw on detailed knowledge and understanding of physical environments and weather in the United Kingdom

1 Use a range of mapping skills in geographical contexts in the United Kingdom by:

1.1 Interpreting geographical information from at least two sources in order to be able to identify and explain in detail any patterns which are found 1.2 Presenting geographical information, in detail, in at least two ways If Units are being taken as part of a Course, then the evidence for ‘mapping skills’ and ‘research skills’ Outcomes may be presented in the context of either Geography: Physical Environments or Geography: Human Environments Units. Outcome 2 The learner will: 2 Draw on detailed knowledge and understanding of physical environments and weather in the United Kingdom by:

2.1 Describing, in detail, key features of one landscape type in the United Kingdom 2.2 Giving detailed explanations of the formation of one landscape type in the United Kingdom 2.3 Giving descriptions and detailed explanations of factors affecting weather conditions and weather systems in the United Kingdom 2.4 Giving detailed descriptions of the possible land uses and detailed explanations of a landscape management issue for one landscape type in the United Kingdom

The content is outlined as follows:

Physical Environments (National 5) Unit 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

Landscape types Within the context of two landscape types, selected from either: ♦ glaciated uplands and coastal landscapes

or ♦ upland limestone, and rivers and valleys

The formation of the following landscape features (from two landscape types): ♦ glaciated upland — corrie, pyramidal peak, arête, u-shaped valley ♦ upland limestone — limestone pavements, potholes/swallow holes, caverns, stalactites and stalagmites, intermittent drainage ♦ coastal landscapes — cliffs, caves and arches, stacks, headlands and bays, spits ♦ rivers and valleys — v-shaped valleys, waterfalls, meander, ox bow lake, levee

Land uses appropriate to the two landscape types studied. The land uses should be chosen from: ♦ farming ♦ forestry ♦ industry ♦ recreation and tourism ♦ water storage and supply ♦ renewable energy

In relation to one landscape type studied, candidates should be able to describe and explain: ♦ the conflicts which can arise between land uses within this landscape

♦ the solutions adopted to deal with the identified land use conflicts

Further guidance:

Inclusion of basic Earth science Learners understanding of landscape types will be enhanced through an understanding of Earth science at an appropriate level. 1 Glaciated uplands requires learners to appreciate:

past climate change of glacial and interglacial periods landscape weathering (such as freeze-thaw weathering)

2 Upland limestone requires learners to appreciate: rock classification (what is a sedimentary rock), formation of carboniferous limestone in shallow tropical seas, role of glacial erosion in exposing limestone to weathering, landscape weathering (such as freeze-thaw weathering)

3 Coastlines of erosion and deposition requires learners to appreciate: role of rock type (and hardness) on landscape type role of geological strata controlling cliff shape and form, how sea level change might impact on coastal landscapes

4 Rivers and their valleys requires learners to appreciate: how different rock types erode role of relative rock hardness in landform formation

There are also suggestions for overlap, e.g. landscapes and weather

Landscape type Weather concepts that could be embedded in learning and teaching

Glaciated uplands Upland temperature range resulting in freeze-thaw weathering Impact of altitude on temperature change Use case study to reinforce weather variations across UK Impact of weather conditions on land uses such as farming, recreation (ie skiing), forestry, settlement and transport

Upland limestone Upland temperature range resulting in freeze-thaw weathering Impact of altitude on temperature change Use case study to reinforce weather variations across UK

Impact of weather conditions on land uses such as farming, recreation, settlement and transport

Coastlines of erosion and deposition Storm conditions associated with air pressure impacting on rates of erosion and deposition Impact of weather conditions on land uses such as farming, recreation (ie holiday resorts), settlement and transport

Rivers and their valleys Differences in weather conditions along the river course (ie upland source versus coastal river mouth) Role of snowmelt in river flow/seasonal usage Changing river flow due to changing conditions, such as a passage of frontal system (and how this may impact of landform formation — waterfalls, meanders, floodplains) Impact of weather conditions on land uses such as farming, recreation (eg water sports), settlement and transport

Human Environments

Learners who complete this Unit will be able to: 1 Use a range of research skills applied to developed and developing countries 2 Draw on detailed knowledge and understanding of human environments in developed and developing countries

1 Use a range of research skills applied to developed and developing countries by:

1.1 Collecting detailed geographical information effectively in at least two ways 1.2 Interpreting geographical information from at least two sources of information in order to make detailed comparisons and contrasts If Units are being taken as part of a Course, then the evidence for ‘mapping skills’ and ‘research skills’ Outcomes may be presented in the context of either Geography: Physical Environments or Geography: Human Environments Units. Outcome 2 The learner will: 2 Draw on detailed knowledge and understanding of human environments in developed and developing countries by:

2.1 Explaining, in detail, a human development issue in a developed and a developing country

2.2 Giving detailed descriptions and detailed explanations of the factors influencing population distribution and change in developed and developing countries 2.3 Giving detailed descriptions and detailed explanations of land use and change in an urban area and a rural area

The content is outlined as follows:

Geography: Human Environments (National 5) Unit In the context of developed and developing countries: ♦ social and economic indicators ♦ physical and human factors influencing global population distribution ♦ factors affecting birth and death rates

