Post on 20-Mar-2020
REVISED GCEScheme of WorkGeographyThis is an exemplar scheme of work whichsupports the teaching and learning of theGCE Geography specification
CCEA Exemplar Scheme of Work: GCE Geography
GCE Geography
Contents Page
Unit AS 1: Physical Geography 3
Unit AS 2: Human Geography 25
Unit A2 1: Physical Processes, Landforms and Management Option A: Plate Tectonics: Theory and Outcomes
40
Unit A2 1: Physical Processes, Landforms and Management Option B: Tropical Ecosystems: Nature and Sustainability
49
Unit A2 1: Physical Processes Landforms & Management. Option C: Dynamic Coastal Environments
58
Unit A2 1: Physical Processes Landforms & Management. Option D: Climate Change – Past and Present
68
Unit A2 2: Processes and Issues in Human Geography Option A: Cultural Geography
78
Unit A2 2: Processes and Issues in Human Geography Option B: Planning for Sustainable Settlements
88
Unit A2 2: Processes and Issues in Human Geography Option C: Ethnic Diversity
100
Unit A2 2: Processes and Issues in Human Geography Option D: Tourism
110
CCEA Exemplar Scheme of Work: GCE Geography
Introduction
CCEA has developed new GCE specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.
The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.
Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.
A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.
I hope you find this support useful in your teaching.
Best wishes
Margaret McMullanSubject OfficerGeography
E-mail mmcmullan@ccea.org.ukTelephone 028 9026 1200 (2285)
CCEA Exemplar Scheme of Work: GCE Geography
Specification: Geography
Unit AS 1: Physical Geography
Prior Learning: This unit is concerned with physical processes and systems and human interaction with them. Students have the opportunity to study fluvial environments, local and global ecosystems and the processes that shape weather and climate. They study physical processes and environments at a range of scales and in a range of places. They have opportunities to use a range of technologies including GIS to enhance knowledge and understanding. Students should have a good foundation in Geography at GCSE in order to progress to this AS course. It would be advantageous if students have:
studied Geography at GCSE level; previous experience in interpreting a variety of graphs and maps; and used a variety of statistical techniques to present and analyse data.
Background Reading: It is important to note that a wide variety of texts and assessment activities are included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media channels such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Assessment: External written examination 1 hour 15 minutes.Section A: Students answer three compulsory short, structured questions, one on each theme.Section B: There are three questions requiring extended writing, one on each theme. Students answer any two questions.
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (a) Processes that shape fluvial environments
Students should be able to:
For (i) to (iv) general reference to places for illustration purpose only
(i) explain how the drainage basin operates as an open system with inputs, outputs, stores and transfers of energy and matter;
To meet this learning outcome students should: explain what a system is; explain the difference
between an open and closed system;
define inputs, stores, transfers, outputs; and
learn hydrological processes such as precipitation, surface run off (overland flow), evaporation, condensation, interception, infiltration, throughflow, percolation, groundwater flow (baseflow) and water table
Recap on terminology from GCSE - drainage basin, watershed and all of the hydrological terms
Students match hydrological terms with their meanings
Map work – use a relief map to delimit the watershed and drainage basin of a nearby or local river
Construct a systems diagram to illustrate the role of inputs, stores, transfers and outputs in an open system. Colour code the diagram
Draw and label a hydrological diagram and explain the movement of water throughout it
Watch YouTube clip showing water cycle and discuss
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 6–10)
Ross, Morgan and Heelas Essential AS Geography (Ch 7, pp 221–225 and 229–233)
McGuinness and Nagle AS Geography Concepts and Cases (Ch 1, pp 1–34)
The Water cycle - National Science Foundation at:
www.youtube.com/watch?v=al-do-HGuIk
Cards covering hydrological terms and their meanings
CCEA Past Questions Unit AS 1:
June 2012 Q.2; andJune 2013 Q.2(a)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (a) Processes that shape fluvial environments (cont.)
Students should be able to:
Fieldwork opportunities: Measuring the rate of infiltration at different parts of a slope or before and after rainfall
(ii) understand storm and annual hydrographs (regimes) and explain the factors that influence them − relief, basin size and shape, soil, geology, land use, drainage density and precipitation;
To meet this learning outcome students should: define discharge and
understand how it is calculated;
draw and label a storm hydrograph;
define river regimes; identify and explain how
river regimes change over a year; and
explain each of the
Draw and explain the key elements of the storm hydrograph
Contrast flashy and flat hydrograph forms – draw large hydrograph on A1 paper and label
Discuss and explain the impact of urbanisation and afforestation on the features of storm hydrographs
Compare various river regime graphs and explain the differences
Use living graph to explain changes in discharge
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 10–15)
Roulston and Reid (Second ed 2008) Skills, Techniques and Decision Making (pp 26–36)
Ross, Morgan and Heelas Essential AS Geography (pp 234–235)
Geofile Series 26 (2007–8) No 556: Hillside Hydrology
Geofile Series 25 (2006–7) No 542: Hydrographs: Physical and Human Impacts
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (a) Processes that shape fluvial environments (cont.)
Students should be able to:
Use statistical analysis to investigate relationships between lag time and: drainage basin area; stream slope; percentage urban; and percentage forest
Geo Factsheet No 20: The Role of Vegetation in the Hydrological Cycle
Geo Factsheet No 83: Storm Hydrographs
CCEA Past Questions Unit AS 1:
Jan 2011 Q.2 (b);June 2011 Q.2;Jan 2012 Q.2 (a);Jan 2013 Q.2 (a);Jan 2014 Q.2 (a); andJune 2015 Q.2 (a)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (a) Processes that shape fluvial environments (cont.)
