Scheme of work: Geography This resource gives you an example of a scheme of work for GCSE Geography (8035). We have presented the ideas here in the same order as the specification content. This scheme of work is designed as a suggestion only and not as a prescriptive approach. You are free to organise your teaching material in any way that suits the needs of your students. The scheme of work assumes a 67 week course over two 38 weeks in Year 1 and 29 weeks in Year 2, based on Key Stage 4 contact time of 2 x 1 hour per week. This gives a total teaching time of 134 hours. (The Department for Education Guided Learning Hours for GCSE are 120 - 140 hours). 3.1.1 The challenge of natural hazards 3.1.1.1 Natural hazards Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Natural hazards pose major risks to people and property. Definition of a natural hazard. Types of natural hazard. Factors affecting hazard risk. 1 Concept mapping activity using pictures, newspaper headlines, maps and graphs to cover a range of natural hazards. Students identify, sort, categorise and link to discover what the connection is. Students write up activity, possibly including some of the images as cut and stick.
3.1.1.2 Tectonic hazards Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Earthquakes and volcanic eruptions are the result of physical processes. Plate tectonics theory. Global distribution of earthquakes and volcanic eruptions and their relationship to plate margins. 1 Introduce the movement of continental plates with the film of GIS-mapping activity using to plot active volcanoes and earthquakes on a world map (plate margins marked on optional). Describe and explain the distribution. Draw out theory and the reasons for this, linking to the YouTube clip. The physical processes taking at different 2 1st hour Teacher taught animations, such as
levels of wealth. responses to a tectonic hazard. Use named examples to show how the effects and responses to a tectonic hazard vary between two areas of contrasting levels of wealth. Nepal (2015) NEEs: Gujarat, India (2001), Sichuan, China (2008) Economically advanced countries: Kobe, (1985) Loma Prieta, California (1989), L'Aquila, (2009) New Zealand (2011) Draw from one example to result for 2nd lesson. Differentiate with group headings or let students classify into their own groups. Students write up findings into two T-Tables (effects and responses) 2nd hour model/template created in first hour, students create a contrasting wealth example. It could be completed as a WebQuest, or using newspaper clippings, news videos, textbook examples or internet research. 3rd hour
Etna, Sicily (2007) Iceland (2010) Mount Ontake, Japan (2014). and put them on the Hazard Wall, depending on severity of effect. Brings forward the idea of comparing across the natural hazard types. Management can reduce the effects of a tectonic hazard. Reasons why people continue to live in areas at risk from a tectonic hazard. How monitoring, prediction, protection and planning can reduce the from a tectonic hazard. 1 Enquiry Lesson: "Why do we still live in areas at risk?" Introduce the Three P's (Planning, Prediction and Protection). Students draw out examples of each P from their two case studies. Hypothesise/discuss why the contrasting examples were different.
different mixing to show circulation of air at different whiteboard pens to annotate earth ball globes. Tropical storms (hurricanes, cyclones, typhoons) develop as a result of particular physical conditions. Global distribution of tropical storms (hurricanes, cyclones, typhoons). An understanding of the relationship between tropical storms and general 2 1st hour Students explore and try different parameters leading to discussion as to key factors in TRS development, drawn out and
tropical storm to show its effects and responses. How monitoring, prediction, protection and planning can reduce the effects of tropical storms. Odisha (1999) Giri (2010) Phailin (2013) Hudhud (2014) Typhoons: Angela (1995) Bopha (2012) Haiya (2013) Draw from one example to model result for 2nd lesson. Differentiate with group headings or let students classify into their own groups. Students write up findings into two T-Tables (Effects and Responses) 2nd hour Formalise exemplar (could be student choice from earlier exercise) into clear notes. Alternative sequence: 1st hour Flipped Learning: students research exemplar from list provided and use template to
ensure consistency of coverage. Follow homework to prepare for second lesson: 2nd hour Dragons' Den Pitch "My TRS is the best because..." or Balloon debate "My TRS is worse than yours…". Follow up with 3Ps already introduced to show how they ameliorate hazard effects. The UK is affected by a number of weather hazards. Overview of types of weather hazard experienced in the UK. 0.5 Discussion and Concept mapping of types of hazards experienced in UK. Link it back to global circulation and position of UK on Polar Front Jet Stream/Polar and Ferrell cell convergence.
