Grade 10

Course title: Geography

COURSE DESCRIPTION

In this course, students will learn about the place of geography in the science system,
geographical research methods, as well as hypotheses about the formation of the universe and the
solar system, the stages of planetary development of the Earth, the role of the Sun and Earth
magnetism in the Earth's development. will study the distortions that occur during the projection
of a flat surface, and compare different types of projections.
They will learn about the geological structure of the planet and endogenous and exogenous
landforms. Students will increase their knowledge and skills about the regularities of solar heat
distribution, atmospheric precipitation, the world's climate zones, and Azerbaijan's climate types.
They will analyze the causes of global climate change and think about the problems caused by it.
In the course, students will master the inland and groundwater of the world and Azerbaijan, the
relevant terms, and explore the physical and geographical features of the Caspian Sea.
Students will gain knowledge about the stages of development of the geographic stratum,
ecosystems of the world and Azerbaijan, nature reserves of Azerbaijan, and physical and
geographical zoning, and apply their knowledge to maps and tasks. They will analyse the
development of different countries.

Course aim:
To investigate the physical geographic process ( river processes, formation of ground waters)
To explain the physical geographic divisions in Azerbaijan
To analyse the physical geographic characteristics of the regions
To define factors determining the development of the country
To categorize the global problems and to investigate causes and results

Core standards.

X Grade student at the end of year:

• Defining the role of the natural sciences in studying nature and the ety;
• Substantiating the impact of Earth’s movement on nature through mathematical methods;
• Substantiating the causes for distortions arising during the cartographic projections;
• Demonstrates knowledge of the usage of calculations on the map;
• Explains the development stages of the geographic stratum;
• Grouping the world countries by different characteristics;
Sub standards

Geographic location

Student:
1.1. Demonstrates the knowledge and competencies on the changes taking place on the map
and in the society caused by geographical discoveries.
1.1.1. Substantiates the mutual relations of nature sciences in learning the geographical
phenomena and processes.
1.2. Demonstrates the knowledge and competencies on the position and the movement of
Earth in the solar system.
1.2.1. Presents information on the emergence of Earth and celestial objects.
1.2.2. Substantiates the impact of Earth’s movement on the nature through mathematical
methods.
1.3. Demonstrates the knowledge and competencies on the cartographic descriptions.
1.3.1. Substantiates the distortions arising during cartographic projections.
1.3.2. Performs calculations on the distortions of cartographic descriptions.

Nature:
Student:
2.1 Demonstrates knowledge of the eco-geographic effects of events and processes taking place
within the geological layer.
2.1.1 Demonstrates an understanding of plate tectonics theory and the structure of the Earth.
Reads the geochronological table
2.1.2 Describes and explains the distribution of tectonic plates and can differentiate endogenous
and exogenous relief.
2.1.3 Describes the causes of earthquakes and volcanic eruptions and their effects on people and
the environment
2.1.4 Demonstrates an understanding that volcanoes present hazards and offer opportunities for
people
2.1.5 Explains what can be done to reduce the impacts of earthquakes and volcanoes
2.1.6 Knows a case study of an earthquake and a volcano.
2.3.1. Describes how climate varies over the Earth and performs analysis of factors affecting
climate and climatic zones.
2.3.2. Describes and explains characteristics of climates around the Earth and interprets (uses)
graphs and other diagrams showing climate data
2.3.3. Performs calculations on climatic indicators
2.3.4. Knows the types of the climate of Azerbaijan.
2.3.5. Understands the causes and effects of Global Warming.
2.3.6. Conducts presentations on climatic changes and the usage of climatic resources.
2.3.8. Demonstrates understanding of hazard effects and their management
2.3.9. Knows a case study of climatic hazard
2.4.1 Explains the consistency of ecosystems
2.4.2 Makes scheme of ecosystem
2.4.3 Knows the location of natural reserves in Azerbaijan and can explain their purpose.
2.4.4 Demonstrates understanding on physical features of different geographical regions of
Azerbaijan
2.4.5.Performs calculations about inland waters
2.4.5 Knows the main physical characteristics and main problems of Caspian Sea
2.4.6 Explains economic importance of Caspian Sea
Society:
Student:
3.2 Demonstrates knowledge and skills related to the interaction of society and the economy.
3.2.2 Shows on the map the changes made by political conflicts.
3.2.3 Evaluates the impact of scientific and technical revolution on the territorial and sectoral
structure of the economy.
3.2.5 Assesses the role of anthropogenic influence in the emergence of global environmental
problems
3.2.6 Explains how global warming affects economy

Instructional methodology: 

 Inquiry-based-Inquiry lessons introduce students to the "doing" of history.