Students should be able to:
(iii) understand river processes – erosion (abrasion/corrasion, attrition, hydraulic action, solution/corrosion), transportation (suspension, solution, saltation, traction), and deposition (Hjulstrom curves); and
Create PowerPoint/movie file of processes with diagrams, animation, music and written text
Label and explain velocity for erosion, transportation and deposition of various particle sizes on Hjulstrom curve
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 15–18)
Ross, Morgan and Heelas Essential AS Geography (pp 240–244)
DVD: River Processes and Landforms. You can view an extract from this DVD at: www.geography.org.uk/shop
Daydream interactive software
CCEA Past Questions Unit AS 1:
June 2012 Q.2 (b)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (a) Processes that shape fluvial environments (cont.)
Students should be able to:
(iv) explain the formation of river landforms – waterfalls, rapids, meanders, pools and riffles, oxbow lakes, levees, floodplains and deltas (arcuate and bird’s foot).
Create PowerPoint/movie file of landforms explaining formation and using good geographical terms. Share with rest of class
Or
Create an animation on the iPad using iMovie or Explain Everything
Source online images of fluvial landforms
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 18–25)
Ross, Morgan and Heelas Essential AS Geography (pp 245–252)
Geofile Series 25 (2006–7) No 529: River Channels Fieldwork
IMovie and Explain Everything apps on iPad
Arrange a field trip to study specific fluvial landforms
Daydream interactive software
CCEA Past Questions Unit AS 1:
Jan 2011 Q.2 (a);June 2013 Q.2 (b);June 2014 Q.2 (b); andJune 2015 Q.2 (b)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (b) Human interaction in fluvial environments
Students should be able to:
For (i) to (ii) general reference to places for illustration purpose only
(i) explain why some rivers need to be channelised and how this is achieved through realignment, re ‐ sectioning and dredging;
(ii) understand how and why environmentally sensitive and sustainable management strategies (washlands, afforestation and land use zoning) are needed to manage river channels;
To meet this learning outcome students should: explain what is meant by
environmentally sensitive;
explain what is meant by sustainable;
understand why some solutions are neither sustainable and sensitive;
Decision making/group work: choose a river from a flooded
urban area (pictures online); discuss why it needs to be
channelized; and decide how it is to be done
Group discussion on best strategy to follow
Follow on from DME activity by discussing alternative strategies to manage the flooding issue
Thom and Armstrong (2009) Geography for CCEA AS Level (pp 26–37)
Ross, Morgan and Heelas Essential AS Geography (pp 253–257)
Prepared resources for DME from previous activity: photo of flooded urban
area; images and notes on
channelisation techniques; map of river being used;
and blank paper for
annotations
Geofile Series 29 (2010–11) No 641: Floods and Their Management: National and Local Case Studies
Geofile Series 27 (2008–9)
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CCEA Exemplar Scheme of Work: GCE Geography
and examine sustainable
solutions;
No 594: River Flood Management Strategies – a Decision Making Exercise
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (b) Human interaction in fluvial environments (cont.)
Students should be able to:
Geofile Series 24 (2005–6) No 501: Large Scale River Management – The Colorado
Geo Factsheet 45: Flood Management in Bangladesh
Geo Factsheet No 42: River Management
For (iii) one case study from either an LEDC, for example Pakistan (2010) or from an MEDC, for example Somerset Levels (2014)
(iii) investigate the causes of recent flooding and its effects on people, property and the land; and
To meet this learning outcome students should investigate: causes (physical and
human); negative impacts effects/
consequences on people; property and land; and
positive impacts/effects/ consequences on people,
Create a spider diagram of the causes/ impacts (physical and human) for the chosen case study
Put together a wall display for the flood events
Create a newspaper front page article or ‘News at 10’ style report on the flood event
Thom and Armstrong (2016), Geography for CCEA AS Level (pp 38–45)
Holmes, D. and Croot (2010), Flood Risk and Management, Top Spec Geography series
Geography Review March (1996) (Bangladesh) (p 21)
Geography Review November (1996) (Bangladesh)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (b) Human interaction in fluvial environments (cont.)
Geofile Series 33 (2014–15) No. 734: Flooding of the River Thames in 2014
Geofile Series 27 (2008–9) No 579: Flooding in Kingston Upon Hull and East Riding of Yorkshire
Geo Factsheet 301: Pakistan Floods of 2010 and 2011
Geo Factsheet No 251: Summer Flooding in the UK
Geo Factsheet No 71: Floods
Geo Factsheet 45: April Flood Management in Bangladesh
DVDs: Flooding in the UK: Tewkesbury 2007
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CCEA Exemplar Scheme of Work: GCE Geography
Flooding in Bangladesh: Causes, impacts and management
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (b) Human interaction in fluvial environments (cont.)
Students should be able to:
You can view an extract from these DVDs at: www.geography.org.uk/shop
www.bbc.co.uk/news/uk-england-somerset-26157538
www.itv.com/news/west/2014-02-07/flooding-on-the-somerset-levels-in-pictures/
www.youtube.com/watch?v=0jm18rfECnE(BBC documentary)
2 (a) Global biomes
For (i) general reference to places for illustration purpose only
(i) identify the global distribution of biomes − tundra, tropical rainforest, hot desert and temperate grassland
Map and describe the location of the biomes in relation to latitude. Refer to place names including names of biomes, for example Amazonia
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 47–53)
Guinness and Nagle, AS Geography Concepts and Cases (Ch 2, pp 35–61)
Bowen and Pallister, AS Level Geography (Ch 3, pp
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2 (a) Global biomes (cont.)
