Introduction - Council for the Curriculum, Examinations ...ccea.org.uk/sites/default/files/docs/qualifications... · Web viewStudents group statements provided by the Teacher/from

CCEA Planning Framework for GCSE Geography



GCSE Home Economics: Child Development

Contents Page

Introduction 1

Unit 1: Understanding Our Natural World 6

Unit 2: Living in Our World 58


IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Geography. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through GCSE Geography:The following skills are assessed in GCSE Geography:

Map skillsStudents should use a variety of maps, including those generated by geographicinformation systems (GIS), to develop their map skills. They should be able to: read maps and use the following:

– letter and number co‐ordinates;– four‐figure and six‐figure grid references;– latitude and longitude; and– the eight points of the compass;

identify features on a plan or map by using symbols and a key; draw simple sketch maps that are not to scale; demonstrate knowledge and understanding of scale by measuring

area, straight line distances and curved line distances; demonstrate knowledge and understanding of how relief is

represented on Ordnance Survey (OS) maps (1:50,000); identify major relief features on maps; relate cross‐sectional drawings to relief features; construct and interpret maps to show distributions, densities and

flows; analyse the interrelationship between physical and human factors on

maps; identify, describe, analyse and interpret patterns on maps, including:

– synoptic charts;– satellite images; and– aerial photographs; and

establish associations between patterns observed on thematic maps.

Data processingStudents should be able to: analyse and interpret a wide range of secondary sources, including

census data (please note that census data is acceptable as primary or secondary data);

identify geographical questions and issues; establish appropriate sequences of investigation; use a variety of methods, including ICT‐based resources such as the

internet and GIS, to do the following:– identify and collect evidence from primary and secondary sources;– prepare and present findings, incorporating text, tables, bar

graphs, pictographs, line graphs, frequency diagrams, pie charts, scattergraphs, maps, annotated field sketches and/or sketch maps; and

– investigate patterns in and relationships between variables, for example

using spreadsheets, and using GIS packages to link digital data to map patterns;

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analyse and interpret a wide range of evidence, make decisions, and draw and justify conclusions; and

evaluate methods of collecting, presenting and analysing evidence, as well as the validity and limitations of the evidence and conclusions.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4CommunicationStudents should be able to: communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example describe the impacts of flooding or an earthquake from a range of viewpoints; present a report outlining a strategy to reduce the development gap;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example make an oral presentation on a coastal management strategy; write a case study summary of the impact of migration into the European Union;

participate in discussions, debates and interviews, for example debate the challenge of securing international co‐operation to deal with climate change; role‐play interviews with residents of shanty towns about their living conditions;

interpret, analyse and present information in oral, written and ICT formats, for example analyse aerial photographs of coastal landforms; role‐play the manager of an ecotourism project; and

explore and respond, both imaginatively and critically, to a variety of texts, for example interpret climate graphs; write a point‐of‐view report to evaluate the success of an appropriate technology project.

Using MathematicsStudents should be able to: use mathematical language and notation with confidence, for example

draw and annotate cross‐section diagrams of a river; describe population pyramids;

select and apply mathematical concepts and problem‐solving strategies in a range of simulated and real‐life contexts, for example

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use the logarithmic Richter scale to describe the impact of an earthquake;

interpret and analyse a wide range of mathematical data, for example interpret rainfall graphs to discern the causes of flooding; connect population growth statistics and the increasing demand for resources; and

present mathematical data in a variety of formats which take account of audience and purpose, for example draw proportional arrow maps to represent air masses; draw population pyramids.

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Using ICTStudents should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example take notes and give presentations; manage data collected on fieldwork; select appropriate map and/or graph methods to present fieldwork data.

Thinking Skills and Personal Capabilities at Key Stage 4Self-managementStudents should be able to: plan work, for example contribute actively to the planning of

fieldwork; monitor, review and evaluate their progress and improve their

learning, for example use Assessment for Learning strategies to continually review and monitor progress, choose ways of learning to improve their performance and build on strengths, and identify when they need support; and

effectively manage their time, for example stay on schedule when collecting fieldwork data as part of a group.

Working with OthersStudents should be able to: learn with and from others through co‐operation, for example discuss

priorities when collecting primary data through fieldwork; participate in effective teams and accept responsibility for achieving

collective goals, for example collect primary data as part of a group; and

listen actively to others and influence group thinking and decision‐making, taking account of others’ opinions, for example participate in a group discussion to assess the role of globalisation in an LEDC.

Problem SolvingStudents should be able to: identify and analyse relationships and patterns, for example analyse

patterns and relationships evident in data collected first‐hand through fieldwork;

propose justified explanations, for example interpret fieldwork data using relevant geographical theory;

reason, form opinions and justify their views, for example evaluate how migration affects the destination country;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example analyse fieldwork data to determine whether to accept or reject stated hypotheses;

analyse and evaluate multiple perspectives, for example consider the views of a range of stakeholders on a coastal management strategy;

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explore unfamiliar views without prejudice, for example explore the challenges that asylum seekers face in their destination country;

weigh up options and justify decisions, for example evaluate the suitability of hard engineering and soft engineering methods to deal effectively with the flood threat for a named river; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example analyse strategies to respond to climate change.

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Assessment for LearningReference is made to past paper questions throughout this Planning Framework. Past papers may be used for assessment for learning purposes.

Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE (insert subject) specification content. Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience. Makes reference to supporting resources.

Key Geographical TermsEach theme includes a list of key geographical terms. Students should know and understand the key geographical terms and be able to state the meaning of each term. Students could create a grid and complete definitions of key terms as

they learn them; Students could create ‘key terms dominoes’ and challenge one another

to complete the sequence. The ‘dominoes’ should be produced using card and/or laminated;

Students could create a wall display of key terms and definitions as they cover each theme; and/or

Students could create separate cards for each key geographical term and its definition. The cards are distributed to the class; students then move around the class to find their ‘match’. The ‘dominoes’ should be produced using card and/or laminated.

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Unit 1Understanding Our Natural

World

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Theme A:River Environments

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Planning Framework for GCSE Geography Unit 1: Understanding Our Natural World

Theme A: River Environments

Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

The drainage basin:a component of the water cycle

Students should be able to:

demonstrate knowledge and understanding of the following elements of the drainage basin and their interrelationships:– inputs

(precipitation);– stores

(interception by vegetation);

– transfers (surface runoff/overland flow, infiltration, throughflow, percolation and groundwater flow); and

Explore the Drainage Basin as a component of the water cycleDefine the term Drainage Basin and set the drainage basin in the context of the hydrological cycle; students should understand the drainage basin is part of the hydrological cycleThe BBC Bitesize GCSE revision DVD listed below has a very useful video explaining the water cycle which could be a good introduction to the water cycleDefine the Hydrological/Water Cycle and label a diagram with the key processes of the water cycleFocus on the Drainage Basin System as a major component of the hydrological cycle. Introduce the concept of a system- inputs, stores, flows/transfers and outputs and understand the difference between open and closed systems

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Unit/Option content


Content


– outputs (river discharge and evapotranspiration)

Draw/Label a drainage basin system diagram; group the key terms into: Inputs; Stores; Transfers; and OutputsStudents match the key terms to their definitions – this could be a group work/pair work opportunity

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Unit/Option content


Content


The drainage basin:a component of the water cycle (cont.)


identify and define the following characteristics of a drainage basin:– watershed;– source;– tributary;– confluence; and– river mouth;

Students identify the five characteristics of the drainage basin by labelling a diagram and matching the key terms with the appropriate definition

demonstrate knowledge and understanding of how gradient, depth, width, discharge and load change along the long profile of the river and its valley.

Describe and explain the features of the long profile of a riverStudents should explore how a river changes downstream. The characteristics of the three courses of a river should be described and compared, using labelled diagrams. This could be completed in groups and presented to the class using ICT e.g. an iPad and the ‘Explain Everything’ AppStudents should then explain why gradient, depth, width, discharge and load all change downstreamUsing Maths opportunity here involving actual river

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Unit/Option content


Content


data describing width, depth, velocity, bedload, slope etc. Students investigate hypotheses related to changes downstream. They sort the data into tables, draw graphs, analyse and interpret the patterns and draw conclusions. This could be the fieldwork data they use to complete Unit 3

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Unit/Option content


Content


The drainage basin:a component of the water cycle (cont.)

Check knowledge and understanding using the past paper questions and the specimen paper questions listed below

Resources Manson, T. (2013) Geography for CCEA GCSE Level, pages 8-13Clarke, K. et al (2009) Geography for CCEA GCSE, pages 2-5Waugh, D. and Bushell T (2015) New Key Geography for GCSE Second Edition, pages 4-5; 12-13King, A., Hurst, C., Edwards, J, Stevens, C. and Mayhew, J. (2006) geog. GCSE, page 74Chapman, S., Amor, P., Drew, C., Hector, R., Simonds, P. and Yeabsley, M. (2001) Complete Geography, pages 104-107Henderson, P. and Roulston, S (2017) CCEA GCSE Geography (3rd edition), pages 8-12KS4 Geography Boardworks Interactive PowerPoint Slides (2007) The Drainage Basin System slides 1-17KS3 Geography Boardworks Interactive PowerPoint slides (2007) Introduction to Weather & Climate- Water Cycle slides 22-25DVDBBC GCSE BITESIZE REVISION Geography 2: Physical Geography The Water CyclePast PapersUnit 1 GCSE Higher Tier 2010 Q1(a)(i), (ii), (iii)Unit 1 GCSE Higher Tier 2011 Q1(d)(i), (ii) Unit 1 GCSE Foundation Tier 2011 Q1(d)

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Unit/Option content


Content


(i), (ii), (iii)Unit 1 GCSE Higher Tier 2012 Q1(f)(i), (ii), (iii) Unit 1 GCSE Foundation Tier 2012 Q1(f)(i), (ii), (g)(i), (ii)Unit 1 GCSE Higher Tier 2013 Q1(a)(i), (ii), (iii), & (b)(i), (ii) Unit 1 GCSE Foundation Tier 2013 Q1(a)(i), (ii), (iii) & (c)(i)Unit 1 GCSE Higher Tier 2014 Q1(c)(i), (ii), (iii) & (d)(i), (ii) Unit 1 GCSE Foundation Tier 2014 Q1(d)(i), (ii), (iii) & (e)(i)Unit 1 GCSE Higher Tier 2015 Q1(a)(i), (ii) & (c)(i), (ii) Unit 1 GCSE Foundation Tier 2015 Q1(a)(i), (ii) & (c)(i), (ii)Unit 1 GCSE Higher Tier 2016 Q1(a)(i), (ii) Unit 1 GCSE Foundation Tier 2016 Q1(a)(i), (ii)Specimen Assessment Material Unit 1 Understanding Our Natural World (2018) Q1 (a)(i), (ii) & (b)

River processes and landforms


demonstrate knowledge and understanding of the following processes:– erosion (attrition,

abrasion/corrasion, hydraulic action and solution/corrosion);

Explore the three river processes: erosion, transportation and depositionDefine erosion, describe the four ways rivers erode and match the key terms to their definitionsDefine transportation, use labelled diagrams to describe the four ways rivers transport their load and match the key terms to their definitionsDefine deposition and discuss when and why a river deposits its load

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Unit/Option content


Content


– transportation (solution, suspension, saltation and traction); and

– deposition

River Landforms – features of erosion and depositionDefine the term waterfall (feature of the upper course). Describe and explain waterfall formation using annotated diagrams; Students organise the stages in waterfall formation in the correct order and label blank diagrams with features e.g. hard rock, soft/less resistant rock, plunge pool, overhang, undercutting, retreat, gorge. Examples include Niagara Falls, Canada/USA and Gulfosss, Iceland

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Unit/Option content


Content


River processes and landforms (cont.)


explain (with reference to places for illustration purposes only) the formation of the following river landforms using annotated cross-sectional diagrams:– waterfall;– meander,

including slip-off slope and river cliff; and

– floodplain and levees;

Define the term meander (feature of the middle course). Describe and explain meander formation, using plan view and cross-sectional diagrams. Distinguish between the outer and inner bends and label features of both including the slip-off slope, shallow water, slow-flow, deposition, erosion, river cliff, fastest flow, collapse. Example: MississippiDefine the term floodplain (feature of the lower course). Describe and explain its formation, using an annotated diagramDefine the term levee (feature of the lower course) and describe and explain their formation, using a series of annotated diagrams. Students could also rearrange the stages of formation to check understanding

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interpret aerial photographs and OS maps to identify river landforms and land uses;

Students should have the opportunity to study photographs from past papers or in the textbooks listed to practice identifying river landforms and land usesThe Essential GCSE Geography textbook listed under Resources has a useful section entitled ‘Using and