Through using evidence to investigate historical questions, students are given the
opportunity to see that history is not just a collection of facts, but rather a
rigorously constructed set of arguments. As students encounter new and in some
cases contradictory evidence, they are asked to reconsider their initial views,
learning that interpretations of the past can change based on the available
historical evidence.

 Problem-based learning- focuses on student learning in a hands-on way instead

of memorizing facts. It also urges students to use high-level thinking skills, which
require them to analyze, create, defend, or evaluate.The PBL process allows the
students to possibly come up with an end solution in terms of trying to answer a
problematic question associated with their topic, complete research on their topic,
and present a final product.
 Role-plays and simulations-Role-play is the enactment of a situation in which
the players assume certain roles. In history, role-play can engage pupils to re-
enact a known historical event or a historical persona. It requires them to imagine
they were known historical figures and act as those characters might have done or
it can involve students to interpret how certain types of historical figures might
have acted and felt in a particular frame of reference. To make role-play more
interesting, even challenging, pupils participating in role-play can be confronted
with a problem involving a moral or value dilemma. In this instance, the nature of
the role-play is problem-oriented and requires pupils to make decisions. In
arriving at a certain decision, students would have to analyse the problem,
appreciate the complexities and dilemmas confronting the characters, engage their
conscience and explore and reflect on others' moral standings. At the end of the
role-play exercise, students should be made aware of some moral lessons to be
learnt and to examine to what extent these are applicable to their own lives. The
use of role-play as a teaching strategy in history has enormous potential. Role-
play nurtures both the cognitive and affective domains of students. It incorporates
the four major stimuli in the development of creative thinking: challenge,
curiosity, active participation and interaction
 Interactive lecture-Interactive lectures are classes in which the instructor
incorporates engagement triggers and breaks the lecture at least once per class to
have students participate in an activity that lets them work directly with the
material. The engagement triggers captures and maintains student attention and
the interactive lecture techniques allow students to apply what they have learned
or give them a context for upcoming lecture material. The goal of an interactive
lecture is to engage students by finding ways for them to interact with the content,
 the instructor, and their classmates. Accordingly, interactive lectures include
segment lectures combined with segments where students interact. One of the
things that makes the lecture interactive is the ability of the instructor to choose
the content of the lecture segments based on the students' needs.
 Directed discussion-Discussion is important to learning in all disciplines because
it helps students process information rather than simply receive it. Leading a
discussion requires skills different from lecturing. The goal of a discussion is to
get students to practice thinking about the course material. The teacher’s role
becomes that of a facilitator. The teacher designs and facilitates the discussion
rather thaconveyingey information.
 Case-based learning -Using a case-based approach engages students in a
discussion of specific scenarios that resemble or typically are real-world
examples. This method is learner-centred with intense interaction between
participants as they build their knowledge and work together as a group to
examine the case.

Assessment and grading

Assessment types:
Formative: Internal assessment, Project
Summative: Mid-term test, Final test
 Final exam 0.5%(recognition)x6+1%(memory)x6+2%(knowledge)x4+3%(understanding)x3+4%(critical
30% thinking)x1

0.5%(recognition)x4+1%x5 (memory)+2% (knowledge)x4+3%(understanding)x2+4%

Midterm 25%
(critical thinking)x1

Includes 6 graded ongoing assessments held by the teachers in the form of quizzes,
Internal presentations, homework submission, open-ended question-based task
assesment worksheets, Essays, Presentations and other subject-specific requirements etc.
15% The quizzes should consist of 12 questions minimum with differentiated quality questions.
(0.5%x4+1%x4+2%x3+3%x1)

includes students' observable activities such as oral participation, note-taking, attitude

towards the learning and assignments etc.
Students are expected to come to classes ready to learn and participate. This refers to
Geography students' active participation and contribution in readings and assignments which they will
be assigned either orally during the class or through Blackboard. (such as following
submissions' due dates, and active participation on the discussion board)
Partication
It will be graded according to the criteria below.
5%
To be-attitude towards the lesson
To do -performance during the semester (whether student follows class and home works
regularly)
To know- the oral participation during the lessons