Students should be able to:
(ii) demonstrate knowledge and understanding of the climate and soils associated with tundra and temperate grassland biomes; and
Create a spider diagram of the climate and soils relating to each ecosystem
Use climate data to produce climate graphs for tundra and temperate grassland areas
Use an iPad to create a presentation on ‘Explain Everything’: Tundra climate and soils; Temperate grasslands and
soils
Thom and Armstrong (2016), Geography for CCEA AS Level (pp 53–61) (temperate grasslands)
Bowen and Pallister AS Level Geography (Ch 3 pp 100–101) (tundra)
Explain Everything app for iPad
(iii) evaluate the actual and potential impacts of climate change on tundra ecosystems.
Group work: Students research the actual and potential impacts of climate change using the Internet. They then create a PowerPoint presentation of their findings in relation to climate change and tundra ecosystems and present to rest of class
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 62–72)
Digby, Chapman, King, Hurst and Owen (2008) AS Geography for Edexcel (pp 38–40)
wwf.panda.org/what_we_do/where_we_work/arctic/(WWF website)
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CCEA Exemplar Scheme of Work: GCE Geography
www.metoffice.gov.uk/climate-guide/climate-change
www.metoffice.gov.uk/news/releases/archive/2015/arctic-sea-ice
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2 (b) Small scale ecosystems
Students should be able to:
For (i) small scale case study of an ecosystem, for example Breen Wood
demonstrate knowledge and understanding of how ecosystems function, including: the biotic and abiotic
components; inputs, outputs, transfers
and stores of energy and matter;
trophic structure: autotrophs, heterotrophs, decomposers, trophic levels and pyramids; and
general cycling of nutrients (including the nutrient cycling model); and
Hexbusters on key terminology using interactive whiteboard
Create systems diagrams of inputs, outputs, stores and transfers
Fieldwork Opportunity: Students research a local ecosystem such as a woodland or lake, drawing up trophic pyramids and food chains. Sketch maps
Draw and interpret trophic level pyramids
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 74–80)
Ross, Morgan and Heelas Essential AS Geography (pp 76–81)
CCEA Past Questions Unit AS 1:
Jan 2011 Q.3 (b);June 2011 Q.3;Jan 2012 Q.3 (b);June 2013 Q.3 (b); andJune 2014 Q.3 (a)
For (ii) one case study of plant succession at the small/regional scale, for example Umbra sand dunes
(ii) demonstrate knowledge and understanding of plant succession: seral stages; climatic climax
vegetation; and plagioclimax vegetation
Resource 54 on page 44 of Geography for CCEA AS by Thom and Armstrong provides detailed information about changes in ecosystem characteristics across a sand dune system. Students review the changes and discuss to what extent the information reflects
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 81–89)
Ross, Morgan and Heelas Essential AS Geography (pp 82–92)
www.geographyinaction.co.u
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2 (b) Small scale ecosystems (cont.)
Students should be able to:
Fieldwork opportunity: Students collect data on plant succession in a sand dune area. Testing of soil moisture, composition, pH, organic content in the science laboratory. Analysis and interpretation of data using appropriate graphical techniques and statistical analysis using techniques such as Spearman’s rank correlation coefficient.
Geofile Series 32 (2013–14) No 710: Functioning and Management of Psammoseres in Studland Bay, Dorset
Geofile Series 26 (2007–8) No 560: Primary Succession – theory and case studies
CCEA Past Questions Unit AS 1:
Jan 2012 Q.3 (a);Jan 2013 Q.3; andJan 2014 Q.3 (b)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (a) The processes that shape our weather and climate
For (i) and (ii) study of global patterns of precipitation, surface temperature, pressure and winds
(i) demonstrate knowledge and understanding of the global energy balance, including vertical and horizontal heat transfers in the atmosphere and the role of ocean currents
Draw and label diagram of heat transfers
Name and label key ocean currents (in the northern hemisphere) with their relative temperatures on blank world maps
Use online videos (see Met Office website) to demonstrate global circulation patterns
Students to discuss the role of ocean currents and in pairs interpret maps illustrating ocean currents
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 91–97)
Ross, Morgan and Heelas Essential AS Geography (pp 179–195)
www.metoffice.gov.uk/learning/learn-about-the-weather/how-weather-works
There is a wealth of information on the Met Office website
www.youtube.com/watch?v= DOAqECd70Ww(NASA heat transfers)
www.youtube.com/watch?v= 6vgvTeuoDWY(NASA ocean currents)
CCEA Past Questions Unit AS 1:
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CCEA Exemplar Scheme of Work: GCE Geography
June 2011 Q.4 (a);Jan 2012 Q.4 (a); andJune 2013 Q.4 (a)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (a) The processes that shape our weather and climate (cont.)
Students should be able to:
(ii) demonstrate knowledge and understanding of the general circulation of the atmosphere, including: surface pressure belts; winds; the tri‐cellular model; jet streams; and upper westerly winds (in
relation to the pressure gradient and Coriolis force); and
Use maps to show surface circulation of atmosphere and pressure belts noting complexity of pattern due to land/sea differences
Name pressure belts and wind areas
Draw simple convection diagram and develop into vertical cells on global scale - start with the Hadley cell
Discuss wind patterns using: http://earth.nullschool.net
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 98-103)
www.metoffice.gov.uk/learning/learn-about-the-weather/how-weather-works/global-circulation-patterns
www.metoffice.gov.uk/learning/wind/what-is-the-jet-stream
http://earth.nullschool.net/(Excellent for showing wind patterns)
CCEA Past Questions Unit AS 1:
June 2014 Q.4 (a)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (a) The processes that shape our weather and climate (cont.)
Students should be able to:
For (iii) general reference to places for illustration purpose only
(iii) explain the factors that influence air temperature, including: latitude; distance from the
sea/continentality; altitude; ocean currents; and seasonality.