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Unit/Option content


Content


interpreting photographs’ and the Essential Mapwork skills textbook, also listed below, includes three River Tees OS map and photograph activities which are worth looking at and can be completed in full or shortened to suit the needs of the students. Some of these activities could be completed in pairs or in small groups.Check knowledge and understanding using the past paper questions and the specimen paper questions listed below

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Resources Manson, T. (2013) Geography for CCEA GCSE Level, pages 13-23Clarke, K. et al (2009) Geography for CCEA GCSE, pages 6-15Waugh, D. and Bushell, T. (2015) New Key Geography for GCSE Second Edition, pages 6-11King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog. GCSE, pages 66-73Chapman, S., Amor, P., Drew, C., Hector, R., Simonds, P., and Yeabsley, M. (2001) Complete Geography, pages 114-117Ross, S. (2002) Essential Mapwork Skills, pages 65-73Webber, P. and Edwards, J.(2001) Essential GCSE Geography, pages 144-157Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd Edition), pages 13-19www.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/river_landforms_rev2.shtmlKS4 Geography Boardworks Interactive PowerPoint Slides (2007):Landforms and Processes in the Upper Course- Erosion slides 1-26Landforms and Processes in the Middle & Lower Courses: River Processes slides 1-11; Meanders slides 12-18; Floodplains slides 22-24

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http://www.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/river_landforms_rev2.shtml


Unit/Option content


Content


Past PapersUnit 1 GCSE Higher Tier 2010 Q1(b)Unit 1 GCSE Higher Tier 2011 Q1(e) Unit 1 GCSE Foundation Tier 2011 Q1(e)Unit 1 GCSE Higher Tier 2012 Q1(e) Unit 1 GCSE Foundation Tier 2012 Q1(e)(i), (ii), (iii), (iv)Unit 1 GCSE Higher Tier 2013 Q1(c)(i), (ii) Unit 1 GCSE Foundation Tier 2013 Q1(b)(i), (ii) & (c) (ii)Unit 1 GCSE Foundation Tier 2014 Q1(e)(ii)Unit 1 GCSE Higher Tier 2015 Q1(b) Unit 1 GCSE Foundation Tier 2015 Q1(b) & (d)(i)Unit 1 GCSE Higher Tier 2016 Q1(b)(i), (ii), (iii) Unit 1 GCSE Foundation Tier 2016 Q1(b)(i), (ii)Specimen Assessment Material Unit 1 Understanding Our Natural World (2018) Q1 (c)

Sustainable management of rivers


demonstrate knowledge and understanding of the physical and human causes of flooding in the context of one case study from the British Isles (for

Students should define the term flood and then explore the physical and human causes of flooding in general before discussing an actual flood eventStudents research causes of flooding and present to their peersORStudents group statements provided by the Teacher/from a textbook and work in pairs or small

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Unit/Option content


Content


example Somerset Levels, 2014);

groups to identify the physical and human causes of floodingCASE STUDY SUGGESTIONS: River Derwent (1999); Boscastle (2004); Somerset Levels (2014)Students could research and present the physical and human causes of the chosen flood event and answer past paper questions to check understanding

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Unit/Option content


Content


Sustainable management of rivers (cont.)


recognise the impacts of flooding on:– people (loss of

life, property and insurance cover); and

– environment (pollution and wildlife habitats)

Students research impacts of flooding and present to their peersORStudents group statements provided by the Teacher/from a textbook and work in pairs or small groups to identify the impacts on people and environment

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demonstrate knowledge of the following flood management methods:– hard engineering:

dams, flood walls, levees, embankments, and straightening and deepening the river; and

Students distinguish between hard and soft engineering methods and assess their sustainability. See the BBC Bitesize GCSE Revision DVD listed below for a good discussion of flood management

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Unit/Option content


Content


– soft engineering washlands, land use zoning and afforestation; and

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Unit/Option content


Content


Sustainable management of rivers (cont.)


investigate one case study of a river outside the British Isles (for example the Mississippi) and evaluate the river management strategy used referring to the principles of sustainability.

Students evaluate the river management strategy of a river outside of the British Isles e.g. the Mississippi and they assess the sustainability of the scheme. Students should answer relevant past paper questions to check understandingDecision-making opportunity – Students could work in groups and plan the flood management strategy for a river which can then be presented to the class – Students discuss the advantages and disadvantages of the schemes and their sustainabilityCheck knowledge and understanding using the past paper questions and the specimen paper questions listed belowAt the end of this theme, Students should review and evaluate their progress and set personal learning goals or targets based upon the outcome of their review

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Resources Manson, T. (2013) Geography for CCEA GCSE Level, pages 24-40Clarke, K. et al (2009) Geography for CCEA GCSE, pages 26-31Waugh, D. and Bushell, T. (2002) New Key Geography for GCSE, pages 16-17; 20-21

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Unit/Option content


Content


King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog.GCSE, pages 76-79; 82-84Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 20-27

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Unit/Option content


Content


Resources GA Flooding Case studies Somerset http://geography.org.uk/resources/flooding/www.telegraph.co.uk/news/earth/earthnews/10601978/Why-do-the-Somerset-Levels-flood.htmlwww.socialsciencespace.com/2014/02/floods-politics-and-science-the-case-of-the-somerset-levels/www.slideshare.netKS3 Geography Boardworks Interactive PowerPoint slides (2007) Weather Hazards Flooding slides 26-32A Level Geography Boardworks Interactive PowerPoint Resources (2007) Extreme Weather slide 23 – hard & soft engineering schemesDVDBBC GCSE BITESIZE REVISION Geography 2: Physical Geography River FloodingPast PapersUnit 1 GCSE Higher Tier 2010 Q1(c) & (d)Unit 1 GCSE Higher Tier 2011 Q1(f)(i), (ii) Unit 1 GCSE Foundation Tier 2011 Q1(f) & (g)Unit 1 GCSE Higher Tier 2012 Q1(g) & (h) Unit 1 GCSE Foundation Tier 2012 Q1(g)(iii) & (h)(i), (ii)Unit 1 GCSE Higher Tier 2013 Q1(d) Unit 1 GCSE Foundation Tier 2013 Q1(d)Unit 1 GCSE Higher Tier 2014 Q1(e) & (f) Unit 1 GCSE Foundation Tier 2014 Q1(f) & (g)Unit 1 GCSE Higher Tier 2015 Q1(e)(i), (ii) Unit 1 GCSE Foundation Tier 2015 Q1(d)(ii) & (e)(i), (ii)Unit 1 GCSE Higher Tier 2016 Q1(c) & (d) Unit 1 GCSE Foundation Tier 2016 Q1(c) & (d)Specimen Assessment materials: Unit 1 Understanding Our Natural World (2018) Q1(d) & (e)

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http://www.slideshare.net/

http://www.socialsciencespace.com/2014/02/floods-politics-and-science-the-case-of-the-somerset-levels/

http://www.telegraph.co.uk/news/earth/earthnews/10601978/Why-do-the-Somerset-Levels-flood.html

http://geography.org.uk/resources/flooding/


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Theme B:Coastal Environments

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Theme B: Coastal Environments

Unit/Option content


Content


Coastal Processes and Landforms


demonstrate understanding that the dynamic nature of the coast is due to constructive and destructive waves;

Students could be given a list of key words that would be used to annotate constructive and destructive waves. Using only these words they could try to draw a constructive wave and a destructive wave, then use the correct words to annotate the features that makes them different.

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Resources Past papersUnit 1 GCSE Higher Tier: 2010 Q.1(e)(i) & (ii) Unit 1 GCSE Foundation Tier 2010: Q.1(e)(i) & (ii)Unit 1 GCSE Higher Tier: 2011 Q.1(a)(vi) Unit 1 GCSE Foundation Tier: 2011: Q.1(b)(iii)Unit 1 GCSE Higher Tier: 2013 Q.1(e) Unit 1 GCSE Foundation Tier: 2013: Q.1(e)Unit 1 GCSE Foundation Tier: 2014: Q.1(b)(ii)Unit 1 GCSE Higher Tier: 2016 Q.1(e)(i) Unit 1 GCSE Foundation Tier 2016: Q.1(e)(i)Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q2 (b)

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Unit/Option content


Content


Coastal Processes and Landforms (cont.)


demonstrate knowledge and understanding of the following processes:– erosion (attrition,

corrosion/abrasion, hydraulic action and corrosion/solution);

– transportation (longshore drift); and

– deposition

Students could complete an ‘Each One Teach One’ activity. This can be carried out within differentiated groups of varying ability. Each student within a group is a given a process (erosional, transportation and depositional) they must research this process and come to class prepared to teach the other students at their table. A summary sheet can be noted in students’ books following the activity

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explain the formation of the following landforms (with reference to places for illustration purposes only);

Back-to-back drawing could be used for the diagrams used to explain the formation of the various coastal landforms. This involves students being placed back to back, the student facing the front (whiteboard) verbally explains the diagram which would be placed on the whiteboard. This helps students to remember the labelling of these landforms and the image in general

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Unit/Option content


Content


– erosional landforms (headland, cliff, wave cut platform, cave, arch, stack and stump); and

– depositional landforms (sandy beach, shingle beach and spit, including hooked spit); and

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Unit/Option content


Content



Alternatively, students could be given the landform diagrams and they should try to explain how they are formed using a box of pre-determined key terms. For example, if asking how a crack to stack was formed students would be given the diagram and a list of key terms: erosional feature, abrasion, hydraulic action, weathering, headland, collapses etc. They could attempt to write an answer for a typical 6-mark formation question. This can then be discussed and a modal answer noted in their books. Peer assessment could be used using a CCEA mark scheme, this will enable students to understand the detail and requirements of Level 3 answersAs a summary lesson to this section of the course, students could be given play dough and asked to make models of the various coastal landforms. If time and resources permit, they could use iPads and the app ‘Movie Maker’ to make mini-movies to explain their formation. These could be uploaded onto the school virtual learning site for revision purposes at a later date. Different groups could be given different

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Unit/Option content


Content


landforms to reduce the time taken

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Resources Past PapersUnit 1 GCSE Higher Tier: 2010 Q.1(e)(ii) & (f) Unit 1 GCSE Foundation Tier: 2010 Q.1(e)(ii) & (f)(i), (ii)Unit 1 GCSE Higher Tier: 2011 Q.1(a)(v) Unit 1 GCSE Foundation Tier: 2011 Q.1(b)(i), (ii), (iv)Unit 1 GCSE Higher Tier: 2012Q.1(a)(iv)(c) Unit 1 GCSE Foundation Tier: 2012 Q.1(a)(v), (b)Unit 1 GCSE Higher Tier: 2013 Q.1 (g) & (h) Unit 1 GCSE Foundation Tier: 2013 Q.1(f)(ii)Unit 1 GCSE Higher Tier: 2014 Q.1(a)(v), Unit 1 GCSE Foundation Tier: 2014 Q.1(a)(iv),Unit 1 GCSE Higher Tier: 2015 Q.1(f) Unit 1 GCSE Foundation Tier: 2015 Q.1(f)Unit 1 GCSE Higher Tier: 2016 Q.1(e)(ii) & (f) Unit 1 GCSE Foundation Tier: 2016 Q.1(e)(ii) & (f)Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q.2 (c), (e)

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Unit/Option content


Content




interpret aerial photographs and OS maps to identify landforms and land uses.

Students could be given an OS map and asked to plan a trip for tourists in the area. Success criteria should be shared with the students such as what the tourists want to see (this could include the landforms) and also what the tourists want to do whilst in the area (this could be the land uses). This could be carried out in small groups (or pairs), or it could be an individual assessment. This could also incorporate key map skills such as distance, direction, height, 4 and 6-figure grid references, symbols and identify relief features on the map

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Resources Past PapersUnit 1 GCSE Higher and Foundation Tier: 2010 Q.1(f) photograph of a spitUnit 1 GCSE Higher and Foundation Tier: 2011 map extract showing Blakeney Point (spit)Unit 1 GCSE Higher and Foundation Tier: 2012 map extract showing the coast from Swanage to Poole Harbour; Higher Tier includes photograph of Old Harry Stack.Unit 1 GCSE Higher and Foundation Tier: 2013 photograph of Homer SpitUnit 1 GCSE Higher and Foundation Tier: 2014 map extract of part of the Norfolk CoastUnit 1 GCSE Higher and Foundation Tier: 2015 photograph of a stackUnit 1 GCSE Higher and Foundation Tier: 2016 photograph of an archSpecimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q2 (a) photograph of

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Unit/Option content


Content


a stretch of coastline; (e) photograph of a spit

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Unit/Option content


Content


Sustainable management of coasts


recognise the need for coastal defences:– in all continents,

except Africa, the majority of people live near coasts;

– coastal areas are important economically, for example tourism, fishing and port activity; and

– sea level rise as a result of climate change;

Starter activity: Students could be shown images of flooding along coastal areas. Students could use a post-it to note what happened in these images (and depending on ability they could attempt to suggest where these countries are; clues could be included in the images). Encourage students to use terms they have previously learnt in this topic. It may be useful to put a key term box on the whiteboard. Key terms such as: swash, backwash, destructive and constructive waves and climate change should be includedStudents could be shown an image of flooding on the whiteboard (e.g. Bangladesh). In their notebook (independently) they could write down four or five bullet points why coastal defences would be needed in that particular area. They might think about farmers’ income, crops being destroyed, poverty etc. Various images could be used to compare and contrast countries of different development levels and from all continents. They could then share their ideas with the person beside them, then the whole class could share their ideas. They must agree on five to then share in whole class discussion. This will help students see the effects of flooding and ultimately have an

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Unit/Option content


Content


understanding and appreciation as to why defences are needed

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Unit/Option content


Content


Sustainable management of coasts (cont.)