Extreme weather events in the UK have impacts on human activity. One example of a recent extreme weather event in the UK to illustrate: causes social, economic and impacts how strategies can reduce risk evidence that weather is becoming more extreme in the UK. 3.5 Drought: Central, Eastern and Southern England and Wales Heavy Rain – Flooding: Tewkesbury, River Severn (Summer 2007) Lake District (November 2009) Carlisle, Eden (June 2012) York, River Ouse (September 2012) Somerset Levels (December 2014) Cumbria (December 2015). Flash floods: Boscastle (August 2004) Diamond shaped learning 1st hour Extreme weather of teacher choice (suggest this should be local/memorable event) either taught or by providing a template with info to be extracted from sources. 2nd hour (and may need an extra 30 minutes here). Small groups: 'secret groups' in which each group researches one of the categories (heavy rain, flash floods etc) using web, or other resources if preferred, to find as much evidence
Inverness (September 2002) Lostwithiel (November 2010) Bognor (May 2015). Strong winds/storms: November 2011 January 2012 October 2013 December 2013 February 2014 December 2015 (Storm Desmond) Periods of exceptionally cold weather: Winter 2010/2011 Periods of heavy snowfall: January 2010 December 2010 as possible. Students write this up (possibly in a template to ensure all aspects covered) to provide their example. 3rd hour Collate evidence, and use this to produce a concept map showing that UK weather is becoming more extreme.
3.1.1.4 Climate change Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Climate change is the result of natural and human factors and has a range of effects. Evidence for climate change from the beginning of the Quaternary period to the present day. Possible causes of climate change. Natural factors: orbital changes, volcanic activity and solar output. Human factors: use of fossil fuels, agriculture and deforestation. 2 1st hour Either: Students collect evidence on a A3 sheet (eg graphs of glacial retreat, CO2 concentrations over time, maps of arctic ice reduction, weather records, historical evidence such as Frost Fair, Mauna Loa records, Vostok ice cores etc).
Overview of the effects of climate change on people and the environment. Students identify the evidence for climate change. OR CSI Lesson: classroom is the crime scene with evidence for climate change around the room on cards. Students find and identify. Teacher assists to collate a range of different types of evidence. 2nd hour Teach causes using videos and textbook. Students create a map/table of
effects at the UK scale and global scale. Students given the effects and then they colour code/classify based on SPEE and natural/human impacts. Managing climate change involves both mitigation (reducing causes) and adaptation (responding to change). Managing climate change: – energy carbon 2 1st hour Students create living concept map. Tables covered with paper to allow student to write with marker pens. Small box of
3.1.2 The living world 3.1.2.1 Ecosystems Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Ecosystems exist at a range of scales and involve the interaction between biotic and abiotic components. One example of a UK ecosystem, to illustrate the concept of within a natural system, an understanding of producers, consumers, decomposers, food chain, food web and nutrient cycle. 3 Any small-scale ecosystem – hedgerow, woodland, sand dune, pond etc. 1st and 2nd hours Teacher led initially, with information or short task re components. Change then modelled with scenarios/cards to prompt. Could be done as a living concept map. Tables covered with paper to allow student relationships
TRF, desert, savannah, tundra, taiga/boreal. Characteristics of each to be drawn out using pictures provided, with hints sheet if needed. 3.1.2.2 Tropical rainforests Key idea Specification content Suggested timing Case studies/examples Learning activity and resources Tropical rainforest ecosystems have a range of distinctive characteristics. The physical characteristics of a tropical rainforest. The interdependence of climate, water, soils, plants, animals and people. 3 1st hour and 30 minutes Home and away activity/expert groups. Divide class to become experts in a certain aspect of TRF. Workstations allow plotting of: climate (skill),
Deforestation has economic and environmental impacts. Changing rates of deforestation. A case study of a tropical rainforest to illustrate: causes of deforestation – subsistence and commercial farming, logging, road building, mineral extraction, energy development, settlement, population growth impacts of deforestation - economic development, soil erosion, loss of biodiversity, contribution to climate change. 4 Amazonia Congo Basin SE Asia Indonesia/Borneo Potential time saving opportunity - simultaneous work on case of a TRF and either hot desert or cold environment. Half of works on TRF. Half of class works on either hot deserts or cold environment. Brief is to create a presentation of a case study to cover the areas in specification. Give students resources, textbooks, journals, web references. Provide low ability students with a template. Clear instructions and good resources will guide students. Students have 4 hours to prepare: 1 hour to present TRF findings (students make notes during presentations), 1 hour to present hot desert/cold environment (students make notes during presentation). Total saving of two hours - work shared between class.