In pairs students create a presentation using iPad app ‘Explain Everything’ to demonstrate the factors which influence temperature
Guinness and Nagle AS Geography Concepts and Cases (pp 64–68)
iPad app - Explain Everything
3 (b) Weather in the British Isles
(i) explain the formation of precipitation: orographic or relief; frontal; and convectional; and
Draw and label diagrams to illustrate each type of precipitation
In pairs create a presentation using iPad app Explain Everything to demonstrate formation of rainfall;
Or
Create a PowerPoint presentation to explain types of precipitation
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 105–107)
Ross, Morgan and Heelas Essential AS Geography (pp 200–203)
www.metoffice.gov.uk/learning/rain/why-does-it-rain
iPad and Explain Everything app
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (b) Weather in the British Isles
Students should be able to:
(ii) demonstrate knowledge and understanding of mid‐latitude weather systems (depressions and anticyclones) and their formation with reference to air masses and the Polar Front Jet Stream; and
Use animations from Daydream software to show weather systems; play interactive game to identify differences
Construct and label a 3D model of a cross section through a depression
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 108–114)
Ross, Morgan and Heelas Essential AS Geography (pp 204–210)
Geofile Series 32 (2013–14) No 703: Depressions: Two Storms Compared
Geofile Series 29 (2010–11) No 624: Air Masses Affecting the British Isles and Their Impacts
Geofile Series 26 (2007–8) No 552: Anticyclones
www.metoffice.gov.uk/learning/learn-about-the-weather/how-weather-works/highs-and-lows
Daydream interactive software
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (b) Weather in the British Isles (cont.)
Students should be able to:
CCEA Past Questions Unit AS 1:
Jan 2011 Q.4 (a);June 2012 Q.4;June 2014 Q.4 (b); andJune 2015 Q.4
Spatial context requirement for (ii) and (iii) general reference to places in the British Isles for illustration purposes only
(iii) interpret weather systems affecting the British Isles using surface pressure charts (synoptic charts) and satellite imagery
Use the Internet to access relevant websites including the Met Office and BBC Weather. Collate weather reports and surface pressure charts. Students to use knowledge to explain cloud patterns, rainfall and identify frontal systems
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 114–116)
http://earth.nullschool.net/
www.sat.dundee.ac.uk/
www.metoffice.gov.uk/learning/learn-about-the-weather/synoptic-weather-chart
www.bbc.co.uk/weather
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (c) Global weather issues
Students should be able to:
Demonstrate knowledge of the changes to global weather patterns associated with the El Niño Southern Oscillation and La Niña events;
Use maps and video footage to describe and understand El Niño and La Niña and their impacts
Students to discuss the impacts both events will have on wind and rainfall patterns globally
Interpret rainfall maps
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 119–121)
Bowen and Pallister AS Level Geography (Ch 3, pp 80–85)
Geofile Series 32 (2013–14) No 709: Update on El Niño, La Niña and the Southern Oscillation
Geofile Series 26 (2007–8) No 569: Impacts of El Niño and La Niña
www.metoffice.gov.uk/learning/learn-about-the-weather/what-is-el-nino-la-nina
www.weather.com/news/climate/news/el-nino-noaa-update-august2015
For (ii) and (iii) a national or regional scale case study of
(ii) understand how hurricanes, tropical cyclones or typhoons form and
Look at images of hurricanes online or in books
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 121–122)
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CCEA Exemplar Scheme of Work: GCE Geography
one hurricane, tropical cyclone or typhoon, for example Hurricane Katrina (2005) or Cyclone Haiyan (2013)
explain their structure; and Discuss how hurricanes form
Draw a cross section through a hurricane
Bowen and Pallister AS Level Geography (Ch 3, pp 64–65)
www.metoffice.gov.uk/weather/tropicalcyclone/
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (c) Global weather issues (cont.)
Students should be able to:
www.nhc.noaa.gov/
CCEA Past Questions Unit AS 1:
June 2012 Q.4 (b);Jan. 2014 Q.4 (a)
(iii) describe the impacts of a recent hurricane, tropical cyclone or typhoon and evaluate the management strategies that were in place to reduce its impacts on people and property.
Watch video and take notes relating to one specific case study of a hurricane or typhoon
Create a spider diagram of the impacts of a hurricane or typhoon: Physical; Human; and Environmental
Discuss impacts in relation to preparedness before the event: evaluate strategies put in place to reduce the impact of hurricanes on people and property
Thom and Armstrong (2016) Geography for CCEA AS Level (pp 123–129)
DVD: Tropical Storms: Bangladesh’s Cyclone Aila. You can view an extract from this DVD at: www.geography.org.uk/shop
Geofile Series 25 (2006–7) No 530: Hurricanes Katrina and Rita – The After-Effects
Geo Factsheet No 318: Super Typhoon Haiyan
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (c) Global weather issues (cont.)
www.youtube.com/watch? v=4Fhc0oWxF1Q (Katrina)
www.youtube.com/watch? v=9_t_W0DMgQM (Haiyan)
CCEA Past Questions Unit AS 1:
Jan. 2012 Q.4 (c); andJune 2013 Q.4 (b)
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CCEA Exemplar Scheme of Work: GCE Geography
Specification: Geography
Unit AS 2: Human Geography
Prior Learning: This unit is concerned with human systems and relationships across our world and how they change both over space and through time. Students investigate three themes covering key aspects of Human Geography. They will explore a range of places, at a variety of scales. Students also have opportunities to use a range of technologies including GIS to enhance knowledge and understanding. Students should have a good foundation in Geography at GCSE in order to progress to this AS course. It would be advantageous if students have: studied Geography at GCSE level; previous experience in interpreting a variety of graphs, maps; and used a variety of statistical techniques to present and analyse data.