Students should be given a graph showing the changes in sea level over a period of time. In small groups they should be given a command word (describe, explain, discuss, etc.). The students have to make up a question using this command word and the resource (graph). Each group has the same graph but will have a different question and ultimately a different answer. This helps students understand how the command word of the question alters the answer that is required whilst looking at how sea levels are rising

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Resources: Past PapersUnit 1 GCSE Foundation Tier: 2010 Q.1(g)(ii)Unit 1 GCSE Foundation Tier: 2013 Q.1(g)(ii)Unit 1 GCSE Foundation Tier: 2014 Q.1(b)(i)Unit 1 GCSE Higher Tier: 2015 Q.1(h)(i) Unit 1 GCSE Foundation Tier: 2015 Q.1(h)(i)Specimen Assessment Materials: Unit 1 Understanding Our Natural World (2018) Q.2 (d)

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Unit/Option content


Content




describe and evaluate the following methods of coastal management methods:– hard engineering

(sea walls, groynes and gabions); and

– soft engineering (beach nourishment and managed retreat); and

Students could be given images of each method of coastal protection and in a table they should discuss (in pairs) and note how it might work to reduce coastal erosion. This will enable students to be able to ‘describe’ the management methods. They could also write one advantage that they think this coastal management offers, but also one disadvantage or issue it may raise. This will encourage students to understand the term ‘evaluate’ within their exam answersAlternatively, students could be given a card sort activity. This could include images of coastal management methods (sea walls, gabions, groynes, beach nourishment and managed retreat), descriptions of how the management method works, strengths and weaknesses of the method. This will help students to become familiar with the key command words required in their exam. This will also mean that students have detailed notes for revision purposesAnother option is to give students a specific coastal management method (hard or soft engineering) and ‘Each One Teach One’ could be carried out in small

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groups. Each student will research the method and then in the next class they will teach the others in their group

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Resources Past PapersUnit 1 GCSE Higher Tier: 2010 Q.1(g)(i) Unit 1 GCSE Higher Tier: 2011 Q. 1(b) Unit 1 GCSE Foundation Tier: 2011 Q. 1(c)(i), (ii) Unit 1 GCSE Foundation Tier: 2012 Q. 1(d) Unit 1 GCSE Foundation Tier: 2013 Q. 1(g)(i) & (h) Unit 1 GCSE Foundation Tier: 2014 Q. 1(c)(i)Unit 1 GCSE Higher Tier: 2015 Q.1(h)(ii) Unit 1 GCSE Foundation Tier: 2015 Q. 1(h)(ii), (iii)Unit 1 GCSE Higher Tier: 2016 Q.1(g)(i), (ii) Unit 1 GCSE Foundation Tier: 2016 Q.1(g)(i), (ii)

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investigate one case study of coastal management from the British Isles (for example Newcastle, County Down), and evaluate the coastal management strategy used, with reference to the principles of sustainability.

Starter activity: students could be given an OS map of Newcastle, County Down. On a post-it note they should use their map skills to note down at least five coastal features. They may note that groynes are located along the beach, the promenade, Murlough Beach as a spit, sand dunes etc. They practice general map skill questions such as measuring distance, reading relief, using 4 and 6 figure symbols, direction and scale. Additional questions can be gained from the Geography for CCEA GCSE textbook (Henderson et al (2009), p.66) which uses Newcastle, Co. DownStudents could be directed to gather case study material independently. This could be focused and appropriate for exams by providing the students with a writing framework. This would guide them to case study specific information and how to structure an answer in their exam. To ensure all students have an answer suitable for revision purposes class discussion, peer/self-assessment and teacher assessment could be carried out. Good answers could be shared amongst the class, encouraging students to share good practiceSuggested case studies for coastal management:

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Newcastle, Co. Down: North Norfolk coast; Cuckmere Haven; or Beachy Head and Eastbourne.

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Learning Outcomes or

Elaboration of Content

Suggestions for Teaching and Learning Activities Supporting Cross

Curricular Skills,

Thinking Skills and Personal

CapabilitiesSustainable management of coasts (cont.)

Past PapersUnit 1 GCSE Higher Tier: 2010 Q.1(h) Unit 1 GCSE Foundation Tier: 2010 Q.1(h)Unit 1 Higher Tier: 2013 Q.1(i)Unit 1 Higher Tier: 2016 Q.1(h) Unit 1 GCSE Foundation Tier: 2016 Q.1(i)At the end of this theme, students should review and evaluate their progress and set personal learning goals or targets based upon the outcome of their review

Resources Manson, T. (2013) Geography for CCEA GCSE LevelHenderson, P. et al (2009) Geography for CCEA Geography GCSEClarke, K. et al (2009) Geography for CCEA GCSEWaugh, D. and Bushell, T. (2015) New Key Geography for GCSE Second EditionKing, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) Geog. GCSEChapman, S., Amor, P., Drew, C., Hector, R., Simonds, P. and Yeabsley, M. (2001) Complete GeographyRoss, S. (2002) Essential Mapwork SkillsWebber, P. and Edwards, J. (2001) Essential GCSE GeographyHenderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 33-49Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q2 (f)

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Theme C:Our Changing Weather and

Climate

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Theme C: Our Changing Weather and Climate

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Measuring the elements of the weather


distinguish between weather and climate;

Define Weather and Climate and note the difference between the two terms; this could be done as a matching exercise with discussion about the main differences between the two terms

describe how to measure the following elements of the weather:– temperature

(digital thermometer – °C);

– precipitation (rain gauge – mm);

– wind direction (wind vane – eight compass points);

– wind speed (anemometer –

The instruments can be demonstrated in class, with students getting the opportunity to complete a table showing pictures of the instruments, element of the weather, the unit of measurement and a description of how the instrument worksORStudents research and obtain their own pictures of the weather instruments listed & complete a table showing pictures of the instruments, element of the weather, unit of measurement and a description of how the instrument worksThe textbooks listed in resources are very useful here as well as KS4 Boardworks for cloud classification and observation in particular

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knots);– atmospheric

pressure (barometer – mb);

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Measuring the elements of the weather (cont.)


– cloud types (stratus, cumulus; cumulonimbus and cirrus) and – cloud cover (observation – oktas);

describe sources of data for a weather forecast:– on land (land-

based stations and rainfall radar);

– in the air (satellites – geostationary and polar);

– at sea (buoys);

Define weather forecast and know that the sources of data used to create a forecast come from the land, the air and the seaUse the Met Office website to define rainfall radar and view a rainfall radar map; view images of land based weather stations; the website www.raintoday.co.uk includes a useful rainfall radar which allows real time rainfall and weather to be trackedUse the Met Office PowerPoint and accompanying worksheet to learn about weather satellites; students should be able to define geostationary satellite, polar satellite and satellite image

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http://www.raintoday.co.uk/


Explain what a weather buoy is, know that there are two types – moored and drifting and know their role in weather forecasting

Resources

Resources

Manson, T., (2013) Geography for CCEA GCSE Level Theme 1B, pages 62-68Clarke, K., et al (2009) Geography for CCEA GCSE Theme 1B, pages 48-53Chapman, S., Amor, P., Drew, C., Hector, R., Simonds, P. and Yeabsley, M. (2001) Complete Geography, pages 90-91King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog.GCSE, pages 112Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 56 – 63KS3 Geography Boardworks Interactive PowerPoint slides (2007) Introduction to Weather & Climate – What is the difference between weather and climate slides 6-12KS3 Geography Boardworks Interactive PowerPoint slides (2007) Measuring the Weather – weather elements and instruments slides 1-18; weather stations slides 19-23; slides 24-27 offer nice plenary activities to check knowledge and understandingwww.bbc.co.uk/education/guides/zyj9v4j/revisionhttp://weatherlabs.planet-science.com/weather-forecasts/where-do-weather-forecasts-come-from.aspxwww.metoffice.gov.uk/learning/monthly-satellite-imagewww.metoffice.gov.uk/media/pdf/j/n/metofficeeducation_artificial_satellites.pdfwww.metoffice.gov.uk/media/pdf/k/8/metofficeeducation_ks3_satellites_worksheet.pdfDVDBBC Wild Weather Disc 1 Weather Forecasting Time: 38.25-42.45mins refers to air masses, Michael Fish forecast and tornadoesPast PapersUnit 1 GCSE Higher Tier 2010 Q2(a)Unit 1 GCSE Higher Tier 2011 Q2(a)(i), (ii) & (b) Unit 1 GCSE Higher Tier 2012 Q2(b)(i), (ii) Unit 1 GCSE Higher Tier 2013 Q2(a)(i) & (b)

Unit 1 GCSE Foundation Tier 2011 Q2 (a)(i), (ii) & (b)(i), (ii)Unit 1 GCSE Foundation Tier 2012 Q2 (b)(i), (ii)Unit 1 GCSE Foundation Tier 2013 Q2 (a)(i)

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http://www.metoffice.gov.uk/media/pdf/k/8/metofficeeducation_ks3_satellites_worksheet.pdf

http://www.metoffice.gov.uk/media/pdf/j/n/metofficeeducation_artificial_satellites.pdf

http://www.metoffice.gov.uk/learning/monthly-satellite-image

http://weatherlabs.planet-science.com/weather-forecasts/where-do-weather-forecasts-come-from.aspx

http://www.bbc.co.uk/education/guides/zyj9v4j/revision


(i), (ii) Unit 1 GCSE Higher Tier 2014 Q2(a)(i), (ii), (iii) & (b)(i), (ii)Unit 1 GCSE Higher Tier 2015 Q2(a)(i), (ii), & (b)(i), (ii) Unit 1 GCSE Higher Tier 2016 Q2(a)(i)

Unit 1 GCSE Foundation Tier 2014 Q2 (a)(i), (ii), (iii) & (b)(i), (ii), (iii)Unit 1 GCSE Foundation Tier 2015 Q2 (a)(i), (ii), (iii); (b) & (c) Unit 1 GCSE Foundation Tier 2016 Q2(a)(i), (ii)

Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q3(a) & (c)(i), (ii)

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Factors affecting climate


demonstrate knowledge and understanding of the following factors that affect climate:– latitude; – prevailing winds;– distance from the

sea; and– altitude.

Could introduce this with a fun ‘climate rap’ which includes ocean currents but is quite good as an introduction – see YouTube reference belowList the four factors influencing climate and using diagrams, explain how each factor affects climate i.e. temperature and rainfall patterns – the Clarke textbook listed below addresses both rainfall and temperature and includes some very useful activities to aid understanding. New Wider World examines factors affecting temperature in Britain as well as at a Global Level and discusses both temperature and rainfallStudents could also apply their knowledge through the activities in the Waugh & Richardson textbooks listed below which focus on how the four factors affect temperature, so extra questions relating to rainfall/precipitation would be required hereBoardworks KS3 ‘Explaining variations in temperature and rainfall in the UK’ slides 3-12 are quite good hereOpportunities to work in pairs or groups here too with students researching the factors and presenting to the class, possibly using iPad Apps such as ‘Explain Everything’, Keynote, or PowerPoint

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Resources

Resources

Clarke, K., Francis, L., Henderson, P. and McKinney, C. (2004) Geography for CCEA GCSE, pages 17-20Waugh, D. and Bushell, T. (2015) New Key Geography for GCSE Second Edition, pages 74-75Waugh, D. (2003) The New Wider World Second Edition, page 201; 210-211Richardson, P. (2004) The New Wider World Second Edition Coursemate, page 10-11Chapman, S., Amor, P., Drew, C., Hector, R., Simonds, P. and Yeabsley, M. (2001) Complete Geography, pages 92-95King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog.GCSE, pages 108-111Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition) page 64www.youtube.com/watch?v=nxNtfNKvV0Ewww.bbc.co.uk/schools/gcsebitesize/geography/weather_climate/climate_rev3.shtmlwww.s-cool.co.uk/gcse/geography/weather-and-climate/revise-it/global-climateswww.metoffice.gov.uk/climate-guide/climate/localKS3 Geography Boardworks Interactive PowerPoint slides (2007) Weather & Climate in the UK slides 3-12Specimen Assessment Material Unit 1 Understanding Our Natural World (2018) Q 3 (d)