Tropical rainforests need to be managed to be sustainable. Value of tropical rainforests to people and the environment. Strategies used to manage the rainforest sustainably: selective logging and replanting conservation and education ecotourism and international agreements about the use of tropical hardwoods debt reduction. 3 Malaysia/Sarawak Taught case Show students a good video/documentary base. Students make notes from textbook. Teacher to draw out relevant content. Teacher to draw out relevant content with use of ketch map and/or annotated images with keywords deployed and highlighted. 3.1.2.3 Hot deserts Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Hot desert ecosystems have a of distinctive characteristics. The physical characteristics of a hot desert. 3 Teach this after the TRF section has been completed. Then having looked at the characteristics of a TRF, use climate detectives activity. Students are given hot desert plants and
Cold environments are at risk from economic development. The of cold environments as wilderness areas and why these fragile environments should be protected. Strategies used to balance the needs of economic development and conservation in cold environments: use of technology role of governments international agreements conservation groups. 2 Antarctica Alaska Arctic Oil Drilling Siberia/Russia 1st hour Teacher taught - definitions, examples of strategies and the concept of fragility and wilderness. 2nd hour Apprentice/Dragon's Den activity. Students look at the costs, benefits and sustainability of the strategies and "pitch" their plan for using the cold environment. Teacher to play the role of Alan Sugar/Dragons. Alternatively, students rank possibilities on their sustainable credentials and then as a class come to a consensus of which is most likely/viable.
3.1.3 Physical landscapes in the UK 3.1.3.1 UK physical landscapes Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources The UK has a range of diverse landscapes. Overview of the location of major upland/lowland areas and river systems. 1 Maps from memory thinking skills activity. Create class definitive version. 3.1.3.2 Coastal landscapes in the UK Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources
The is shaped by a number of physical processes. Wave and characteristics. Coastal processes: processes – chemical mass – sliding, slumping and rock falls erosion – hydraulic power, abrasion and attrition – longshore drift 2 Teacher led/taught using videos and animations widely available. Leads to good clear diagrams/notes so that students have solid technical knowledge of key processes.
deposition – why sediment is deposited in coastal areas. Distinctive coastal landforms are the result of rock type, structure and physical processes. How geological structure and rock type influence coastal forms. Characteristics and formation of landforms resulting from erosion: headlands and bays, cliffs and wave cut platforms, caves, arches and stacks. Characteristics and formation of landforms resulting from deposition: beaches, sand 6 Flamborough Head to Spurn Head Purbeck Coast (Swanage Bay to Lulworth Cove) Activity lasting up to 4 hours for characteristics and formation. A number of approaches possible depending on teacher preferences, such as: CSI Lesson - classroom is the crime scene with evidence for, eg stack (Who killed Old Harry?) around the room on cards. Students find and identify. Teacher helps to coordinate process and sequence. Teach sequence and process with landform outcomes.