Background Reading: It is important to note that a wide variety of texts and assessment activities are included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events using global media channels such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Assessment: External written examination: 1 hour 15 minutes.Section A: Students answer three compulsory, short, structured questions, one on each theme.Section B: There are three questions requiring extended writing, one on each theme. Students answer any two questions.
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (a) Population data
Students should be able to:
(i) distinguish between: national census taking;
and vital registration;
Define key terms to differentiate between census and vital registration
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 134–144)
For (ii) two contrasting national case studies, one from an MEDC, for example UK and one from an LEDC, for example Kenya
(ii) demonstrate knowledge and understanding of the contrasts between MEDCs and LEDCs in relation to: the reliability of data; how the data is collected;
and the use made of the data
Look at the questions on the most recent census form and allow students to discuss how the data could be used as well as any problems that could arise
Using statistics and ICT, students analyse data from a chosen country, for example UK census over time, 2001 and 2011
Census forms from 2011
UK Census: www.nisranew.nisra.gov.uk/census/start.html
www.statistics.gov.uk
www.pop.org/
www.prb.org
www.prb.org/Publications/Datasheets/2015/2015-world-population-data-sheet.aspx
www.prb.org/Articles/2007/ObjectionsOverNigerianCensus.aspx
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (a) Population data (cont.)
Students should be able to:
CCEA Past Questions Unit AS 2:
January 2012 Q.2(b);Summer 2012 Q.2(b);January 2013 Q.2(b);Summer 2014 Q.2(a); andSummer 2015 Q.2(c)
1 (b) Population Change
(i) describe the main fertility and mortality measures − crude birth rate, crude death rate, total fertility rate and infant mortality rate; and
(ii) demonstrate knowledge and understanding of the demographic transition model and the epidemiological transition.
Discuss the measures of fertility and mortality
Analyse graphs of fertility and mortality in various countries
Students prepare and deliver PowerPoint presentations on a chosen country: demographic profile; where they feel it fits on the
DTM and the Epidemiological Transition; and
how they justify their decision
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 146–151)
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 152–157) (DTM and Epidemiological Transition)
Geofile Series 27 (2008–9) No 580: Population Characteristics of Countries at Different Levels of Development
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (b) Population Change (cont.)
Students should be able to:
Geofile Series 27 (2008–9) No 578: Global Patterns of Death, Disease and Health
http://ourworldindata.org/#
www.populationeducation.org/content/what-demographic-transition-model
CCEA Past Questions Unit AS 2:
Summer 2013 Q.2(a); andJanuary 2014 Q.5
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1 (c) Population and resources
Students should be able to:
For (iii) and (iv) one national case study of a fertility policy introduced in response to a population and resource imbalance, for example China
(i) describe the differences between underpopulation, overpopulation and optimum population;
(ii) evaluate the theories and issues of population sustainability put forward by Malthus and Boserup; and
(iii) show knowledge and understanding of the need for fertility policies (anti-natalist and
pro-natalist); (iv) evaluate the impact of
one fertility policy (either anti-natalist or pro-natalist).
Discussions on the balance between population and resourcesClass debates on Malthus v Boserup and the evidence for each theoryEssay preparation on the statement ‘The world today is overpopulated’ - Discuss. Alternatively students could debate the motion that ‘The world is underpopulated’Analysis of the need for fertility policies and the success and failings of one example, e.g. China
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 160–170)
Malthus:www.britannica.com/biography/Thomas-Robert-Malthus
Boserup: www.pnas.org/content/107/51/21963.full
China's one child policy:
http://theconversation.com/the-costs-and-benefits-of-chinas-one-child-policy-20467
www.bbc.co.uk/news/world-asia-china-25533339
http://edition.cnn.com/2015/12/31/asia/china-second-child-policy-in-effect/index.html
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CCEA Exemplar Scheme of Work: GCE Geography
Geofile Series 33 (2014–15) No 717: China’s ‘One-Child’ Policy, Ageing Population and Related Issues
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2 (a) Settlement change
Students should be able to:
For (i) and (ii) general reference to places for illustration purpose only
(i) distinguish between rural and urban settlement, with reference to the rural–urban continuum; and
(ii) show understanding of issues that impact the rural–urban fringe: greenfield developments; suburbanisation; and counterurbanisation.
Students use Census data to establish % rural and urban, for example Northern Ireland
Research articles on media websites to gain understanding and examples of the tensions that can arise in rural-urban fringe areas
Identify areas of suburbanisation and counterurbanisation in Northern Ireland and provide evidence using census data and styles of property available
Organise a field visit to a greenfield development
Organise a field visit to a suburbanised area such as Stranmillis
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 173–175)Geofile Series 25 (2006–7) No 547: A Decision Making Exercise - The Rural-Urban Fringe
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 176–179)
http://education.nationalgeographic.com/encyclopedia/urban-area/
www.macaulay.ac.uk/ruralsustainability/SERP%20PB2_Final.pdf
www.sustainablebuild.co.uk/greenfieldsites.html
www.dailymail.co.uk/news/article-156057/Homes-plan-greenfield-sites.html
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2 (a) Settlement change (cont.)