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http://www.metoffice.gov.uk/climate-guide/climate/local

http://www.s-cool.co.uk/gcse/geography/weather-and-climate/revise-it/global-climates

http://www.bbc.co.uk/schools/gcsebitesize/geography/weather_climate/climate_rev3.shtml

http://www.youtube.com/watch?v=nxNtfNKvV0E


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Weather systems affecting the British Isles


demonstrate knowledge and understanding of the temperature, moisture characteristics and seasonal variation of the following air masses affecting the British Isles:– tropical maritime;– tropical

continental;– polar maritime;

and– polar continental

Define the term Air Mass; distinguish between Polar, Tropical, Maritime & ContinentalUsing an outline map of the British Isles, students could label, name and identify the key characteristics of the four air masses. Appropriate colours could be used to differentiate between polar and tropical air masses. Emphasis should be placed on the source, temperature, moisture and seasonal variation of each air mass. This could be a pair or group activityStudents should complete past paper questions to check knowledge and understanding

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Weather systems affecting the British Isles


demonstrate knowledge and understanding of the following (with reference to places for illustration purposes only):– the weather

patterns and sequence of change associated with a frontal depression as it moves across the British Isles (weather at the warm front, in the warm sector and at the cold front); and

– the weather patterns associated with

Introduce this topic by explaining air pressure and the difference between high and low pressure perhaps using diagrams or interactive slides – see Boardworks reference belowFrontal DepressionsDefine depression; draw an annotated plan view and cross-section of a depression; note characteristics & sequence of weather associated with the warm front, cold front and warm sector of a depression and explain – see Boardworks reference below for useful animation on the passage of a depressionAnticyclonesDefine Anticyclone; draw an annotated plan view diagram; describe conditions associated with summer & winter anticyclonesPair/Group work opportunityStudents work together to label a plan view diagram of an anticyclone and a depression using labels which must be read and sorted either on paper or iPad/interactive white board. This would check knowledge of the characteristics and could be extended

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anticyclones in the British Isles during winter and summer;

to an explanation of the associated weather conditions and presented to their peersSee Boardworks reference below for nice plenary opportunity

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Weather systems affecting the British Isles (cont.)


interpret synoptic charts and satellite images and understand the following limitations of forecasting:– range; and– accuracy.

Define synoptic chart and satellite image and distinguish between the two terms; learn the symbols used on synoptic charts for individual weather stations as well as isobars; Students could draw isoline maps using surface air pressure data and match isobar patterns to their descriptions, to check knowledge and understanding. Students should also practice weather forecasting using the symbols on the synoptic chartsFocus on the characteristics of synoptic charts and satellite images for a frontal depression and complete past paper questions to reinforce knowledge and understanding. Emphasis should be placed on describing and explaining what the charts show in relation to the weather associated with a frontal depressionFocus on the characteristics of synoptic charts and satellite images for a summer and winter anticyclone and complete past paper questions to reinforce knowledge and understanding. Emphasis should be placed on describing and explaining what the charts show in relation to the weather associated with a

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summer and winter anticycloneDiscuss the limitations of weather forecasting according to range and accuracy, using the Michael Fish example prior to the 1987 ‘Great Storm’ which was inaccurately forecast for the British Isles and see also the textbooks referenced below

Resources Manson, T. (2013) Geography for CCEA GCSE Level Section 1B, pages 69-83Clarke, K. et al (2009) Geography for CCEA GCSE Theme B, pages 54-65Thom, M. and Armstrong, E. Geography for CCEA AS Level Section 3B, pages 108-116Waugh, D. (2003) The New Wider World Second Edition, page 200; 204-206Richardson, P. (2004) The New Wider World Second Edition Coursemate, page 3-8Chapman, S., Amor, P., Drew, C., Hector, R., Simonds, P. and Yeabsley, M. (2001) Complete Geography, pages 100-103King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog. GCSE, pages 113-117Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 65-73KS3 Geography Boardworks Interactive PowerPoint slides (2007) Weather & Climate in the UK slides 13-16 high and low pressure; slides 18-22 air masses and depressions – slide 20 is a very good animation for the passage of a depression; slides 23-26 offer a nice plenary opportunity to check understanding and knowledge of key wordsKS3 Geography Boardworks Interactive PowerPoint slides (2007) Weather Maps slides 7-18 Synoptic charts, weather symbols and satellite images; slides 19-22 offer a nice plenary with summary activities to check knowledge and understandingPast PapersUnit 1 GCSE Higher Tier 2010 Q2(b)(i), (ii) & (c)(i), (ii) – Anticyclones

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Unit 1 GCSE Higher Tier 2011 Q2(c)(i), (ii), (iii) – Depressions Unit 1 GCSE Foundation Tier 2011 Q2 (c)(i), (ii), (iii)Unit 1 GCSE Higher Tier 2012 Q2(a)(i), (ii) Unit 1 GCSE Foundation Tier 2012 Q2 (a)(i), (ii)Unit 1 GCSE Higher Tier 2013 Q2(a)(ii), (iii) Unit 1 GCSE Foundation Tier 2013 Q2 (a)(iii), (iv)Unit 1 GCSE Higher Tier 2014 Q2(c)(i), (ii) Unit 1 GCSE Foundation Tier 2014 Q2 (c)(i), (ii), (iii)Unit 1 GCSE Higher Tier 2015 Q2(c)(i), (ii), Unit 1 GCSE Foundation Tier 2015 Q2 (d)(i), (ii), (iii)Unit 1 GCSE Higher Tier 2016 Q2(a)(i) & (b) Unit 1 GCSE Foundation Tier 2016 Q2(b)(i), (ii), (iii)DVDBBC Wild Weather Disc 1 Weather Forecasting Time: 38.25-42.45mins refers to air masses, Michael Fish forecast and tornadoesBBC GCSE BITESIZE REVISION Geography 2: Physical Geography Weather & Climate: Air MassesSpecimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q3(b), (e)(i), (ii)

The impacts of extreme weather


describe the impacts of extreme weather on people and property using a

General impacts of extreme weather on people and property could be researched by students in pairs or groups and presented to their peersSee below for the Boardworks references for

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case study of extreme weather (tornado or drought or hurricane) outside the British Isles.

Hurricanes & TornadosPossible case studies include: Typhoon Haiyan/Yolanda (2013) – a Category 5

typhoon which struck the Philippines in November 2013

East Africa Drought (2011) – La Nina interrupted 2 consecutive wet seasons across the ‘Horn of Africa’ including Somalia, Uganda Kenya, Ethiopia

Oklahoma Tornado (2013) – the devastating EF-4 tornado struck Oklahoma on 20th May 2013

At the end of this theme, students should review and evaluate their progress and set personal learning goals or targets based upon the outcome of their review

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Resources Waugh, D. (2003) The New Wider World Second Edition, pages 216-217King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog. GCSE, pages 122-123Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 71 – 77Typhoon Haiyan (2013)Thom, M. and Armstrong, E. Geography for CCEA AS Level Section 3B, pages 108-116Curriculum Press Geo Factsheet Number 318 Super Typhoon HaiyanImpacts on people and property are found in the following websites:www.bbc.co.uk/news/world-asia-24901993www.geography.org.uk/resources/typhoonhaiyan/KS3 Geography Boardworks Interactive PowerPoint slides (2007) Weather Hazards – hurricane

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http://www.geography.org.uk/resources/typhoonhaiyan/

http://www.bbc.co.uk/news/world-asia-24901993


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formation slides 9 & 10 are very good; Impacts of Hurricane Katrina are presented on slides 11-15Boardworks Interactive PowerPoint Resources A Level Geography (2007) Extreme Weather slides 3-9; Hurricane Mitch & Hurricane Katrina slides 10-15DVDBBC Wild Weather Disc 1 Wet Time: 27-35mins refers to hurricane formation and impacts of Hurricane MitchEast Africa Drought (2011)Impacts on people and property are found in the following websites:http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=51411www.unicef.org/esaro/5440_Impact_of_drought.htmlhttps://newint.org/books/reference/world-development/case-studies/famine-horn-of-africa-somalia/Oklahoma Tornado (2013)Use the following www.youtube.com/watch?v=0L-XExpb3pY link as a starter to introduce this tornado and show the first 10 minutes of the tornadoImpacts on people and property are found in the following websites:www.theguardian.com/world/2013/may/20/oklahoma-tornadoes-moore-flattenedwww.bbc.co.uk/news/world-us-canada-22604251www.dailymail.co.uk/news/article-2328420/Oklahoma-tornado-2013-Shocking-photos-reveal-city-destroyed-twister.htmlKS3 Geography Boardworks Interactive PowerPoint slides (2007) Weather Hazards Tornado formation, classification and Tornado Alley slides 17-22DVDBBC Wild Weather Disc 1 Wind Time: 29.35-37.46mins refers to tornado formation and impacts in Oklahoma

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http://www.dailymail.co.uk/news/article-2328420/Oklahoma-tornado-2013-Shocking-photos-reveal-city-destroyed-twister.html

http://www.dailymail.co.uk/news/article-2328420/Oklahoma-tornado-2013-Shocking-photos-reveal-city-destroyed-twister.html

http://www.bbc.co.uk/news/world-us-canada-22604251

http://www.theguardian.com/world/2013/may/20/oklahoma-tornadoes-moore-flattened

http://www.youtube.com/watch?v=0L-XExpb3pY

https://newint.org/books/reference/world-development/case-studies/famine-horn-of-africa-somalia/

http://www.unicef.org/esaro/5440_Impact_of_drought.html

http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=51411


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Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q 3 (f)

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Theme D:The Restless Earth

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Theme D: The Restless Earth

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Plate tectonics theory


describe the structure of the Earth(inner and outer core, mantle and crust);

Introduce students to the layers of the Earth through the interactive slides of Boardworks or using one of the many ‘Structure of the Earth’ videos available on YouTube. Students could use the video/slides to label their own diagram of the Earth with the characteristics of each layer. See also the BBC DVD referenced below, which could also be used as an introduction to the theme or scenes from it could be used

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demonstrate knowledge that the Earth’s crust is made up of a number of plates;

Introduce the theory of Plate Tectonics by first discussing Continental Drift, Pangaea and Alfred Wegener, explaining how he believed there was once one supercontinent which eventually drifted apart to form our 7 continents. Discuss the evidence he used e.g. the continents fitting together like a jigsaw puzzle and how the theory evolved from the continents floating like icebergs to plates moving due to convection currents in the mantlewww.youtube.com/watch?v=rmaLFGEERAEis a very useful video which explores the Theory of Continental Drift in good detail; students could be

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http://www.youtube.com/watch?v=rmaLFGEERAE


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provided with a worksheet similar to the one referred to in the video

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Plate tectonics Theory (cont.)


demonstrate understanding of how convection currents cause plate movement;

Earth The Power of the Planet video shows an animation of convection currents www.youtube.com/watch?v=ryrXAGY1dmE as well as www.youtube.com/watch?v=HK1DvM26jzM which is very good and would be a nice starter to a lesson on convection currents.There are also a variety of convection current experiments on YouTube which could be re-enacted by the more adventurous teachers or perhaps in collaboration with the Science Department; alternatively, they could be used to simply explain how convection currents are generated to aid understanding of how they lead to plates moving. One such example is found on YouTube www.youtube.com/watch?v=jkKlGXG4lG8Students should label a world map showing the major plates and some of the minor ones and define PLATE, PLATE TECTONICS

demonstrate knowledge and understanding of the following processes

Focus on the Crust- Students should understand there are 2 types of crust – continental/Sial; oceanic/Sima and learn the differences between the 2 types to aid understanding of the features of the plate

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http://www.youtube.com/watch?v=jkKlGXG4lG8

http://www.youtube.com/watch?v=jkKlGXG4lG8

http://www.youtube.com/watch?v=HK1DvM26jzM

http://www.youtube.com/watch?v=ryrXAGY1dmE


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and landforms associated with plate margins:– constructive plate

margin (mid-ocean ridges);

– destructive plate margin (subduction zones and ocean trenches);

– collision zones (fold mountains); and

– conservative plate margins (fault lines);

boundariesGroup Work opportunityStudents explore the plate margins and present to the class the features associated with each one-direction of movement, processes, landforms and examples. Students should draw or label diagrams of the margins and could complete cloze exercises to describe and explain their main features; Boardworks has some very useful interactive slides here.