5% quizzes will be held 2 times in the semester which will be in a similar format to
Quizzes midterms.
5%X2 0.5%(recognition)x4+1%x5 (memory)+2% (knowledge)x3+2%(understanding)x2+4%
(critical thinking)x1

Categories will be evaluated:

Content -researching reliable sources and creating knowledge based on the chosen topic
The critical thinking and organization of interdisciplinary links among WH, A.H and
geographic perspectives of the topic
Project work Product -the final product student prepared to present (solid materials to demonstrate such
as graphical, visual posters, presentations, some topic-related items etc. to build up the
15% background of the presentation of project work.)
Presentation techniques – the way how students present the project work to the audience
such as oral explanation/presentation, role play, interactive activity, game etc.
Collaboration- a team of 3 should collaborate to share workload fairly to prepare a final
product of PW

 
 Week 3(February) Assessment-1 Covers Week 1-3 topics
Week 5(March) Assessment-2 Covers Week 3-5 topics
Week 7(March) Assessment -3 Covers Week 5-7 topics
Week 8(March) Quiz1-5% Covers Week 1-8 topics
Week 12(March) Assessment-4 Covers Week 8-12 topics
Week 14(May) Quiz 2-5% Covers Week 08-14 topics

Language of instruction

Language of instruction at ADA school is in English except during Azerbaijani and Foreign
language lessons. Students and all staff members will communicate in the language of
instruction during lessons, extracurricular activity breaks and lunchtime.

Attendance Policy

Students must attend school during the entire school year. Attendance must be continuous
and consecutive for the school year fixed by the School. Unexcused absences will affect a
student's final grade. There are two types of absences: excused and unexcused. Excused
absences include serious illness/trauma and loss in the immediate family. All other
absences are considered unexcused.

Homework responsibility

• make homework a priority and take responsibility for your homework;

• do your best work: be neat, accurate, and thorough, and submit work on time;
• ask questions in class if you do not understand the homework assignment;
• plan your time and organize materials;
• do your homework daily. Attendance Parents shall assure that their child

Classroom rules
• Keep the rooms and desks tidy and neat. Clean up spills;
• Chewing gum is not allowed in the classroom and in school;
• It is not allowed to wear headphones, air pods and smartwatches during lessons;
• It is not allowed to use a smartphone or cellular phone during a lesson unless the
supervising teacher grants permission;
• It is not allowed to use smart boards without the teacher’s presence and permission during
break time;
• No food or other drinks (except pure water) are allowed in the classrooms and halls.

Teaching resources

● Primary or required textbook:

Waugh, D. and Bushell, T. (2007). New key geography for GCSE. Cheltenham: Nelson Thornes.
(GCSE)
● Supplemental books
● Kelly, D., 2014. Complete Geography for Cambridge IGCSE. Oxford University Press.
(IGCSE)
● Hancock, J., 2009. Letts GSCE Success Geography: Study Guide. Letts Educational.
London
● Philip's modern school atlas. (2019). 99th ed.
 ● Lenon, B., Palôt, I., Morris, R., Kitchen, R. and Schindler, A. (n.d.). Cambridge AS and
A level Geography. London: Collins.
● Garibov Y., Alkhasov O., Huseynli S., Babayeva M., Geography 10. Ministry of
Education of Azerbaijan. Baku:
● National Atlas of Azerbaijan
● Other materials (lab equipment, software, art supplies, other)
Google Maps, Google Earth and other interactive tool for learning.
BBC website.
Set of Rocks
Coloured pencils
Thermometer
Barometer
Rulers
Hydrometer etc.

GPA Grades
Computation of the cumulative grade point average includes only those courses taken for
conventional grades (A, A-, B+, B, B-, C+, C, C-, D+, D, F, E or FX). The following courses are
not included in the grade point average: - courses taken on a pass/fail basis; GPAs will not be
rounded for purposes of evaluating academic progress toward degree completion (e.g., a
cumulative or semester GPA of 1.99 will not be rounded to 2.00).