Students should be able to:
www.telegraph.co.uk/news/earth/greenpolitics/planning/10763789/Local-authorities-hustled-into-passing-greenfield-planning-permissions.html
www.theguardian.com/commentisfree/2014/jan/19/housing-crisis-brownfield-greenfield-sites
www.coolgeography.co.uk/A-level/AQA/Year%2013/World%20Cities/Suburbanisation/Suburbanisation.htm
CCEA Past Questions Unit AS 2:
January 2012 Q.6Summer 2012 Q.3(a) (i) (ii) and (iii); Summer 2013 Q.3(a) (ii) and (iii); andJanuary 2014 Q.3(b);
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2 (b) Planning in rural environments
Students should be able to:
For (i) general reference to places for illustration purpose only
(i) understand why planning is important to protect the countryside and explain how different measures can be used to manage it: ASSIs or SSSIs, AONBs and National Parks; and
Define and outline the planning procedures in Northern Ireland and what ASSIs/SSIs, AONBs and National Parks are
Use the protected areas map on the Northern Ireland Environment Agency’s webpage to identify these areas and the characteristics that made them worth protecting
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 183187)
www.planningni.gov.uk/
www.gov.uk/browse/environment-countryside/countryside
(ii) evaluate the arguments for and against the development of a National Park in Northern Ireland.
Students can role-play the various interest groups in the Mournes area to debate the creation of a national park
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 188–190)
A National Park for Northern Ireland:www.npapa.org.uk/national-parks-of-northern-ireland.html
www.independent.co.uk/news/uk/home-news/northern-irelands-national-park-back-in-the-wilderness-
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2 (b) Planning in rural environments (cont.)
Students should be able to:
www.bbc.co.uk/news/uk-northern-ireland-19998105CCEA Past Questions Unit AS 2: Summer 2012 Q.6(b)January 2013 Q.3(b); Summer 2015 Q.6(b); andSummer 2015 Q.6(b);
2 (c) Urban challenges
For (i) reference to one MEDC inner city case study, for example Belfast
(i) explain the main issues and challenges found in the MEDC inner city in relation to economic and social deprivation, re‐urbanisation and gentrification; and
In groups look at photos and data on different inner city electoral wards in Belfast to find evidence of social deprivation or gentrification
Organise a field visit to an inner city area
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 192–202)Geofile Series 33 (2014–15) No 720: Understanding the Multi-Dimensional Nature of Urban PovertySocial deprivation in Belfast:www.niassembly.gov.uk/globalassets/documents/raise/knowledge_exchange/briefing_papers/series3/gaffikin241013.pdfwww.bbc.co.uk/news/uk-northern-ireland-21506734
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CCEA Exemplar Scheme of Work: GCE Geography
www.nisra.gov.uk/CCEA Past Questions Unit AS 2: January 2012 Q.3(a) (i) and (ii)Summer 2012 Q.3(b);Summer 2013 Q.6; andSummer 2015 Q.3(a) (i) and (ii)
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2(c) Urban challenges (cont.)
For (ii) reference to one LEDC urban case study, for example Nairobi
(ii) explain the main issues and challenges found in the LEDC city, including the growth of informal settlements, service provision and economic activity.
For a chosen LEDC city create a map overlaid with information and images to illustrate informal settlements, service provision and economic activity
www.who.int/ceh/indicators/informalsettlements.pdf
www.telegraph.co.uk/finance/property/pictures/9478023/The-worlds-10-worst-cities-to-live-in.html?frame=2311098
CCEA Past Questions Unit AS 2:
January 2012 Q.3(b)January 2013 Q.6Summer 2013 Q.3(b)January 2014 Q.3(a)Summer 2014 Q.6
Thom, M & Armstrong, E. (2016) Geography for CCEA
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3(a) Measuring development
Students should be able to:
For (i) and (ii) general reference to places to illustrate global contrasts
(i) discuss the problems associated with defining ‘development’; and
Class discussion: What is meant by development, and why do perceptions of development differ?
Produce two choropleth maps to show world variations in development using a social and an economic indicator
Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 148–157)
Defining development:www.fao.org/docs/up/easypol/882/defining_development_paradigms_102en.pdf
www.cgdev.org/
(ii) explain and evaluate two economic, two social and two composite measures of development.
Compare world maps of different indicators e.g. GNI, PPP, PQLI, and HDI
Thom, M & Armstrong, E. (2016) Geography for CCEA AS Level (pp 215–223)World development indicators:http://data.worldbank.org/products/wdi
http://hdr.undp.org/en/content/human-development-index-hdi
CCEA Past Questions Unit AS 2:
Summer 2012 Q.4(a)(ii)
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CCEA Exemplar Scheme of Work: GCE Geography
January 2013 Q.4(a) (i) and (iii);Summer 2013 Q.4(b);January 2014 Q.4 (a) (i) and (ii);Summer 2014 Q.4(b); andSummer 2015 Q.4 (a) (i) and (ii);
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (b) Reducing the development gap
Students should be able to:
For (i) general references to places to illustrate global contrasts
(i) understand the aims of the Millennium Development Goals and evaluate the impact of any two of them as a means of improving global development;
Discuss the Millennium Development Goals: how realistic were the goals?; how useful were the goals?; what problems did countries
face in achieving them?; and what impact did the goals
have on development?
Thom, M & Armstrong, E. (2016) Geography for CCEA AS Level (pp 225–230)
www.undp.org/mdg
Post 2015 development goals:www.undp.org/content/undp/en/home/mdgoverview/
https://en.unesco.org/post2015/
Role-play world leaders and hold a world summit on development to highlight different viewpoints on world development post 2015
https://sustainabledevelopment.un.org/post2015/transformingourworld
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CCEA Exemplar Scheme of Work: GCE Geography
(ii) understand the aims of the 2030 Agenda for Sustainable Development and explain how the Global Goals build on the Millennium Development Goals; and
Thom, M & Armstrong, E. (2016) Geography for CCEA AS Level (pp 231–235)
http://www.globalgoals.org
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (b) Reducing the development gap (cont.)