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Plate tectonics Theory (cont.)


iPads could also be used as part of the presentation using the ‘Explain Everything’ App and the Teacher could use the ‘Plickers’ App to assess understanding of the plate marginsCheck knowledge and understanding using the past paper questions and the specimen paper questions listed below

Resources Waugh, D. and Bushell, T. (2015) New Key Geography for GCSE Second Edition, pages 60-63Manson, T. (2013) Geography for CCEA GCSE LEVEL, pages 108-114Waugh, D. (2003) The New Wider World Second Edition, pages 262-265King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog. GCSE, pages 8-13Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 81 – 88www.bbc.co.uk/bitesize/ks3/geography/physical_processes/plate_tectonics/revision/3/Boardworks KS3 Geography (2007) Plate Tectonics slides 1-31 DVDEarth: the power of the planet BBC (2008) Disc 1 Volcano Past PapersUnit 1 GCSE Higher Tier 2010 Q3(a)(i), (ii)Unit 1 GCSE Higher Tier 2011 Q3(c)(iii), (iv) Unit 1 GCSE Foundation Tier 2011 Q3(c)

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http://www.bbc.co.uk/bitesize/ks3/geography/physical_processes/plate_tectonics/revision/3/


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(v)Unit 1 GCSE Higher Tier 2012 Q3(d)(i), (ii) Unit 1 GCSE Foundation Tier 2012 Q3(d)Unit 1 GCSE Higher Tier 2013 Q3(b)(i), (ii), (iii) Unit 1 GCSE Foundation Tier 2013 Q3(b)(i), (ii) & (c)Unit 1 GCSE Higher Tier 2014 Q3(a)(i), (ii) & (b)(i), (ii) Unit 1 GCSE Foundation Tier 2014 Q3(a)(i), (ii) & (b)(i), (ii)Unit 1 GCSE Higher Tier 2015 Q3(a)(i), (ii) Unit 1 GCSE Foundation Tier 2015 Q3(a)(i), (ii) & (b)(i), (ii)Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q4(a) & (b)

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Basic rock types


demonstrate understanding of the formation of the following basic rock types and recognise their characteristics:– igneous (basalt

and granite); – sedimentary

(limestone and sandstone); and

– metamorphic (slate and marble).

Students could research the three types of rocks and explain how they form, list examples and describe their characteristics. This could be followed in class with a ‘Rock Detectives’ decision-making activity where the Students are asked to identify the six rocks using keys and tests for example on porosity and hardnessThere are also videos on YouTube explaining the formation of all three types of rock e.g. www.youtube.com/watch?v=EGK1KkLjdQY‘three Types of Rocks and the Rock Cycle: Igneous, Sedimentary, Metamorphic – FreeSchool’ which is good for formation but the examples need to be changed to match those listed in the specification; also explains the Rock CycleCloze exercises are a useful way to check understanding as well as quizzes using the Plickers App for the iPadCheck knowledge and understanding using the past paper questions and the specimen paper questions listed below

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http://www.youtube.com/watch?v=EGK1KkLjdQY


Resources Waugh, D. and Bushell, T. (2015) New Key Geography for GCSE Second Edition, page 48Manson, T. (2013) Geography for CCEA GCSE Level, pages 106-107Waugh, D. (2003) The New Wider World Second Edition, pages 244-245King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog. GCSE, pages 30-32Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 89 – 90www.bbc.co.uk/schools/gcsebitesize/geography/rock_landscapes/classification_rocks_rev1.shtmlRock samples: basalt, granite, limestone, sandstone, slate and marblePast PapersUnit 1 GCSE Higher Tier 2010 Q3(b)(i)Unit 1 GCSE Higher Tier 2011 Q3(a)(i), (ii) Unit 1 GCSE Foundation Tier 2011 Q3(a)(i), (ii)Unit 1 GCSE Higher Tier 2012 Q3(c)(i), (ii) Unit 1 GCSE Foundation Tier 2012 Q3(c)(i), (ii)Unit 1 GCSE Higher Tier 2013 Q3(a)(i), (ii) Unit 1 GCSE Foundation Tier 2013 Q3(a)(i), (ii)Unit 1 GCSE Higher Tier 2015 Q3(c)(i) Unit 1 GCSE Foundation Tier 2015 Q3(c)(i)Unit 1 GCSE Higher Tier 2016 Q3(a)(i), (ii) Unit 1 GCSE Foundation Tier 2016 Q3(a) & (b)Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q4(c)(i), (ii)

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http://www.bbc.co.uk/schools/gcsebitesize/geography/rock_landscapes/classification_rocks_rev1.shtml


Unit/Option content


Content


Managing earthquakes

Students should be able to: understand the

causes and global distribution of earthquakes in relation to plate boundaries;

Students should define EARTHQUAKEStudents could compare a world map of the main plates with a world map showing earthquake activity and plate margins; use the maps to describe the distribution of earthquakes in relation to plate boundaries and to make the connections between the two maps. See also the USGS website for the most recent earthquakes detected across the globe: https://earthquake.usgs.gov/earthquakes/map/

SM

PS

distinguish between the focus and epicentre of an earthquake;

Students should define FOCUS and EPICENTRE and know the difference between the two key words; label a diagram showing the features of an earthquake

SM

demonstrate knowledge that earthquake magnitude is measured on a seismograph using the Richter scale;

How are earthquakes measured? Students define SEISMOGRAPH, examine images of a seismograph, and understand how it records ground motionStudents should know the role of the Richter scale in measuring the magnitude of an earthquake; understand it is a logarithmic scale and what that means in terms of the different magnitudes and the damage associated with them. There is a very useful activity in the Manson GCSE textbook involving plotting of

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https://earthquake.usgs.gov/earthquakes/map/


Unit/Option content


Content


earthquake events on a world map and comparing the pattern on the map with the global distribution of earthquakes and volcanoes. This activity could be extended to include the major plates map and reinforce understanding of earthquake distribution

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Unit/Option content


Content


Managing earthquakes (cont.)


demonstrate knowledge and understanding of the following physical consequences of earthquakes:– liquefaction; and– tsunamis;

Students should define LIQUEFACTION and TSUNAMI and learn their causes and consequences. www.youtube.com/watch?v=tW1iUAAMZZUThere are lots of videos like this one on YouTube recreating liquefaction in a laboratory. This could be recreated in the classroom by the more adventurous teachersActual footage of liquefaction is shown in the link below for the Tohoku 2011 earthquakewww.youtube.com/watch?v=RJCidfj-x9MTsunami formation is also explained in this video, with reference made to the 2004 Indian Ocean tsunami: www.youtube.com/watch?v=chbbiSCczB8There are lots of other similar videos available on YouTube, explaining tsunami formation.

SM

demonstrate knowledge and understanding of the causes and impacts of an earthquake by doing the following, using one case study

Suggested Case Studies:MEDC – Tohoku, Japan (2011); Kobe, Japan (1995)LEDC – Haiti (2010); Indian Ocean Earthquake (2004)The resources listed below are very useful to build up the required detail for each of these suggested case studies. Kobe and Indian Ocean tie in nicely with the

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http://www.youtube.com/watch?v=chbbiSCczB8

http://www.youtube.com/watch?v=RJCidfj-x9M

http://www.youtube.com/watch?v=tW1iUAAMZZU


Unit/Option content


Content


from an MEDC or LEDC:– identify the plates

involved;– describe the short

and long-term impacts on people and the environment; and

physical consequences of earthquakes, namely tsunami and liquefaction. The following link to a ‘Seconds from Disaster’ video would be useful for the impacts of the Kobe Earthquake: www.youtube.com/watch?v=bbmDYq1DgyQ

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http://www.youtube.com/watch?v=bbmDYq1DgyQ

http://www.youtube.com/watch?v=bbmDYq1DgyQ


Unit/Option content


Content


Managing earthquakes (cont.)


– evaluate how the country prepared for and responded to the earthquake (describing both immediate and long-term strategies implemented after the event);

This is one link of many: www.youtube.com/watch?v=qhjhTOkWeX0, showing footage from the 2004 Indian Ocean Tsunami and includes eyewitness accounts (note: lasts over 1 hour). There are lots of Tsunami videos all of which come with a warning that due to the graphic nature of the footage, they must be watched before showing them to studentsCommunication TaskThe headings listed in the learning outcomes could be given to students who use the textbooks and internet websites to build up the case study and present to their peersCheck knowledge and understanding using the past paper questions and the specimen paper questions listed below

Comm – W&RComm – T&LWOUICT

Resources Waugh, D. and Bushell, T. (2015) New Key Geography for GCSE Second Edition, pages 58, 60, 64-67Chapman, S. (2001) Complete Geography, pages 10-11King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog. GCSE, pages 14-15Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 91 – 99Boardworks Interactive PowerPoint Resources KS3 Geography (2007) Earthquakes slides 1-10Boardworks Interactive PowerPoint Resources A Level Geography (2007) Earthquake Hazards slides

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http://www.youtube.com/watch?v=qhjhTOkWeX0

http://www.youtube.com/watch?v=qhjhTOkWeX0


Resources

1-17; 28-32Japan (2011) Case Study:Manson, T. (2013) Geography for CCEA GCSE Level, pages 123-128Haiti (2010) Case Study:Manson, T. (2013) Geography for CCEA GCSE Level, pages 128-132Kobe (1995) Case Study:Henderson, P., Roulston, S. & Corr, P. (2009) Geography for CCEA GCSE, pages 96-99Chapman, S. (2001) Complete Geography, pages 12-13Pallister, P., Bowen, A., Clay, R., Di Landro, C. and Phillipson, O. (2001) Longman Geography for GCSE, pages12-13Waugh, D. (2003) The New Wider World, pages 270-271Boardworks Interactive PowerPoint Resources A Level Geography 2007 Earthquake Hazards slides 21-22DVDBBC GCSE BITESIZE REVISION Geography 2: Physical Geography Earthquakes (Kobe Case study video)Indian Ocean (2004) Case Study:Henderson, P., Roulston, S. & Corr, P. (2009) Geography for CCEA GCSE pages 100-105www.youtube.com/watch?v=kZimU6E78OUBoardworks Interactive PowerPoint Resources (2007) KS3 Geography Earthquakes slides 27-31Boardworks Interactive PowerPoint Resources (2007) A Level Geography Earthquake Hazards slides24-27WideWorld Magazine (April 2005) The Asian TsunamiDVDBBC Documentary (2005) Tsunami The Killer Wave (warning: eye witness accounts of the 2004 tsunami, with some distressing scenes)Past Papers

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http://www.youtube.com/watch?v=kZimU6E78OU


Unit 1 GCSE Higher Tier 2010 Q3(c)(i), (ii); case study question Q3(d)(i), (ii)Unit 1 GCSE Higher Tier 2011 Q3(c)(i), (ii); case study question Q3(d) Unit 1 GCSE Foundation Tier 2011 Q3(c)(i), (ii), (iii), (iv)Unit 1 GCSE Higher Tier 2012 Q3(f)Unit 1 GCSE Higher Tier 2013 Q3(c)(i), case study question Q3(c)(ii) & (d) Unit 1 GCSE Foundation Tier 2013 Q3(d)(i), (ii) & (e)Unit 1 GCSE Higher Tier 2014 Q3(b)(iii), case study question (c) Unit 1 GCSE Foundation Tier 2014 Q3(c)Unit 1 GCSE Higher Tier 2015 Q3(b)(i), (ii), case study question (d) Unit 1 GCSE Foundation Tier 2015 Q3(b)(iii) & (d)Unit 1 GCSE Higher Tier 2016 Q3(c)(i), (ii), (iii) & (e)(i), (ii), case study (iii) Unit 1 GCSE Foundation Tier 2016 Q3(d), (f), (g)Specimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q4(d)(i), (ii)

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Unit/Option content


Content


Volcanoes: characteristics and consequences (cont.)


describe the characteristics of the following:– shield volcanoes;– composite

volcanoes; and– supervolcanoes;

Students should define VOLCANO, SHIELD VOLCANO, COMPOSITE VOLCANO & SUPERVOLCANO; understand how they form; draw labelled diagrams of their features/characteristics and be able to distinguish between them.The stages in the formation of a supervolcano are well presented on the website listed below and it also discusses some of the possible impacts of a supervolcano eruption.

SM

discuss the potential global impacts, on people and the environment, of a supervolcano eruption (for example Yellowstone).

Case Study: Yellowstone Supervolcanowww.bbc.co.uk/science/earth/natural_disasters/supervolcanoThis link is a great introduction to supervolcanoes and to Yellowstone. It is comprised of three videos and some background informationThis case study could be given as a research activity in pairs or groups to investigate Yellowstone and the potential impacts of an eruption. This could be presented in a variety of ways to the class including using the iPad apps like ‘Explain Everything’ and would help develop a

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http://www.bbc.co.uk/science/earth/natural_disasters/supervolcano

http://www.bbc.co.uk/science/earth/natural_disasters/supervolcano


Unit/Option content


Content


variety of skillsStudents could watch the video in the following link as an introduction to this super volcano; an accompanying question worksheet could be provided or students could simply list the impacts discussed in the videowww.youtube.com/watch?v=lwtX9ffJaco

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http://www.youtube.com/watch?v=lwtX9ffJaco


Unit/Option content


Content


Volcanoes: characteristics and consequences (cont.)