dunes, spits and bars. An example of a section of coastline in the UK to identify its major landforms of erosion and deposition. Model with PlayDoh, sand trays. Stop-motion animation (students draw line diagrams on mini whiteboards and photograph individually then flick through or put into slideshow) Activity for up to 2 hours, using UK example to illustrate. Use photos, linked to base maps with annotation/explanation. Should be possible to fit onto A3, 'case study on a page' format. Tracing paper overlays of different maps eg geology, or GIS packages to achieve same. Fieldwork opportunity if location permits. Different management strategies can be used to protect The costs and benefits of the following management strategies: 4 1st hour table for each strategy, either taught or
coastlines from the effects of physical processes. hard – sea walls, rock armour, gabions and groynes soft – beach and dune managed retreat – coastal One example of a coastal management scheme in the UK to show: Holderness coast Studland Bay Barton on Sea Walton on the Naze Lyme Regis Medmerry – West Sussex card sort/info search from provided resources. 2nd , 3rd and 4th hours Either Taught using base map to annotate and build up picture from google earth, photos etc. as a virtual field trip (clearly actual fieldwork could be used) Or 'Home and away'/'expert groups' technique: small groups (4) start, then individuals tasked with finding info on: reasons for/strategy/effects/conflicts from resources provided. Report findings to rest of group to build example. Suggest 2 hours teaching/group work, then fix layout: Either 1 hour group discussion and checking
3.1.3.3 River landscapes in the UK Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources The shape of river valleys changes as rivers flow downstream. The long profile and changing cross profile of a river and its valley. Fluvial processes: erosion – hydraulic action, abrasion, attrition, solution, vertical and lateral erosion – traction, 2 Teacher taught, using: good diagrams and notes available online active modelling eg students as particles of different sizes in outdoor space, responding to changes in velocity OS maps to develop skills.
saltation, suspension and solution deposition – why rivers deposit sediment. Distinctive fluvial landforms result from different physical processes. Characteristics and formation of landforms resulting from erosion: interlocking spurs, waterfalls and gorges. Characteristics and formation of landforms resulting from erosion and deposition: 5 River Tees Fieldwork opportunity As with other landforms in this section, the important focus should be on understanding sequence and process(es). Possible resources include: teacher led notes on process, with clear diagrams modelling eg using PlayDoh or
meanders and lakes. Characteristics and formation of landforms resulting from deposition: levées, flood plains and estuaries. An example of a river valley in the UK to identify its major landforms of erosion and deposition. Severn River Wye River Exe set a 'Bake-Off' challenge to recreate individual landforms/wider landscapes stop-motion animation using mini whiteboards (students draw line diagrams on mini whiteboards and photograph individually then flick through or put into slideshow) use of photos of landforms at points in time, which could be: sequenced, annotated to explain, students to predict the next change and justify why. virtual trip - google
landscapes from the effects of flooding. geology, relief and land use. The use of hydrographs to show the relationship between precipitation and discharge. The costs and benefits of the following management strategies: hard – dams and reservoirs, flood relief channels soft – flood River Ouse – York River Thames River Parrett and River Tone – Somerset levels River Severn – Shrewsbury hydrographs (chosen to illustrate physical and human factors) around room. Students have table with 4 headings: 1 hydrograph no., 2 Description, 3 Factors and 4 Explanation, with possible supporting information such as photographs, fact cards to aid understanding. Group discussion to draw out class answers of the factors that affect the flood risk. Activity lasting 1 hour. Teacher taught/led on and benefits with simple T-table to record. 3 to 3.5 hour activity working on example: Fieldwork opportunity incl. virtual fieldtrip Enquiry/Mystery activity with structured up eg "Why has a dam just been finished at
warnings and flood plain zoning, planting trees and river One example of a flood management scheme in the UK to show: why the scheme was required the strategy the social, economic and issues. Mitford, Northumberland?" "Why has Somerset launched a 20 year flood plan?" NB the more current the better and can be linked with UK extreme weather.