Grade 10
  Students’ transition to Grade 11 is dependent on their subject grades and cumulative GPA.
Students who have 4 and more F’s as annual subject grades or Cumulative GPA below 1.00 will
be required to repeat Grade 10 at ADA School. Those students who have fewer than 3 F’s are
required to sit a repeat exam in the summer and make up for their F grades which means getting
at least an E grade in the exam. The repeat exam grade will appear on their transcript and
government electronic systems but not affect the Cumulative GPA. In any case, parents and
students are recommended to take into account cumulative GPA as well. Cumulative GPA 2.00
and above will be required to pass ADA university entrance at the end of Grade 11. It is the
student's responsibility to improve their cumulative GPA to reach 2.00 and above in order to
qualify for ADA university entrance. Grade 10 and Grade 11 CGPA will be considered for ADA
University entrance. Students who were dismissed as a result of Honor Code violations are not
eligible for readmission.
 Grades are calculated according to the table below:
 Academic Fail: Academic Fail indicates the student’s continuous enrolment in the course did
not satisfy the Instructor’s summative requirements for passing the course.
Administrative Fail (FX): The instructor assigns Administrative Fail in lieu of a grade of
F(Academic Fail) when a student never attended or ceased attending the class or violated the
Student Code of Conduct or Honor Code.
Final numeric grades are rounded before the assignment of the relevant letter grade. For
example, a calculated total numeric of 89,50 will be rounded to 90 and will be assigned a letter
grade of A.
 Note: Grades Not Calculated in Grade Point Average
Honor Code
The ADA School’s philosophy is centred on the idea that academic integrity and honesty
should be promoted not by the use of sanctions and threats, but rather, by instilling an
academic culture that embraces these values in their own right. The Honor Code contains
a list of academic rules and procedures essential to guiding the conduct of students, staff,
faculty and administrators alike. The sanctions contained in this guide are intended only
as a last resort, allowing ADA School to defend itself and its reputation against violations
of these generally accepted standards of proper academic conduct.
 Principles of Academic Integrity and Honesty
a. Do Not Lie! Purposefully providing false information and gaining an advantage or
avoiding consequences by lying, falsification, deception, or fraud is not acceptable
behavior at ADA School.
b. Do Not Cheat! Violating the rules of the exams, tests, and other assignments as well as
accepting unauthorized help is not acceptable behavior at ADA School.
c. Do Not Plagiarize! Using someone else's intellectual work without giving proper credit
to the author and submitting the same paper for two or more classes is not acceptable
behaviour at ADA School.
d. Do Not Discriminate! Discrimination based on race, gender, ethnicity, religious
affiliation, sexual orientation, or disabilities is not acceptable behaviour at ADA School.
e. Do Not Help Those Who Violate These Principles

Date Lesson # Learning objectives Topic Resources

Week 1 1 To identify their right Exam Review
February and wrong answers.
To recognize/identify
and summarize strengths
and weaknesses in
relevant parts of the
course content.
To come up with
solutions to improve on
weaknesses and create an
action plan.
Week 1 To explain the main Main Features of river
February 2 features of the river basin basin GCSE

Week 2 3 To understand the river River at work GCSE

February processes (transportation
and deposition)

Week 2 4 To explain the river’s How do rivers shape GCSE

February role to form the the land?
landforms
To define the correlation
between river speed and
its impact on the shaping
of the land
Week 3 5 To differentiate the river How do meanders and GCSE
February landforms oxbow lakes form?
To describe the process
of meandering and
formation of the oxbow
lakes
Week 3 6 To define the river’s Assessment -1 GCSE
February characteristics in its What happens to a
lower course river as it approaches
To describe the its mouth?
formation of the mouth
(delta)
Week 4 7 To practice the location Project lesson World
February of the world rivers on the Major rivers of the Atlas
blank map world
Week 4 8 To understand the river What are the main GCSE
February flooding causes of river
To relate the peak flooding? River
rainfall with peak flooding in
discharge Bangladesh
To define different
factors affecting the lag
time
To analyse the reasons
for the flooding in
Bangladesh
To evaluate the flood
risk in Bangladesh
To suggest possible
solutions to prevent
flooding
Week 5 9 To identify the formation Underground waters GCSE
February/ of the groundwater
March To sketch up the
formation of the
groundwater
To relate the distribution
of groundwater in the
world with the
distribution of runoff
To criticize the usage of
water in the world
To predict the future of
the world groundwater
Week 5 10 To define the factors Assessment-2 Year 10
March determining the physical Physical-geographical Geography
zoning regions of Azerbaijan textbook,