The case study material in the following link would also be useful to help build up the global impacts:https://handygeography.wordpress.com/gcse/the-restless-earth-revision-materials/supervolcanoes-case-study-yellowstone/Students should classify the global impacts according to people and environment – again this could be completed in pairs and allow skills developmentCheck knowledge and understanding using the specimen paper question listed belowAt the end of this theme, Students should review and evaluate their progress and set personal learning goals or targets based upon the outcome of their review

WO, PS, Comm – T&L, R&W

Resources Waugh, D. and Bushell, T. (2015) New Key Geography for GCSE Second Edition, page 59King, A., Hurst, C., Edwards, J., Stevens, C. and Mayhew, J. (2006) geog.GCSE, pages 20-21Henderson, P. and Roulston, S (2017) CCEA GCSE Geography (3rd edition), pages 100 - 103DVDBBC Documentary (2005) Supervolcano, ‘Docudrama’ featuring the ‘Truth about Yellowstone’

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https://handygeography.wordpress.com/gcse/the-restless-earth-revision-materials/supervolcanoes-case-study-yellowstone/




www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/volcanoes_rev3.shtmlwww.bbc.co.uk/science/earth/surface_and_interior/shield_volcano#defaultwww.geography.learnontheinternet.co.uk/topics/whatisasupervolcano.htmlhttp://earthsky.org/earth/what-do-you-know-about-the-yellowstone-supervolcanoSpecimen Assessment Materials Unit 1 Understanding Our Natural World (2018) Q4(e)(i), (ii)

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http://earthsky.org/earth/what-do-you-know-about-the-yellowstone-supervolcano

http://www.geography.learnontheinternet.co.uk/topics/whatisasupervolcano.html

http://www.bbc.co.uk/science/earth/surface_and_interior/shield_volcano#default

http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/volcanoes_rev3.shtml


Unit 2Living in Our World

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Theme A:Population and Migration

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Planning Framework for GCSE Geography Unit 2: Living in Our World Theme A: Population and Migration

Unit/Option content


Content


Population growth, change and structure


define the following terms:– crude birth rate;– crude death rate;

and– natural change

(natural increase and natural decrease);

Students could complete a card sort activity defining the key termsExtension activity:Students could be asked to think about the factors that would change crude birth rate, crude death rate and therefore lead to natural population increase or natural population decreaseThis activity could be differentiated by task. More able students could be left to decide and think about the factors which would influence population, whilst, weaker students could be given a number of factors (education, healthcare, status of women etc.) to get them thinking. Students could be arranged in groups of similar ability. This would lead into the DTM topic as they will understand the changes in CBR and CDR.

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PS, Comm – T&L

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Resources Past PaperUnit 2 GCSE Higher Tier 2015 Q.1(b)(i) Unit 2 GCSE Foundation Tier 2015 Q.1(b)(i)

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Unit/Option content


Content


Population growth, change and structure (cont.)


demonstrate detailed knowledge and understanding of the five stages of the demographic transition model as it relates to the following:– changing birth

rates;– changing death

rates; and– population

change; and

A copy of the DTM should be printed onto A3 paper. One copy should be placed at the front of the classroom. Students (working in groups) send one person up to the front at a time, they look at the image for 30 seconds then return to their group and draw what they see.Each group member has a chance to go up to the image and then add on what they remember (taking note what has already been added to their group’s diagram). Labels and annotations should also be added. This will help students remember what the DTM looks like and also some of the labels that they annotated their copy with.It will be useful for students to remember how to draw the Demographic Transition Model in order to answer exam questions.Students could be given (or draw) an annotated DTM. It is important that students note the birth and death rate lines in particular.Class discussion on the balance between births and deaths (reminding students of natural population

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change). This model can then be used for a living graph activity.Students should be given a range of scenarios (e.g. the birth rate is very high as children are needed to work on the farm, but many do not reach the age of 5) and they must decide which stage of the model this belongs to and justify their choice. This will help students understand the model and be aware of examples at each stage.

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Unit/Option content


Content




compare and contrast the population structure of an MEDC with an LEDC, using the following:– a population

pyramid for an MEDC showing an aged dependent population; and

– a population pyramid for an LEDC showing a youth dependent population.

In small groups students could be given a typical LEDC population pyramid and a typical MEDC population pyramid (A3 size). Using post-it notes they should annotate the features of the pyramids. Remind students of birth rate, death rate and the key features of dependency (youth and aged- ideally this should be completed after they have the general theory or notes on population pyramids)They can then use these post-it notes to create contrasting statements in their notes so they can easily compare an aged dependency population pyramid and a youth dependent population pyramid.An extension or homework activity:Students explain why each of the contrasting statements exist and what the implications of this would be

WO, Comm – T&L

assess the social and economic implications of aged and youth dependency.

Students could be shown a population pyramid (can be done with both a LEDC and a MEDC country – aged or youth) on the whiteboard, different groups should be given different command words (describe, explain, discuss, evaluate etc.).

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Using a mini-whiteboard they should create a question using their command word and then answer it using the population pyramid displayed on the board.

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Unit/Option content


Content



Groups should then feed back to the whole class; this will emphasise the importance of reading and understanding command words. Students should also note the importance of quoting from the resources to ensure maximum Level 3 marks

Resources Past PapersUnit 2 Higher Tier 2010 Q.1(c) (i) & (ii) Unit 2 Foundation Tier 2010 Q.1(b)Unit 2 Higher Tier 2012 Q.1(a) (i) & (ii); (b) Unit 2 Foundation Tier 2012 Q.1(a)(i) & (ii); (b)Unit 2 Higher Tier 2013 Q.1(e) Unit 2 Foundation Tier 2013 Q.1(e)(i)–(v)Unit 2 Higher Tier 2014 Q.1(c) (i) & (ii) Unit 2 Foundation Tier 2014 Q.1(c)(i), (ii) & (iii)Unit 2 Higher Tier 2015 Q.1(a) (i) & (ii) Unit 2 Foundation Tier 2015 Q.1(a)(i), (ii) & (iii)Unit 2 Higher Tier 2016 Q.1(b) (i), (ii) & (iii) Unit 2 Foundation Tier 2016 Q.1(b) (i), (ii), (iii) & (iv)Specimen Assessment Materials Unit 2 Living in Our World (2018) Q1 (b) (i) and (ii)

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Unit/Option content


Content


Causes and impacts of migration


demonstrate knowledge and understanding of the push and pull factors leading to migration;

Students could be given a list of scenarios in relation to a migrant’s story. They should then decide if this would encourage someone to move into the area or encourage someone to leave. For example, ‘He couldn’t find a job in his local town so he had no choice but to leave’.Students can then be given the opportunity to discuss other situations or other scenarios that perhaps they have heard of on the newsAfter students have completed this activity they should write their own definition of a push and a pull factor based on the task. They should also take note of some of the examples

PS, SM

Comm – T&L

SM

Resources Past Papers Unit 2 Foundation Tier 2010 Q.1(a)(ii)Unit 2 Higher Tier 2011 Q.1(c)(i) Unit 1 Foundation Tier 2011 Q.1(c)(i)Unit 1 Higher Tier 2012 Q.1 (c)(i) Unit 1 Foundation Tier 2012 Q.1 (c)(i)Unit 1 Higher Tier 2014 Q.1 (a)(ii) Unit 1 Foundation Tier 2014 Q.1 (a)(iv)Unit 1 Higher Tier 2016 Q.1 (c)(ii) Unit 1 Foundation Tier 2016 Q.1 (c)(ii)

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Unit/Option content


Content


Causes and impacts of migration (cont.)


demonstrate knowledge and understanding of the following barriers to migration:– human barriers,

for example visas; and

– physical barriers, for example topography;

Following on from the push and pull factors, an extension activity could ask students to note the key difficulties migrants may face along the way to their new destination. This could be set as a homework activity so that students can independently think about a migrant’s scenario. They could be encouraged to look at recent news articles for clues (online). In the next class, a whole class discussion could be used to discuss barriers to migration.

Comm – T&L, PS, WO

Students could be given a list of different barriers such as government policies, visas, long journey, leaving friends and family, topography etc. (cut and stick), in small groups ask students if they can be sorted into different types of barriers. Students may not automatically notice the human and physical differences (discuss before sticking).As an extension or homework activity, students should select two physical barriers and two human barriers. Using the exam technique ‘S-C-E’ (statement, consequence and elaboration) they should write [3]

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mark answers to explain how this is a barrier to migration. It may be useful to do an example in class to ensure enough detail is included.

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Unit/Option content


Content



Students should be given a definition of an economic migrant and a refugee. They should apply the 5Ws to gain an insight into the differences: What: this is the definition of the migrant types, Who: who is most likely to be this type of migrant?

(gender, age or other characteristics etc.); Where: where might they have come from?; Why: the reasons they have decided to leave or did

they even have a choice? (link to push and pull factors); and

When: for example at what time of the year did they decide to leave?

This activity will enable students to see the contrasting differences between economic migrants and refugees. They can then complete the following question: Distinguish between an economic migrant and a refugee (6 marks)

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Unit/Option content


Content




distinguish between an economic migrant and a refugee; and

Students could be given independent research time to look at online resources (for example news websites) to gain an understanding and appreciation of the recent Syrian refugee crisis in Greece. Students should watch some of the videos on these websites to get an appreciation of the push factors affecting the refugees. Students should also research the impacts that this refugee movement is having on Greece

UICT

discuss the challenges faced by both refugees and the destination country, using one case study (for example Syrian refugees arriving in Greece).

Using this background information and further independent research students should evaluate the effects of refugee movements in Greece: they should analyse and evaluate their research

information; make judgements about the different difficulties of

refugees and their impact on the country of destination;

Students could identify different opinions and people’s views on refugee movements

Check knowledge and understanding using the past paper questions and the specimen paper questionsAt the end of this theme, students should review

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and evaluate their progress and set personal learning goals or targets based upon the outcome of their review

Resources

Resources

Online sources such as BBC News and The GuardianHenderson et al (2009) Geography for CCEA GCSE (2nd Edition) Hodder EducationManson, T. (2013) Geography for CCEA GCSE Level, ColourpointWaugh, D. and Bushell, T. (2015) New Key Geography for GCSE, OxfordLeat, D. More Thinking Through Geography, Chris Kington Publishing.Raw, M. Geography in Place 1 (second edition) Collins EducationalHenderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), pages 108 – 125Manson, T. (2015) Geography Revision Guide for CCEA GCSE, ColourpointSpecimen Assessment Materials Unit 2 Living in Our World (2018) Q1 (e)

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Theme B:Changing Urban Areas

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Planning Framework for GCSE Geography Unit 2: Living in Our World Theme B Changing Urban Areas

Unit/Option content


Content


Urban Land Use

Students should be able to: identify the

characteristics and location of the following– CBD;– Inner city;– suburbs; and– rural–urban

fringe

interpret aerial photographs and maps, including OS maps, to identify the general functions of and land use zones for a range of settlements.