Ice was a powerful in shaping the physical landscape of the UK. Maximum extent of ice cover across the UK during the last ice age. Glacial processes: freeze thaw erosion – abrasion and plucking movement and – rotational slip and bulldozing deposition – why glaciers deposit sediment (till and outwash). 2 NB - do Max extent at end, after processes and landforms (see below) 1st hour – Processes, taught with clear notes and diagrams. 2nd hour - Ice extent: CSI lesson: students enter cleared room with outline of UK 'body' in chalk/white tape on floor. Around the room key info is located as clues with photos, facts eg. N Wales + Lakes landforms/E Yorks cliffs/Cromer ridge/boulder clay deposits/Lincolnshire gravel deposits - students record clues/conclusion on their clipboards and decide on location of ice extent. Finish
with class decision on floor in different colour chalk/tape. Distinctive glacial landforms result from different physical processes. Characteristics and formation of landforms resulting from erosion – corries, arêtes, pyramidal truncated spurs, glacial troughs, ribbon lakes and hanging valleys. Characteristics and formation of landforms resulting from 5.5 Cairngorms Lake District Snowdonia Fieldwork opportunity - UK wide as may be able to cover lowland deposition if not upland erosion. Techniques as rivers this is optional: the important focus should be on understanding sequence and process(es). teacher led on
transportation and deposition – erratics, drumlins, types of moraine. An example of an upland area in the UK affected by glaciation to identify its major landforms of erosion and deposition. process, with clear diagrams modelling eg PlayDoh or carve double strength jelly in containers using mini whiteboards (students draw line diagrams on mini whiteboards and photograph individually then flick through or put into slideshow) use of photos - landforms at points in time which
Glaciated upland landscapes provide opportunities for different economic activities, and management strategies can be used to reduce land use conflicts. Overview of economic activities in glaciated upland areas – tourism, farming, forestry, and quarrying. Conflicts between different land uses, and between development and conservation. One example of a glaciated upland area in the UK used for tourism to show: the attractions for tourists social, economic and 4 Cairngorms Lake District Peak District Yorkshire Dales N Wales Again - overview best done at end Possible to use same example as landforms for reinforcement of understanding Guide case study: student research with clear parameters leading to organised notes/presentations Overview to include a prompted discussion about what other opportunities exist and the pros/cons of these landscape characteristics to draw out the limited alternative opportunities.
timing A growing percentage of the world’s population lives in urban areas. The global pattern of urban change. Urban trends in different parts of the world including HICs and LICs. Factors affecting the rate of urbanisation - migration (push - pull theory), natural increase. The emergence of mega-cities. 3 1st hour Use of GIS/web to show change over time eg Interactive 3D maps can be found at Students could annotate base world map for notes. 2nd and 3rd Teach processes and terminology, producing a table with terms relevant to each continent and why.
Urban growth creates opportunities and challenges for cities in LICs and NEEs. A case of a major city in an LIC or NEE to illustrate: the location and importance of the city, regionally, nationally and causes of growth: natural increase and migration how urban growth has created social: access to services – health, access 6 LIC: Bangladesh – Dhaka Pakistan – Karachi India - Dehli/Kolkata/Mumbai – Nairobi Nigeria - Lagos NEE: BRIC countries: Brazil – Sao Paulo/Rio de Janeiro Russia – Moscow India – Delhi/Kolkata/ Mumbai China – Shanghai/ Beijing/Guangzhou/Shenzen MINT countries: Mexico – Mexico City Indonesia – Jakarta Nigeria – Lagos Turkey – Istanbul Begin with reference back to maps at start and continent view leading to a reducing scale and focus. 4 to 5 hours on main section. Use documentary/film footage to convey 'sense of place' which provides important link to new A-level content eg BBC ' Welcome to Lagos' C4 'Slumming it' BBC 'Welcome to Rio' Al Jazeera 'The Slum' - series of 6 episodes on different topics, all based in Manila. Make clear and organised/classified notes eg using Cornell note system to focus use of video. Provide printed and textual resources from which info has to be extracted (paper 3 skill) GIS/Google Earth Use A3 case study sheet to condense key info.
