British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Geography - 9696

  • Overview
  • Chapters

The syllabus aims to enable candidates to:

• develop awareness of the relevance of geography to understanding and solving contemporary environmental problems

• understand the main elements of physical geography and human geography and the interdependence between them

• understand the processes operating at different scales within physical and human environments

• develop a sense of space, place and location

• explain the causes and effects of change over space and time on physical and human environments

• understand the importance of scale in studying geography

• develop an appreciation of the nature, value, limitations and importance of different approaches to analysis and explanation in geography

• increase knowledge of, and ability to use and apply, appropriate skills and techniques including fieldwork

• develop a concern for accuracy and objectivity in collecting, recording, processing, presenting, analysing and interpreting geographical data

• develop the ability to interpret and evaluate different sources and types of information

• develop a logical approach in order to present a structured, coherent and evidence-based argument

  • 1: Core Physical Geography
    1.1: Hydrology and fluvial geomorphology
    1.1.1: The drainage basin system
    1.1.2: Discharge relationships within drainage basins
    1.1.3: River channel processes and landforms
    1.1.4: The human impact
    1.2: Atmosphere and weather
    1.2.1: Diurnal energy budgets
    1.2.2: The global energy budget
    1.2.3: Weather processes and phenomena
    1.2.4: Human impact
    1.3: Rocks and weathering
    1.3.1: Plate tectonics
    1.3.2: Weathering
    1.3.3: Slope processes
    1.3.4: "The human impact"
  • 2: Core Human Geography
    2.1: Population
    2.1.1: Natural increase as a component of population change
    2.1.2: Demographic transition
    2.1.3: Population–resource relationships
    2.1.4: The management of natural increase
    2.2: Migration
    2.2.1: Migration as a component of population change
    2.2.2: Internal migration (within a country)
    2.2.3: International migration
    2.2.4: The management of international migration
    2.3: Settlement dynamics
    2.3.1: Changes in rural settlements
    2.3.2: Urban trends and issues of urbanisation
    2.3.3: The changing structure of urban settlements
    2.3.4: The management of urban settlements
  • 3: Advanced Physical Geography Options
    3.1: Tropical environments
    3.1.1: Tropical climates
    3.1.2: Landforms of tropical environments
    3.1.3: Humid tropical ecosystems & seasonally humid tropical ecosystems
    3.1.4: Sustainable management of tropical environments
    3.2: Coastal environments
    3.2.1: Coastal processes
    3.2.2: Characteristics and formation of coastal landforms
    3.2.3: Coral reefs
    3.2.4: Sustainable management of coasts
    3.3: Hazardous environments
    3.3.1: Hazards resulting from tectonic processes
    3.3.2: Hazards resulting from mass movements
    3.3.3: Hazards resulting from atmospheric disturbances
    3.3.4: Sustainable management in hazardous environments
    3.4: Hot arid and semi-arid environments
    3.4.1: Hot arid and semi-arid climates
    3.4.2: Landforms of hot arid and semi-arid environments
    3.4.3: Soils and vegetation
    3.4.4: Sustainable management of hot arid and semi-arid environments
  • 4: Advanced Human Geography Options
    4.1: Production, location and change
    4.1.1: Agricultural systems and food production
    4.1.2: The management of agricultural change
    4.1.3: Manufacturing and related service industry
    4.1.4: The management of change in manufacturing industry
    4.2: Environmental management
    4.2.1: Sustainable energy supplies
    4.2.2: The management of energy supply
    4.2.3: Environmental degradation
    4.2.4: The management of a degraded environment
    4.3: Global interdependence
    4.3.1: Trade flows and trading patterns
    4.3.2: International debt and international aid
    4.3.3: The development of international tourism
    4.3.4: The management of a tourist destination
    4.4: Economic transition
    4.4.1: National development
    4.4.2: The globalisation of economic activity
    4.4.3: Regional development within countries
    4.4.4: The management of regional development

As education evolves, mydrasa is at the forefront, shaping tomorrow's schooling experience.

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