Year 11 - Sustainable Solutions

To complete the unit on future cities the Year 11s have explored how cities can become more sustainable. To do this the group initially explored what sustainability was and how numerous cities across the world were trying to adapt to lower the rates of pollution, congestion, housing problems and increase green spaces. Then for a city of their choice the students investigated how an aspect of the city could be improved. Below are example of the different government reports that the students wrote.

Dhitee

Jialong

Luca

Year 8 - Limestone Caves

To finish the unit on landscapes the students have learnt about the landforms created in limestone areas. The students produced a guide on Lucidpress to show how the different processes of erosion can lead to amazing formations such as caves. This week the students created models out of play dough to show they understood what the landforms can look like. See the photographs below of their process:

Year 9 - Cromford Meadows

9o have been investigating the impact that the Industrial Revolution had on the textile industry and how this in turn created hubs of development. To do this the students studied Arkwright to learn how he could manipulate water sources to power his factory. The students explored Arkwright's factories by using 360 degree photographs. Below is a series of photographs showing the students using the virtual reality googles.

Year 7 - Ancient Greece

For the final topic of the year the students in Year 7 have been investigating Ancient Greece. To 'kick start' the unit students looked at the importance of the physical landscape in the development of city states. To do this they drew and annotated maps of Ancient Greece and then answered a series of questions. Examples of both the maps and the questions can be found below.

Giulia

Masa

Lizi

Ujjay

Amanda

Giorgio

Lizi

Year 9 - Southampton to Cape Town

The final rotation group in Year 9 have been designing a route from Southampton to Cape Town. While the task sounds simple there are a few parameters to design within and to make the task challenging. The Year is 1937 and the students could only land in allied nations. They were using a flying boat and therefore they had land their planes on water. The students were also given a maximum distance before they had to refuel and they could only fly in daylight hours. The students recorded their route using the online mapping tool ArcGIS and then recorded their reasoning why they chose to stop in certain places as a story map journal. Examples can be found below:

Eric

Camille

Farah

Year 8 - Rock Cycle Comic Strips

Before the trip to the Grotte aux Fees at Saint Maurice the students have been studying the formation of rocks and plate tectonics. To look at rock types they studied how the different rocks are formed and how they link together in a cycle. To show their understanding the students created comic strips. They were asked to use the subject specific words they had learnt to inform others of this important cycle.

Year 12 - Internal Assessment History

All Diploma students are required to complete an Internal Assessment. These can be in the form of an extended piece of research to analysing the results of data collected by the students themselves. For History, students are required to complete a piece of historical research on a historical topic of their interest. Those students taking History are well underway with their IA and have developed titles and begun to research their topic. For further details of how to complete a History IA please view the slides below.

Y9 sur les Grandes Découvertes

Dans le cadre du cours sur les Grandes Découvertes, il a été demandé aux élèves d'inventer un personnage (un marin, un prêtre, un conquistador) ayant participé à l'une des expéditions. Ils devaient ensuite rédiger une lettre qui décrive les conditions de vie et les difficultés rencontrées durant leur périple. 

Certains ont pris place dans l'expédition de Jacques Cartier à la découverte du Saint-Laurent, d'autres ont enfilé l'armure d'un conquistador accompagnant Pizarro à la conquête du Pérou, certain ont même fait le tour du monde à bord d'un des bateaux de Magellan !
 

Je vous invite à vous embarquer avec eux à la découverte du monde. Bonne lecture !

Year 11 - Neo-Colonialism

The Year 11 International Relations class have been exploring the concept of neo-colonialism. To do this they were asked to investigate the impact China was having on a specific African Nation of their choice. Students were encouraged to look at the reasons behind the Chinese investment, what the impact was for both China and the Nation and how the world viewed the relationship. While the outcome of this assignment could have been an essay the students were asked to present their findings in a way that they preferred. This resulted in a number of students creating websites, others honed their infographic skills, while some wanted to present their findings and of course there was also the traditional essay. Examples of the work in various mediums can be found below.

Esther Nordlund Taylor

China's Investment in South Africa - website

Andrew Mala

Antonio Pattori

Caitlin Tan

Year 12 - 360 Degree Images of Remote Environments

To lighten the mood just before the end of year exams the Year 12 geographers viewed the remote town of Churchill in Canada and more local glaciers in and around Chamonix using the 360 virtual reality googles. The students discussed why these areas could be classed as remote and inaccessible. They were also asked to identify the key erosional landforms created by the glaciers.