Students use Internet to research images of each urban zone and then describe their characteristicsUsing Google maps (or similar) students choose an extract from a chosen city, a Back-to-Back strategy could be used to identify the characteristics and location of a chosen land use zone. The student facing the front describes the characteristics and location of the land use zone; the other student identifies the zone. These can then be collated and copied for whole class practiceGoogle cardboard activity to identify characteristics of land use zonesUse large scale ACE* maps to identify functions of zonesStudents take a photograph of their own area and create a class land zone mapStudents complete Case Study 25 from Essential Mapwork skills to develop map reading and interpretation skills* Note: ACE maps are Address Centred Extracts available from OSNI for Northern Ireland at scales of 1: 500; 1: 1250; 1: 2500 and 1: 5000. They are used for

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Unit/Option content


Content


things like planning and property conveyancing.Resources www.mapshop.ni.gov.uk

www.googlemaps.comwww.bbc.co.uk/schools/gcsebitesize/urban-environmentswww.googleimages.comHenderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition) Hodder Education, pg. 131-135Manson, T. (2013) Geography for CCEA GCSE Level Colourpoint Education, pg. 174-179Ross, S. (2002) Essential Mapwork Skills, Nelson ThornesWaugh, D. & Bushell, T. 2015 New Key Geography for GCSE, OxfordRaw, M. Geography in Place 1, (2nd Edition), Collins EducationalLeat, D. More Thinking Through Geography, Chris Kington PublishingHenderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition) Hodder Education, pages 130-136Past PapersUnit 2 GCSE Higher Tier 2016 Q.1 (a)(vi)(g) Unit 2 GCSE Foundation Tier 2016 Q.1 (a)(v)(e)Unit 2 GCSE Higher Tier 2015 Q.1 (d) Unit 2 GCSE Foundation Tier 2015 Q.1 (d)Unit 2 GCSE Higher Tier 2013 Q.1 (a)(ii)(iii)(b)(c)(i) Unit 2 GCSE Foundation Tier 2013 Q.1 (a)(ii)(iii)(b)(i)(ii)(c)(i)Specimen Assessment Materials Unit 2 Living in Our World (2018) Q.2 (a) (b) (i)

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http://www.googleimages.com/

http://www.bbc.co.uk/schools/gcsebitesize/urban-environments

http://www.googlemaps.com/

http://www.mapshop.ni.gov.uk/


Planning Framework for GCSE Geography Unit 2: Living in Our World Theme B Changing Urban Areas

Unit/Option content


Content


Issues facing inner city areas in MEDCs


demonstrate knowledge and understanding of the following issues facing many MEDC inner city areas (with general reference to place or places for illustration purposes only):– housing:

poor quality housing; andgentrification;

– traffic:congestion (air quality and journey time);public transport

Students create a table of inner-city problems (Issue – impact on people – example)Active learning strategy – Think, Pair, Share – issues in the inner cityStudents write a ‘point of view’ account of inner city issues, using the statement – elaboration – consequences model, e.g.:

An older person living in a run-down area A young family looking for a first home An office worker who has to cross the city each

morning to get to their job A student reliant on public transport A family on a shopping trip to the city centre A recent migrant into a city from another country A migrant child starting a new school

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(cost and efficiency); andparking (cost and availability); and

– cultural mixethnic tensions, religious tensions and language barriers

Resources (cont.)

www.icegeogrpahy.preswex.iewww.coolgeography.co.uk_Issues_in_the_Inner_CityHenderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pg. 136-144Manson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 183 – 191Leat, D. Thinking Through Geography, Chris Kington Publishing,Waugh, D. & Bushell, T. New Key Geography for GCSE, OxfordRaw, M. Geography in Place 1 (2nd Edition), Collins Educational,Leat, D. More Thinking Through Geography, Chris Kington Publishing,Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition) Hodder Education, pages 137-143Past PapersUnit 2 GCSE Higher Tier 2012 Q.1(g)(i)(ii) Unit 2 GCSE Foundation Tier 2012 Q.1(g)(i)(ii)(iii)(iv)Unit 2 GCSE Higher Tier 2011 Q.1(f) Unit 2 GCSE Foundation Tier 2011 Q.1(f)(i)(ii)

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http://www.coolgeography.co.uk_Issues_in_the_Inner_City/

http://www.icegeogrpahy.preswex.ie/


Unit/Option content


Content


Urbanisation in MEDCs and LEDCs


evaluate one MEDC urban planning scheme (for example Titanic Quarter, Belfast) that aims to regenerate and improve the following in the inner city zone:– housing;– employment– transport; and– environment;

describe and explain the location, rapid growth and characteristics of shanty town areas, using one case study of an LEDC city (for example Kolkata, India)

Students use a case study statement list to create notes on each of the sections and then model answers (Appendix 1 case study list included)In small groups students create a promotional presentation about their case study using a movie making programHot seat the role of the chief executive of scheme chosenGoogle cardboard activity to describe characteristics of regeneration project

Students watch an extract from ‘Slumdog Millionaire’ and describe the characteristics of the shanty townsStudents use google images to identify the characteristics of shanty town areasStudents use maps of the chosen city to describe and explain the location of the shanty townStudents write a ‘day in the life’ account of a young person living in a shanty townGoogle cardboard activity focusing on the characteristics of shanty towns

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Unit/Option content


Content


At the end of this theme, students should review and evaluate their progress and set personal learning goals or targets based upon the outcome of their review

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Resources DVD: Slumdog Millionaire VideoKevin McCloud – Slumming it (YouTube)www.titanic-quarter.comSample case study list – Titanic Quarter (See Appendix 1)Henderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pg. 138-141Manson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 184-187Waugh, D. & Bushell, T. New Key Geography for GCSE, Oxford,Raw, M. Geography in Place 1 (2nd Edition), Collins Educational,Leat, D. More Thinking Through Geography, Chris Kington Publishing,Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), Hodder Education, pages 144 – 150Past Papers: MEDC Urban Planning SchemeUnit 2 GCSE Higher Tier 2016 Q.1 (g)(iii) Unit 2 GCSE Higher Tier 2015 Q.1 (f) Unit 2 GCSE Higher Tier 2014 Q.1 (g) Unit 2 GCSE Higher Tier 2012 Q.1 (h)(ii)

Unit 2 GCSE Foundation Tier 2016 Q.1(e)(iii)Unit 2 GCSE Foundation Tier 2015 Q.1(f)Unit 2 GCSE Foundation Tier 2014 Q.1(g)(i)(ii)Unit 2 GCSE Foundation Tier 2012 Q.1(h)(ii)

Past Papers: Location, growth and characteristics of shanty townsUnit 2 GCSE Higher Tier 2016 Q.1 (e)(i) Unit 2 GCSE Foundation Tier 2016 Q.1(d)(i)Unit 2 GCSE Higher Tier 2015 Q.1 (e)(i)(ii)(iii) Unit 2 GCSE Foundation Tier 2015 Q.1(e)(i)(iii)Unit 2 GCSE Higher Tier 2014 Q.1 (d)(ii)(e) Unit 2 GCSE Foundation Tier 2014 Q.1(d)(i)–(iv)Unit 2 GCSE Higher Tier 2013 Q.1 (d)(iv) Unit 2 GCSE Foundation Tier 2013 Q.1(d)(v)Unit 2 GCSE Higher Tier 2011 Q.1 (h)(i) (ii) Unit 2 GCSE Foundation Tier 2011 Q.1(h)(i)(ii)

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http://www.titanic-quarter.com/


Specimen Assessment Materials Unit 2 Living in Our World (2018) Q2 (c) (ii) (e)

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Theme C:Contrasts in World Development

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Planning Framework for GCSE Subject Geography

Unit 2 Living in Our World Theme C Contrast in World Development

Unit/Option content


Content


The development gap


Identify and describe differences in development between MEDCs and LEDCs using social and economic indicators (with reference to places for illustration purposes only);

Evaluate the use of social and economic indicators of development and assess the advantages of using the Human Development Index (HDI);

Students use a database to extract information on social and economic indicators, these can be used to identify contrasts between MEDCs and LEDCsStudents use the data to create graphs of a variety of indicatorsStudents use the data to create choropleth maps of social & economic indicatorsStudents discuss the limitations of using only social or economic indicators to describe differences in development (thought shower)Students create a Mindmap of the advantages and disadvantages of using social and/or economic indicators to describe differences in developmentStudents define HDI and explain why this is a more effective measure of differences in developmentJeopardy: students are given the answer to a question and must think of the question that matches each answer.

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Unit/Option content


Content


The development gap (cont.)

demonstrate knowledge and understanding of the following factors that hinder development in LEDCs (with references to places for illustration purposes only):– historical factors;– environmental

factors;– dependence on

primary activities; and

– debt.

In small groups students create a fact file on one of the specification factors, to share with the rest of the classStudents write a page for an NGO website outlining the factors which hinder development for an individual country or region of the developing world

Resources www.cia.govwww.worldmapper.orgHenderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pages 147-162Manson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 195-207Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), Hodder Education, pages 154 – 163Ross, S. (2002) Essential Mapwork Skills, Nelson Thornes,

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http://www.worldmapper.org/

http://www.cia.gov/


Unit/Option content


Content


Past PapersUnit 2 GCSE Higher Tier 2016 Q.2(a)(b)(c) Unit 2 GCSE Higher Tier 2015 Q.2(a) Unit 2 GCSE Higher Tier 2014 Q.2(a)(i) Unit 2 GCSE Higher Tier 2013 Q.2(a) Unit 2 GCSE Higher Tier 2012 Q.2(a)(b) Unit 2 GCSE Higher Tier 2011Q.2(a)(b) Specimen Assessment Materials Unit 2 Living in Our World (2018)

Unit 2 GCSE Foundation Tier 2016 Q.2 (a)(b)(c)Unit 2 GCSE Foundation Tier 2015 Q.2 (a)Unit 2 GCSE Foundation Tier 2014 Q.2 (a)Unit 2 GCSE Foundation Tier 2013 Q.2 (a)Unit 2 GCSE Foundation Tier 2012 Q.2 (a)(b)Unit 2 GCSE Foundation Tier 2011 Q.2 (a)(b)Q3 (a) (i) (ii) (iii)

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Unit/Option content


Content


Sustainable solutions to the problem of unequal development


describe how any three of the Sustainable Development Goals attempt to reduce the development gap;

define appropriate technology;

describe and

Students research the Sustainable Development GoalsEach student is allocated one of the goals and create a summary to explain how it can reduce the development gap. Students then share their information in groups of threeIn small groups the students create a presentation for the class/school website/assembly:

Name of the goal; Actions being taken to bring it about; Examples of where it is being implemented; How it will reduce inequality; and Images.

Students discuss how and why technology could be appropriate.

Students create a poster/write a radio broadcast explaining the advantages and limitations of one appropriate technology productStudents produce an evaluation of their chosen product

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Unit/Option content


Content


Sustainable solutions to the problem of unequal development (cont.)

evaluate the success of one appropriate technology product, for example the solar cooker or the Hippo Water Roller; and

demonstrate understanding of fair trade and the advantages it brings to LEDCs (with reference to places for illustration purposes only);

using the statement, elaboration, consequence model

‘Build a wall’ – on the advantages of Fair TradeStudents use Aid Agency sites to research examples of where Fair Trade is being used and identify the advantages to local communitiesStudents watch short films about the impact of Fair TradeStudents collect data from classmates on which Fair Trade products are available to them/used in their homesStudents write a letter to their Principal explaining how Fair Trade can be introduced/expanded in their school – highlighting the advantages it brings to poor countries

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Resources www.un.org/sustainabledevelopment/www.hipporoller.orgwww.traidcraft.co.ukwww.fairtrade.org.ukHenderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pg. 174-190

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http://www.fairtrade.org.uk/

http://www.traidcraft.co.uk/

http://www.hipporoller.org/

http://www.un.org/sustainabledevelopment/


Unit/Option content


Content


Manson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 215-226Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), Hodder Education, pages 164 – 171Ross, S. (2002) Essential Mapwork Skills, Nelson ThornesWaugh, D. & Bushell, T. (2015) New Key Geography for GCSE, OxfordRaw, M. Geography in Place 1, (2nd Edition), Collins EducationalLeat, D. More Thinking Through Geography, Chris Kington PublishingPast PapersUnit 2 GCSE Higher Tier 2015 Q.2(e)Unit 2 GCSE Foundation Tier 2015 Q.2 (e)Unit 2 GCSE Higher Tier 2014 Q.2(b)Specimen Assessment Materials Unit 2 Living in Our World (2018) Q3 (c)

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Unit/Option content


Content


Globalisation Students should be able to: demonstrate

understanding of the meaning of the term globalisation; and

demonstrate knowledge and understanding of how globalisation both helps and hinders development, using one case study from a BRICS country.