Students should be able to:
For (iii) reference to one national LEDC case study, for example Uganda
(iii) explain the different roles that globalisation and aid can have in influencing development in LEDCs.
Students complete an essay discussing the benefits and disadvantages of providing aid to LEDCs. Alternatively students debate the motion: Aid does more harm than good
Globalisation and aid:Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 236–249)
DVDs: Issues in Globalisation: Environmental impacts and sustainability
Issues in Globalisation: How fair is fashion?
Note: you can view an extract from these DVDs at: www.geography.org.uk/shop
Geo Factsheet No 243: Measuring globalisation
CCEA Past Questions Unit AS 2:
Summer 2014 Q.4 (c)January 2014 Q.7; andSummer 2015 Q.4(b);
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CCEA Exemplar Scheme of Work: GCE Geography
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3 (c) Emerging markets
Students should be able to:
For (ii) reference to one national case study of a BRICS country, for example Brazil, or a MINT country, for example Mexico
(i) describe and explain ‘emerging markets’ in the context of LEDCs; and
(ii) show knowledge and understanding of how and why emerging markets such as Brazil, Russia, India, China and South Africa (BRICS) and Mexico, Indonesia, Nigeria and Turkey (MINT) markets have grown in recent years.
Students research emerging markets and prepare a presentation on one of the BRICS or MINT countries for the class: why they are considered
emerging?; what is their greatest
economic asset for trade?; and
use figures to illustrate the growth of their economy in the last 10 years
Thom, M & Armstrong E. (2016) Geography for CCEA AS Level (pp 250–258)
Geo Factsheet No 278: Here comes the ‘BRICs’
www.emergingmarkets.org/www.economist.com/topics/emerging-marketswww.bloomberg.com/topics/emerging-marketswww.investopedia.com/terms/b/brics.aspwww.investopedia.com/terms/m/mints-mexico-indonesia-nigeria-turkey.aspwww.theguardian.com/business/2014/jan/09/mint-condition-countries-tipped-economic-powerhouses
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CCEA Exemplar Scheme of Work: GCE Biology
Unit A2 1: Physical Processes, Landforms and
Management
Option A: Plate Tectonics:Theory and Outcomes
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CCEA Exemplar Scheme of Work: GCE Biology
Specification: GCE Geography
Unit A2 1: Physical Processes, Landforms and Management Option A: Plate Tectonics: Theory and Outcomes
Prior Learning: This option enables students to develop an understanding of the dynamic nature of crustal movement and related events. Students increase their knowledge of the processes of tectonic activity and appreciate the potential beneficial and detrimental outcomes of natural hazards. This unit also provides an opportunity for students to evaluate the effectiveness of management strategies in preparing and responding to selected tectonic hazards. It is helpful if students have:
background knowledge relating to the theory of plate tectonics; some knowledge of seismic and/or volcanic events; and an awareness that some tectonic events have a greater impact than others.
Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.ukwww.usgs.gov
Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
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CCEA Exemplar Scheme of Work: GCE Biology
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Plate tectonics:margins and landforms
Students should be able to:
For (i) to (iii) general reference to places for illustration purposes
(i) demonstrate knowledge and understanding of the evidence for and the theory of plate tectonics;
Students use an App such as Quakewatch to plot earthquakes for a given period of time. They can then describe the pattern. Students use this information together with other evidence from the Atlantic Ocean to support the theory of Plate Tectonics
Thom, M. & Armstrong, E. (2017), Geography for CCEA A2 Level,(pp 613)
Dunn, C. and Degg, M. (2012) Tectonic Hazards, Top Spec Geography series
(ii) demonstrate knowledge and understanding of plate and sub‐plate processes at constructive, conservative, destructive and collision plate margins; and
Students label a world map highlighting the main plate boundaries and direction of movements
In groups students create presentations for the class on a particular type of plate margin. This could include some 3D modelling or computer graphics to show what happens
Thom, M & Armstrong E. (2017) Geography for CCEA A2 Level (pp 1419)
DVD:Tectonics: Processes and Landforms.Note: you can view an extract from this DVD at www.geography.org.uk/shop
Geofile Series 29 (201011) No 638: Ocean Ridges and Rift Valleys
Geofile Series 26 (20078) No 554: Two Plate Boundaries:
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CCEA Exemplar Scheme of Work: GCE Biology
the Himalayas and Pacific USA
Geofile Series 25 (20067) No 526: Hot Spots in Plate Tectonics – evolution of a theory
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CCEA Exemplar Scheme of Work: GCE Biology
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Plate tectonics:margins and landforms (cont.)
Students should be able to:
(iii) demonstrate knowledge and understanding of resultant landforms − ocean ridges, rift valleys, deep sea trenches, island arcs and fold mountains.
Using photographs or video footage, show students the various landforms created by tectonic movement. Then task each student to use 100 words to summarize what the landform is and how it formed. (Bonus points for using key terms)
Thom, M. & Armstrong, E. (2017), Geography for CCEA A2 Level, (pp 1524)Plate Tectonics:www.bbc.co.uk/science/earth/surface_and_interior/plate_tectonicshttp://education.nationalgeographic.co.uk/media/plate-tectonics/www.geolsoc.org.uk/Plate-Tectonics/Chap3-Plate-Marginshttp://education.nationalgeographic.co.uk/encyclopedia/rift-valley/www.usgs.gov/Geo Factsheet No 319: Volcanic Activity and Landforms of the Hawai’ian hot spot
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CCEA Exemplar Scheme of Work: GCE Biology
CCEA Past Questions: Unit A2 2 Section A:Summer 2015 Q.5 (b)Summer 2014 Q.5 (b); Q.6(a)Summer 2013 Q.5(a); Q.6(b)Summer 2012 Q.5(a)Summer 2011 Q.5(a)Summer 2010 Q.5(a) and (b)
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Volcanic activity and its management
Students should be able to:
For (i) and (ii) general reference to places for illustration purposes
(i) demonstrate knowledge and understanding of volcanic activity at constructive and destructive plate margins and at hot spots;
(ii) demonstrate knowledge and understanding of the socioeconomic and environmental hazards and benefits of volcanic activity; and
Engage students by using up-to-date world data on volcanic activity from websites such as usgs.gov. Allow them to guess how many have occurred that year/week etc.