Links between stages of the Demographic Transition Model and the level of development Causes of uneven development: physical, economic and historical Consequences of uneven development: disparities in wealth and health, international migration. 1 hour: Teach Demographic Transition Model. Create good notes or alternatively, do living graph exercise. Diamond 9 ranking activity on the measures of development and quality of life. Which of the measures should a country solve/improve to further its development? Class discussion, justification and notes. 1 hour: living concept map - tables covered with paper to write Each table provided with box/bag of props to stimulate discussion, link to
Alternatively, use the DTM as a Top Gear Cool Wall. Students position countries according to their corresponding stage of DTM, based on births and deaths and critique inconsistencies. Various strategies exist for reducing the global development gap. Overview of the strategies used to reduce the development gap: Investment industrial development tourism aid using intermediate technology fair debt relief microfinance loans. One example of how the growth of 2 Democratic Republic of Congo Tunisia, Vietnam Turkey, Jamaica, Mauritius 1st hour: enquiry "How do you solve a problem like Chad?" Expert groups/home and away activity. Students visit workstation and look at mini case studies of strategies to improve development. Notes set out in flow diagram: Strategy detail and description problem solved/addressed students comment on it.
tourism in an LIC or NEE helps to reduce the development gap. China Students report back and teach each other their discovered strategy. 2nd hour, Teacher taught, use images, textbook information, GeoActive sources, videos and notes. Some LICs or NEEs are experiencing rapid economic development which leads to significant social, environmental and cultural change. A case study of one LIC or NEE to illustrate: the location and importance of the country regionally and globally the wider political, social, cultural and context 6 LIC: Pakistan Kenya Nigeria NEE BRIC countries: Brazil Russia India China MINT countries: Mexico Indonesia Nigeria Turkey For variety this could be well done as a guided self-study (to avoid a series of potentially dry and 'by the numbers' factual lessons). Teacher provides intriguing title and maps/diagrams/data. - Students use to answer structured questions. Or Flip the idea - give text/writing and
within which the country is placed the changing industrial structure. The balance between different sectors of the economy. How industry can stimulate economic the role of corporations (TNCs) in relation to industrial students to find evidence to back it up. Each section can be collected for a mark/check. So, using China as example: 'Just how far east is China?' (location and context). 'The Rise of the Dragon' (changing industrial structure). 'An apple a day keeps the World Bank away'/'The Huawei to growth' (role of TNCs). 'The Chinese are coming' (changing political and trading relationships). 'China's Dirty Little Secret' (environmental
business parks impacts of industry on the physical An example of how modern industrial can be more sustainable social and economic changes in the landscape in one area of population growth and one area of population decline and new Northern Powerhouse HS2 Alternatively, fieldwork opportunity. 1 hour activity: social and economic changes in area of population growth and decline. the class in half to cover areas of decline and growth. Students interview older members of family/community and write up findings as diary extracts about the change nature of the area. Alternatively, students imagined diary extracts of an old person living in a rural area that has seen decline and one that has seen growth. Paired activity and swap results.
in road and rail port and airport capacity the divide. Strategies used in an attempt to resolve regional differences the of the UK in the wider world. Links through trade, culture, transport, and electronic Economic and political 1 hour: newspaper headlines and images based around third runway at Heathrow, HS2 etc to create discussion/debate with notes to follow. 1 hour: Flipped Learning - give students the headings of Trade, Culture, Transport, Electronic Communication, Political Links. Students find for homework things that they have, do, eat, etc that fall into those categories. Where they see it, hear it, experienced it. Bring to class to draw up the Global Citizen that they are - music,
3.2.3 The challenge of resource management 3.2.3.1 Resource management Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Food, water and energy are fundamental to human development The significance of food, water and energy to economic and social well-being. An overview of global inequalities in the supply and consumption of resources. 2 1 hour game lesson (cf. trading game) with 3 different sweets to represent each of food/water/energy. Teacher to run game with event cards and associated responses from students. 1 hour: predict patterns on world map then follow up with real data.