Define GlobalisationExplain what globalisation means: for the learner themselves; for a factory worker in India; and for a product designer in the USAStudents use a world map to describe and explain the location of the BRICS countriesEach One Teach OneStudents are given facts about a BRICS country and they have to decide if it helps or hinders development and explain why to classmatesStudents complete a Fact file for globalisation in a BRICS country – see Appendix 2 for a country Fact File templateAt the end of this theme, students should review and evaluate their progress and set personal learning goals or targets based upon the outcome of their review

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Resources Sample Factfile Template (Appendix 2)www.bbc.co.uk/schools/gcsebitesize/geography/globalisationwww.globalsherpa.org/bric-countries-brics/

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http://www.globalsherpa.org/bric-countries-brics/

http://www.bbc.co.uk/schools/gcsebitesize/geography/globalisation


Unit/Option content


Content


Resources (cont.)

www.geolounge.com/acronym-brics-stand/Henderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pg163-170Manson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 207-211Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition) Hodder Education, pages 172 – 178Past PapersUnit 2 GCSE Higher Tier 2014 Q.2 (c)Unit 2 GCSE Foundation Tier 2014 Q.2 (b)Specimen Assessment Materials Unit 2 Living in Our World (2018) Q3 (d)

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http://www.geolounge.com/acronym-brics-stand/


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Theme D:Managing Our Environment

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Planning Framework for GCSE Subject Geography

Unit 2 Living in Our World Theme D: Managing Our Environment

Unit/Option content


Content


Human impact on the environment


describe the greenhouse effect, define carbon footprint and understand how both of these contribute to climate change; and

evaluate the effects of climate change on the following (with reference to places for illustration purposes only)– the environment;– people; and– the economy;

Students draw and label diagrams of the causes and effects of the greenhouse effectStudents calculate their individual carbon footprintStudents create a mind map to explain the link between greenhouse effect and how their carbon footprint contributes to climate changeStudents complete a ‘Living Graph’ of energy consumptionMindmap carbon footprint of a ‘Big Mac’Complete a consequence wheel with branches for environment, people and economyIn groups of three, students undertake research and create displays of the impact of climate change on people, environment and the economy, with specific reference to placeStudents write an account of what life will be like for a 16 year old in 75 years time if climate change continues

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Unit/Option content


Content


‘Fact or Opinion’ the future of Antarctica

Resources Henderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pg. 192-195Proudfoot, J. and Rea, G. (2010) Geography for CCEA GCSE Revision Guide, Hodder EducationManson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 229-234Manson, T. (2015) Geography for CCEA GCSE Level Revision Guide, Colourpoint EducationLeat, D. Thinking Through Geography, Chris Kington Publishing Living Graph pg. 28, Fact or Opinion pg. 99Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition) Hodder Education, pages 182-193www.teachclimatechange.org (wide variety of resources and activities)www.climate.nasa.gov/effects (factual detail and useful images)www.footprint.wwf.org.ukwww.belfastcity.gov.ukPast Papers Unit 2 GCSE Foundation Tier 2016 Q.3(b)(i)Unit 2 GCSE Foundation Tier 2015 Q.3 (d)(i)Unit 2 GCSE Foundation Tier 2013 Q.3 (b)Unit 2 GCSE Higher Tier 2011Q.3(a)Unit 2 GCSE Foundation Tier 2011 Q.3 (c)Specimen Assessment Materials Unit 2 Living in Our World (2018) Q4 (a), (c)

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http://www.belfastcity.gov.uk/

http://www.footprint.wwf.org.uk/

http://www.climate.nasa.gov/effects

http://www.teachclimatechange.org/


Unit/Option content


Content


Strategies to manage our resources


describe the waste hierarchy and the concept of ‘reduce, reuse, recycle’;

evaluate the benefits and disadvantages of one renewable energy source as a sustainable solution, for example wind farms; and

describe and evaluate the 2015 International Climate Change

Students draw and label the waste hierarchy diagram and explain the stages within itStudents define ‘reduce, reuse, recycle’ and give examples of how these ideals can be applied to their home/school lifeStudents research their local council to explore the environmental actions being takenStudents complete a decision making exercise about the location of a wind farmStudents research one type of renewable energy and have a class debate about the advantages and disadvantagesStudents write a letter to their local MLA explaining which type of renewable energy they think should receive investment in and whyStudents research the agreement and then take part in a ‘Just a minute’ activity to explain what they have learned to their peersStudents create an ‘executive summary’ of the 2015 Climate Change Agreement

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Unit/Option content


Content


Agreement: Students ‘take the role’ of a climate change expert and evaluate how likely (or not) the agreement is to succeed.

Resources Henderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pg. 196-209Proudfoot, J. and Rea, G. (2010) Geography for CCEA GCSE Revision Guide, Hodder EducationManson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 233-243Manson, T. (2015) Geography for CCEA GCSE Level Revision Guide, Colourpoint EducationHenderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition) Hodder Education, pages 194-204www.zerowasteeurope.eu (includes the 3Rs song)www.B9energy.co.ukwww.sln.org.uk/geography/DMEgeography.htmwww.niassembly.gov.ukPast PapersUnit 2 GCSE Higher Tier 2016 Q.3(a)(iii)Unit 2 GCSE Higher Tier 2015 Q.3(b)Unit 2 GCSE Foundation Tier 2015 Q.3 (c)Unit 2 GCSE Foundation Tier 2014 Q.3 (a)(v)Specimen Assessment Materials Unit 2 Living in Our World (2018) Q4 (b)

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http://www.niassembly.gov.uk/

http://www.sln.org.uk/geography/DMEgeography.htm

http://www.B9energy.co.uk/

http://www.zerowasteeurope.eu/


Unit/Option content


Content


Sustainable tourism to preserve the environment


evaluate the positive and negative cultural, economic and environmental impacts of mass tourism (with reference to places for illustration purposes only)

describe and explain how to be a responsible tourist;

Define mass tourismTake a poll of the class and identify who had been on a mass tourism type of holidayStudents use this information to create graphs and analyse themStudents undertake research about the impacts of mass tourismIn pairs, students create a positive and negatives poster of one of the elements (cultural, economic or environmental), using examples and images‘Hot Seat’ – students take turns to be a user of a mass tourism area e.g. a local, a tourist etc.Students discuss their own holiday habits and identify areas where they did not act as a responsible tourist and how they could be more responsible as a touristStudents produce a ‘travel guide’ for responsible tourism explaining why it is important and how they should go about itStudents define ecotourism and explain how and why it is sustainable

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Sustainable tourism to preserve the environment (cont.)

describe and explain ecotourism; and

Students should be able to: assess how

ecotourism can protect the environment using one case study from either an LEDC or an MEDC.

Students describe and explain how ecotourism differs from mass tourismComplete a ‘statement, elaboration, consequence’ table for ecotourism strategies being undertaken in their chosen case study area

Create a brochure advertising an ecotourism destination and explaining how the environment is being protected

At the end of this theme, students should review and evaluate their progress and set personal learning goals or targets based upon the outcome of their review.

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Resources Henderson, P., Roulston, S. and Corr, P. (2009) Geography for CCEA GCSE (2nd Edition), Hodder Education, pg. 215-222Proudfoot, J. and Rea, G. (2010) Geography for CCEA GCSE Revision Guide, Hodder EducationManson, T. (2013) Geography for CCEA GCSE Level, Colourpoint Education, pg. 250-258Manson, T. (2015) Geography for CCEA GCSE Level Revision Guide, Colourpoint EducationLeat, D. Thinking Through Geography, Chris Kington Publishing, pg. 149 Reading PhotographsNicols, A.(ed), More Thinking Through Geography, pg. 11 ‘Most Likely to’Henderson, P. and Roulston, S. (2017) CCEA GCSE Geography (3rd edition), Hodder Education, pages 205 – 213www.ecotourism.org/what-is-ecotourismwww.bbc.co.uk/schools/gcsebitesize/geography/sustainability/sustainable_tourism_rev4.shtmlhttp://coolgeography.co.uk/GCSE/AQA/Tourism/Sustainable/Case%20study%20Sust%20Tourism.htm

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http://coolgeography.co.uk/GCSE/AQA/Tourism/Sustainable/Case%20study%20Sust%20Tourism.htm

http://www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/sustainable_tourism_rev4.shtml

http://www.ecotourism.org/what-is-ecotourism


Past PapersUnit 2 GCSE Higher Tier 2016 Q.3(c) Unit 2 GCSE Higher Tier 2013 Q.3(c)(d) Unit 2 GCSE Higher Tier 2012 Q.3(c) Unit 2 GCSE Higher Tier 2011Q.3(d) Specimen Assessment Materials Unit 2 Living in Our World (2018)

Unit 2 GCSE Foundation Tier 2016 Q.3(d)Unit 2 GCSE Foundation Tier 2013 Q.3(d)Unit 2 GCSE Foundation Tier 2012 Q.3(b)Unit 2 GCSE Foundation Tier 2011 Q.3 (a)Q4 (d), (e), (i), (ii)

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Appendices:

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Appendix 1: Exemplar Case Study Statement List

GCSE Geography: Case Study statement list: Titanic Quarter Belfast

Specification Content

Evaluate one MEDC urban planning scheme (for example Titanic Quarter, Belfast) that aims to regenerate and improve the following in the inner city zone:– housing;– employment– transport; and– environment;

Instructions to Teachers

Teachers to provide a statement list such as shown below. Students are given either past exam questions or potential exam questions. Students choose relevant statements from the list to write their answers.

1. Titanic quarter is a 185 acre site in East Belfast on the footprint of the Harland and Wolff shipyard.

2. It is one of the world’s biggest urban waterfront regeneration projects and the single largest regeneration scheme in Northern Ireland history.

3. When completed (2030) it will be a mix of residential, commercial, tourism, educational, retail units.

4. £385 million have been spent currently with an estimated total spend of £7 billion.

5. Currently 18,000 people live, work and study in Titanic Quarter.6. The ARC has commercial ground floor retail units ranging from 750

– 7500 sq. ft.7. Not all of these units are currently let to business.8. There are also a number of vacant units in the Pavillion which

impacts on the atmosphere of the venue.9. The Titanic studios are becoming a central feature of the Northern

Ireland film industry.10. A number of other large businesses including Citi and Audi

have relocated to the area.11. The tourist attractions draw upwards of 1 million visitors per

year.12. The site hosts many events including the Tall Ships, the

Maritime Festival and the Fanzone during major sporting events.

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13. There are many places for tourists to eat during a visit including – Bistro 401 and Titanic’s Dock and Pump House Café.

14. There is also an element of social responsibility with ‘The Dock café and Market’ an inter church project which is Belfast’s only ‘Honesty Box’ café.

15. It has one of Europe’s lowest corporation tax levels making it popular with investors.

16. Financial support is available from the government for investors.

17. The site has one of Europe’s fastest ‘fibre to the home’ networks.

18. Belfast Metropolitan College has opened up a campus on the site with 5,000 full time and 10,000 part time students.

19. The Public Record Office for Northern Ireland (PRONI) has relocated to Titanic Quarter – among other services it allows people to explore their ancestry.

20. The Premier Inn is a 120 room hotel.21. There is outline planning for a number of new hotels covering

a range of prices.22. The ARC residential complex has 474 high end apartments.23. The focus is to be an ‘Urban Village’ centred around quality

public space.24. Not all of the apartments are inhabited by permanent

residents. Some belong to businesses while others can be hired for short periods e.g. on ‘airbnb’.

25. This reduces the development of a community in the area.26. A further 5,000 apartments are planned.27. Plans for social housing on the site remain at the ‘feasibility’

stages so housing remains expensive and out of reach of most existing residents of the area.

28. The social housing which is planned is to be in one block rather than spread throughout the complex.

29. Concerns have been raised by community leaders and politicians that the local working class communities have not benefitted from the re-development and it could turn into a rich ‘parallel city’.

30. Titanic Quarter has been accused (PUP Councillor Dr J Kyle) of becoming an ‘exclusive development’.

31. The site is 1.3 miles from the city centre – about 20 minutes walk.

32. It is served by the Translink Metro services 26, 26b, 26c which run regularly through the day and into the evening.

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33. There are two large car parks at the SSE arena and the Titanic building

34. Titanic Halt train station gives further access to the site.35. There are ongoing issues with cars being parked on derelict

land on the site.36. Some visitors are choosing to park in front of businesses

which can restrict access to shops etc.37. Many visitors continue to use private cars rather than public

transport particularly late in the evening.38. Car parking is considered very expensive by some workers

and visitors.39. The redevelopment has significantly improved the

environmental quality of the previously industrial site.40. The developers used a ‘soil washing’ process to clear the land

of arsenic and lead pollution.41. A number of beautiful old buildings including the ‘Titanic

Drawing Office’ have been redeveloped.42. The wider environmental appearance has also been

improved.43. Sectarian symbols have been removed at the Lower

Newtownards Road interface and replaced with the ‘Titanic Yardmen’ sculpture.

44. The development aims to create neutral political spaces.45. Large pieces of public art including, ‘Kit’ create a more

pleasant environment.

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Appendix 2: Sample Country Fact FileBRICS Country Factfile: India

Land Area: Average Years

Location: In Education:

% Quaternary Ind:

Other Key Facts:

Map of India

MNCs operating in India (number of workers, income generated)

Advantages for BRICS Country

Advantage for BRICS Country

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Name: Life Expectancy:

Land Area: Average Years:

Location: In Education:

Population: % Primary Ind:

GNI: % Secondary Ind:

% Tertiary: % Quaternary Ind:


Disadvantages for BRICS Country

Overall

Evaluation of the impact of globalisation

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Sources:

www.bbc.co.uk/bitesize/higher/

Information in business management section

www.greenworldinvestor.com/2013/01/02/advantages-and -disadvantages-of-mncs/

www.yourarticlelibrary.com/company/multinational-corporations-of-india-characteristics-growth-and-criticisms/23462/

(a complex article with a few key points throughout, suited to teachers rather than learners)

www.cia.gov World Factbook

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http://www.cia.gov/

http://www.yourarticlelibrary.com/company/multinational-corporations-of-india-characteristics-growth-and-criticisms/23462/

http://www.yourarticlelibrary.com/company/multinational-corporations-of-india-characteristics-growth-and-criticisms/23462/

http://www.greenworldinvestor.com/2013/01/02/advantages-and%20-disadvantages-of-mncs/

http://www.greenworldinvestor.com/2013/01/02/advantages-and%20-disadvantages-of-mncs/

http://www.bbc.co.uk/bitesize/higher/

Documents

Introduction - Council for the Curriculum, Examinations ...ccea.org.uk/sites/default/files/docs/qualifications... · Web viewStudents group statements provided by the Teacher/from