Week 6 11 To define the main Greater Caucasus Year 10

March physical features of the region: subdivided Geography
regions (relief, water regions, Relief, Water textbook,
resources, geology) resources, Geology maps
Week 6 12 To determine the main Great Caucasus: Year 10
March physical features of the Climate, National Geography
regions (relief, water parks/reserves, textbook,
resources, geology) Ecosystem maps
To assess/interpret the
economic importance of
the resources
To illustrate the climate,
relief and other physical
geographic features on
the map
Week 7 13 To determine the main Assessment -3 Year 10
March physical features of the Lesser Caucasus: Geography
regions (relief, water subdivided regions, textbook,
resources, geology) Relief, Water
 To assess/interpret the resources, Geology
economic importance of
the resources
To illustrate the climate,
relief and other physical
geographic features on
the map
Week 7 14 To determine the main Lesser Caucasus: Year 10
March physical features of the Reserves, Ecosystems, Geography
regions (relief, water Climate, textbook
resources, geology)
To assess/interpret the
economic importance of
the resources
To illustrate the climate,
relief and other physical
geographic features on
the map
March (21-25)
Spring Break
Week 8 15 To assess the knowledge Quiz 1-5%
March and skills of assessment
materials
Week 8 16 To determine the main Lankaran: subdivided Year 10
March physical features of the regions, Relief, Water Geography
regions (relief, water resources, Geology textbook
resources, geology) Climate, National
To assess/interpret the parks/reserves,
economic importance of Ecosystem
the resources
To illustrate the climate,
relief and other physical
geographic features on
the map
Week 9 17
(April 2) Midterm Exams

Week 9 18 To revise and practice Worksheet

(April 2) the past topics Revision Mock test
Revision
guideline
 19 To define the main Kur: subdivided Year 10
physical features of the regions, Relief, Water Geography
Week 10 regions (relief, water resources, Geology, textbook,
April resources, geology) Climate, National
To assess/interpret the parks/reserves,
economic importance of Ecosystem
the resources
To illustrate the climate,
relief and other physical
geographic features on
the map
Week 10 20 To define the main Nakhichivan: Year 10
April physical subdivided regions, Geography
features of the regions Relief, Water textbook,
(relief, water resources, resources, Geology
geology) Climate, ecosystems,
To assess/interpret the national parks/reserves
economic importance of
the resources
To illustrate the climate,
relief and other physical
geographic features on
the map
Week 11 21 To determine the main Caspian Sea: Year 10
April physical features of the The economic Geography
regions (relief, water significance of the textbook,
resources, geology) Caspian Sea
To assess/interpret the
economic importance of
the resources
To illustrate the climate,
relief and other physical
geographic features on
the map
Week 11 22 To assess Azerbaijan's The geopolitical Year 10
April position from a physical- position of Azerbaijan Geography
geographical, economic- in the Turkic world textbook,
geographical and and in the world
geopolitical point of
view.
To analyse the role of
Azerbaijan in
coordination with
Turkish civilizations.
Week 12 23 To distinguish the Assessment -4 Year 10
April characteristics and Scientific and Geography
components of the technical revolution: textbook,
scientific and the impact of the
technological revolution. scientific and
To evaluate the impact of technological
the scientific and revolution on
 technological revolution agriculture
on the world economy.
Week 12 24 To distinguish the Geography of the Year 10
April regions according to the world extractive Geography
development of the industry textbook,
extractive industry.
Week 13 25 To present presentation Project lesson Year 10
April Geography
textbook,
Week13 26 To distinguish the Geography of the
May regions by the world manufacturing Year 10
development of the industry Geography
manufacturing industry. textbook,
Week 14 27 To assess the knowledge Quiz 2- 5% Year 10
May and skills of assessment Geography
materials textbook,
Week 14 28 To explain the main How employment Year 10
May fields of employment structure varies Geography
To interpret the textbook,
employment rate in the
world
Week 15 29 To define factors Indicators of Year 10
May determining the development Geography
development of the textbook,
country
To explain the GNP and
GNI
Week 15 30 To categorize the Global Problems Year 10
May world’s global problems Geography
To prioritize the textbook,
problems and define the
hotbeds in the world
Week 16 31 Revision week
May

Week 16 32 Revision week

May

Final exams

This syllabus is subject to change in order to better accommodate students’ learning needs and to
improve the learning outcomes.
This syllabus has been created by subject teachers in collaboration, read and approved by the
following responsible people:
  

1. Approved by HoD: _______Arzu Ahmadova____________________________

2. Curriculum and Assessment Manager:___Qadir Mikayilov_________________

3. Director of Studies:________Ramil Mustafayev__________________________