The changing demand and provision of resources in the UK creates opportunities and challenges. An overview of resources in relation to the UK. Food: the growing demand for high food exports from low income countries and all year demand for seasonal food and organic produce larger carbon footprints due to the increasing number of 6 2 hours: Food activity: 'Supermarket Sweep' - analyse the weekly shop, map origins, food mile calculations, maths opportunity with CO2 calculations. Link findings to adverts for farmers markets/local food campaigns OR activity using two shopping bags (virtual or real) containing same items but one sourced from supermarket, the other ethically/locally. Calculate costs for each and compare and contrast.
‘food travelled and moves towards local sourcing of food. the trend towards Water: the changing demand for water quality and matching supply and demand – of deficit and surplus 2 hours: Water activity: Teacher led: rainfall vs population distribution maps. Add overlay for transfer schemes. water quality and pollution management. 2 hours: Energy activity: Debate – give info, ensure and all aspects covered, including a crib sheet for issue if
the need for transfer to maintain supplies. Energy: the changing energy mix - reliance on fossil fuels, growing of reduced domestic supplies of coal, gas and oil economic and issues associated needed, to form notes/record Possible areas to cover: dependence on Russian natural gas, decline of the North Sea, closed coal mines. Debate could be multi-faceted and quite open with groups of students 'lobbying' their interest as issued Or Traditional title eg 'Should the Chinese be allowed to subcontract a French company to build a nuclear reactor in Somerset?' renewable
with of energy sources. 3.2.3.2 Food Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Demand for food resources is rising of surplus (security) and deficit (insecurity): 3 1 hour: Flipped Learning. Homework:
table provided with a box or pile of props (newspaper headlines, images, facts, and cards of data). As concept map is drawn up as a class, try to use a prop and stop the lesson to explain the link and use this to add to the detail. Different strategies can be used to increase food supply. Overview of strategies to increase food supply: irrigation, aeroponics and the new Revolution 5 River Volga/Caspian Sea - Russia 1 hour: Teach strategies, using videos, clips, images, GeoActive to create good notes for each area. 1 hour: Study of a large scale
and use of technology one example of a to show how it has both and Moving towards a sustainable resource future: the potential for food supplies: River Nile – Egypt River Colorado – USA River Volta – Burkina Faso White Volta – Ghana Farm Africa – various projects in Africa International Fund for Agricultural Development – various projects in India ActionAid agricultural development as a T-Table of advantages and disadvantages. Based on textbook material, GeoActive material etc. 2 - 1 hour to research/1 hour to deliver a short presentation (3 to 5 mins for each pair/small group) and one A4 handout of notes on the ways of moving to more sustainable food
organic farming, farming initiatives, fish and meat from sources, seasonal food reduced waste and losses an example of a scheme in an LIC or NEE to increase supplies of food. resources. Students provided with a target card with details, weblinks, reading and guidance of structure. During presentation hour students "gather their thoughts" using a grid structure to note down the strategy, costs and benefits. Students then rank the usefulness of each strategy. Could use SurveyMonkey to complete online vote/tally of ideas.