In the context of urban areas: ♦ 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 ♦ recent developments which deal with issues in shanty towns in developing world cities

In the context of rural areas: ♦ changes in the rural landscape in developed countries, related to modern developments in farming such as: diversification, impact of new technology, organic farming, GM, current government policy ♦ changes in the rural landscape in developing countries related to modern developments in farming such as: GM, impact of new technology, biofuels

Global Issues

Learners who complete this Unit will be able to: 1 Use a range of numerical and graphical information in the context of global geographical issues 2 Draw on detailed knowledge and understanding of a significant global geographical issue

Outcome 1 The learner will: 1 Use a range of numerical and graphical information in the context of global geographical issues by: 1.1 Interpreting detailed numerical and graphical information from at least two sources 1.2 Evaluating numerical and graphical information to draw detailed conclusions based upon evidence

Outcome 2 The learner will: 2 Draw on detailed knowledge and understanding of significant global geographical issues by:

2.1 Describing, in detail, key features of a significant global geographical issue 2.2 Giving detailed explanations of causes and effects of a global geographical issue 2.3 Giving detailed descriptions and detailed explanations of strategies adopted in response to a significant global geographical issue

Content is described as follows:

Candidates should study two global issues from the following: Climate change ♦ features of climate change ♦ cause — physical and human ♦ effects — local and global ♦ management — strategies to minimise impact/effects

Impact of human activity on the natural environment ♦ description of tundra and equatorial climates and their ecosystems ♦ use and misuse ♦ effects of degradation on people and the environment ♦ management — strategies to minimise impact/effects

Environmental hazards ♦ describe the main features of earthquakes, volcanoes and tropical storms ♦ causes of each hazard ♦ impact on the landscape and population of each hazard ♦ management — methods of prediction and planning

Trade and globalisation ♦ description of world trade patterns ♦ cause of inequalities in trade ♦ impact of world trade patterns on people and the environment ♦ strategies to reduce inequalities — trade alliances, fair trade, sustainable practices

Tourism ♦ features of mass tourism and eco-tourism ♦ causes of/reasons for mass tourism and eco-tourism ♦ impact of mass tourism and eco-tourism on people and the environment ♦ strategies adopted to manage tourism

Health ♦ describe the distribution of a range of world diseases ♦ explain the causes, effects and strategies adopted to manage: — AIDS in developed and developing countries — one disease prevalent in a developed country (choose from: heart disease, cancer,

asthma) — one disease prevalent in a developing country (choose from: malaria, cholera, kwashiorkor, pneumonia)

Learners should be provided with the opportunity to examine a range of sources related to the issue. These could include maps, diagrams, graphs, charts and statistical information, e.g. a table to show the percentage deforestation over a given time frame, a map to show hurricane tracks in the North Atlantic, a line graph to show tourist numbers in Greece. Learners would be expected to extract information from these sources and describe what they show. They should also feel confident presenting detailed information using numerical and graphical forms or presentation.

Enquiry sequence that is suggested

Present the learner with sources of information, presented in a variety of formats, ie numerical and graphical, relating to the selected issue to allow them to become familiar with the issue in the global context. Sources of evidence could include bar graphs/line graphs/pictographs/data tables/census data/choropleth maps/theoretical models/kite diagrams/scatter graphs/flow line maps. Living graphs could be created that encourage higher order thinking skills while at the same time introducing pupils to the issue.

Investigate the causes of the global issue giving equal consideration to natural and man-made factors. Having studied the evidence pupils will then begin to examine the causes of the issue. This could be looked at through the eyes of a geographical mystery. The learner is set an enquiry question and presented with evidence that will allow them, through a process of elimination to begin to develop an understanding of the causes of the issue.

Identify the immediate and longer term effects of the global issue on people, the economy and the natural environment. In order to understand the differing levels of impact across different scales pupils must begin to learn to classify information, a higher order thinking skill. Information can be classified in a variety of ways including group classification and colour classification. Throughout the issue learners are being asked to identify the impact of the issue on people, on the places they live and on the economy. These themes lend them self naturally to a classification activity. Learners must also give consideration to the temporal scale and classify the evidence further into immediate and longer-term effects.

Suggest strategies used to help manage the global issue now and in the future. This stage in the enquiry provides an opportunity for the learner to engage in a variety of decision-making activities that will allow them to consider what has been and what could be done to manage the issue. Ideally learners should be given opportunities to discuss a ‘best fit’ approach to managing the effects and reducing the future consequences created by each issue. This could be done by setting up class debates

and discussions that examine current evidence. Equally, learners should look to the wider geographical community to extend solutions beyond a local level response and give due consideration to national and global responses to managing the issue.

Select sources of information that make clear the global issue and encourage learners to present these to display their understanding of the issue. This final stage of the enquiry provides an opportunity to assess each stage of the enquiry and display understanding of the issue. This could be done in a variety of ways including a summative poster presentation, digital presentation, written report, video presentation that essentially tells the story of the issue from beginning to end and provides the learners with a concrete case study resource.

Content of this document collated from various documents produced by the Scottish Qualifications Authority (SQA) – http://www.sqa.org.uk

Information available for use for educational purposes free of charge.