1 hour activity. Classic case prepared on A3. Notes made from video, textbook, GeoActive. Include sketch map, key facts, images, details of scheme and examples. 3.2.3.3 Water Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Demand for water resources is rising Areas of surplus (security) and deficit (insecurity): 3 1 hour - Flipped Learning. Homework
globally but supply can be insecure, which may lead to conflict. global patterns of water surplus and deficit reasons for increasing water economic rising population factors affecting water climate, geology, pollution of supply, limited poverty. Preparation to create 4 Top Trump cards for 4 countries covering water usage, wasted water etc. Template provided. Sketch map of the world. Map and locate Top Trumps individually and collaboratively to draw out patterns. Alternative activity: over time to look at patterns of surplus and deficit. 1 to 2 hours - Topological Maps,
dams and reservoirs, water transfers and an example of a water transfer scheme to show how its has both and Moving towards a sustainable resource future: water Water Transfer Scheme – China California State Water Project – USA Tigris-Euphrates – Western Asia Rainwater harvesting – India Turkana aquifer access – Kenya Water Aid schemes – various projects in Africa 1 hour - of a large scale water transfer scheme as a of advantages and disadvantages. Based on textbook material, GeoActive material etc. 2 hours - 1 hour to research/1 hour to deliver a short presentation (3 to 5 mins for each pair/small group) and 1 A4 handout of notes on the ways of moving to more
vote/tally of ideas. 1 hour - Classic Case study prepared on A3. Notes made from video, textbook, GeoActive. Include sketch map, key facts, images, details of scheme and examples. 3.2.3.4 Energy Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resoruces
Demand for energy resources is rising globally but supply can be insecure, which may lead to conflict. Areas of surplus (security) and deficit (insecurity): global of energy and supply reasons for increasing energy economic rising technology factors affecting energy supply: physical 3 1 hour - Flipped Learning - Homework Preparation to create 4 Top Trump cards for 4 countries covering energy consumption, CO2 emissions etc. Template provided. Sketch Map of the World - Map and locate Top Trumps individually and collaboratively to draw out patterns. Alternative – GIS-mapping over time to look at patterns of
factors, cost of and technology and political factors. Impacts of energy insecurity – exploration of difficult and environmentally sensitive areas, economic and environmental costs, food production, industrial output, potential for conflict where demand exceeds supply. surplus and deficit. 1 - 2 hours - Topological Maps, Worldmapper, GIS used to complete a series of group work tasks. Jigsaw activity - Each member of the group is responsible for one of the reasons relating to increasing energy consumption or one of the factors affecting supply. Notes made in template - report back and share with rest of group.
Different strategies can be used to increase energy supply. Overview of strategies to increase energy supply: (biomass, wind, hydro, tidal, wave and solar) and (fossil fuels and nuclear power) sources of energy an example to show how the extraction of a fossil fuel has both 5 Taichung power station (Taiwan) Banqiao power station (China) Surgut-2 power station (Russia) Shoaiba oil-fired power station (Saudi Arabia) Nepal – solar energy/fuelwood schemes Tunisia – TuNur project –solar energy 1 hour - Teacher taught strategies - using videos, clips, images, GeoActive to create good notes for each area. 1 hour - Study of a fossil fuel extraction as a T-Table of advantages and disadvantages. Based on textbook material, GeoActive material etc. 2 hours: 1 hour to research, 1 hour to deliver
of fossil fuels an example of a local renewable energy scheme in an LIC or NEE to provide supplies of energy. "benefits". Students then rank the usefulness of each strategy. Could use SurveyMonkey to complete online vote/tally of ideas. 1 hour - Classic case study prepared on A3. Notes made from video, textbook, GeoActive. Include sketch map, key facts, images, details of scheme and examples.
Case studies: Fieldwork options Physical Topic Posed as a question Posed as a simple hypothesis River landscapes – cross profiles How does the profile of the river X change? That the cross profile of the river X changes over distance. River landscapes – bedload How does the bedload of the river X change? That the bedload of the river X will change over distance. Coastal landscapes – longshore drift In which direction is longshore drift operating along the coast at X? That longshore drift is from West-East at X.
Coastal landscapes – mass movement How is mass movement affecting the at X? That mass movement is a process affecting the coast at X. Human Posed as a question Posed as a simple hypothesis Tourism (in a glaciated area) What are the environmental impacts of tourism at X? That tourism creates environmental impacts at X. change – opportunities What are the recreation opportunities in X? That X provides a range of recreational opportunities for local people. Urban change – challenges What impact is urban sprawl having on the rural-urban fringe? That urban sprawl is having a negative impact on the rural-urban fringe.