Provide students with a list of active and dormant volcanoes; they can plot the locations on a world map and compare with a map showing plate boundaries
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 2635)
DVDs: Tectonics: Geohazards: Monitoring and prediction
Iceland: Living with volcanoes
Montserrat: Living with volcanoes
Note: you can view an extract from these DVDs at: www.geography.org.uk/shop
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CCEA Exemplar Scheme of Work: GCE Biology
Geofile Series 32 (201314) No 694: Living on a Plate Margin: economic opportunities and reducing risk
Geofile Series 26 (20078) No 559: Supervolcanoes
Geo Factsheet No 271 Tourism and Vulcanicity in Hawai’i – a symbiotic relationship
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CCEA Exemplar Scheme of Work: GCE Biology
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Volcanic activity and its management (cont.)
Students should be able to:
For (iii) a small scale case study of volcanic activity for example Pinatubo (1991) orMontserrat (1995 onwards)
(iii) evaluate how a country prepares for and responds to volcanic activity.
Students research a volcanic area and identify the benefits and hazards of living there
Debate: The benefits associated with volcanic activity are greater than the hazards
Students debate how they would manage Montserrat differently if they were in charge
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 3543)Geo Factsheet No 275: Tectonic Hazards in New Zealandhttp://volcanoes.usgs.gov/
http://oceanexplorer.noaa.gov/facts/volcanic-hotspot.html
www.opengeography.org/ch-4-volcanoes.html
Management of volcanic activity: www.livescience.com/14603-pinatubo-eruption-20-anniversary.htm l
www.gov.uk/government/uploads/system/uploads/attachment_data/file/67965/ev635s.pdf
CCEA Past Questions: Unit A2
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CCEA Exemplar Scheme of Work: GCE Biology
2 Section A:
Summer 2015 Q.6Summer 2014 Q.6 (c)Summer 2013 Q.6(a) and (c)Summer 2012 Q.6(b) and (c)Summer 2011 Q.5(b); Q.6(a)Summer 2010 Q. 5(c)
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Seismic activity and its management
Students should be able to:
For (iii) a small scale case study of seismic activity, for example Tohoku (2011)
(i) demonstrate knowledge and understanding of the nature of seismic events and their impact − p, s and l waves, seismic shaking, liquefaction and tsunamis;
Use active learning to illustrate wave movement by getting students to move around the classroom
Thom, M. & Armstrong, E. (2016) Geography for CCEA A2 Level (pp 4552)
(ii) demonstrate knowledge and understanding of the attempts to predict seismic events − seismic gap theory, dilation; and
Allow students to research topics such as seismic gap theory and come prepared to give a summary to the class in the next lesson
Discuss benefits of GIS in helping to map and predict seismic movements in the future
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 5255)
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CCEA Exemplar Scheme of Work: GCE Biology
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Seismic activity and its management (cont.)
(iii) evaluate how a country prepares for and responds to earthquake activity.
Analyse the response to the Tohoku earthquake (2011) and write an essay outlining the strengths and weaknesses of how the event was managed
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 5562)
DVDs: Tectonics: The Haiti Earthquake: Impacts and Responses
The Christchurch Earthquake: A case study
Note: you can view an extract from these DVDs at: www.geography.org.uk/shop
Geofile Series 32 (201314) No 694: Living on a Plate Margin: economic opportunities and reducing risk
Geofile Series 24 (20056) No 510: The Asian Tsunami: 26 December 2004
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CCEA Exemplar Scheme of Work: GCE Biology
Geo Factsheet No 289: Natural and Man-Made Disaster at Fukushima
Geo Factsheet No 285: Haiti Earthquake, 2010
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Seismic activity and its management (cont.)
Geo Factsheet No 275: Tectonic Hazards in New Zealand
www.geo.mtu.edu/UPSeis/waves.html
http://earthquake.usgs.gov/learn/glossary/
www.sms-tsunami-warning.com/pages/earthquake-effects#.VfLeU5cYGec
Management of Tohoku:www.ncbi.nlm.nih.gov/pmc/articles/PMC3469005/
www.livescience.com/27776-
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tohoku-two-years-later-geology.html
CCEA Past Questions: Unit A2 2 Section A:
Summer 2015 Q.5(a) and (c) Summer 2014 Q.5 (a) and (c); Q.6(b)Summer 2013 Q.5(b) and (c)Summer 2012 Q.5(b) and (c); Q.6(a)Summer 2011 Q.6(b) and (c)Summer 2010 Q.6 (a) and (b)
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CCEA Exemplar Scheme of Work: GCE Biology
Unit A2 1: Physical Processes, Landforms and
Management:
Option B Tropical Ecosystems: Nature and Sustainability
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CCEA Exemplar Scheme of Work: GCE Biology
Specification: GCE Geography
Unit A2 1: Physical Processes, Landforms and Management Option B: Tropical Ecosystems: Nature and Sustainability
Prior Learning: In this option, students have the opportunity to develop their understanding of the physical systems and processes operating in tropical environments. They will gain knowledge and understanding of these distinctive environments created by the interaction of natural factors and human activity. Students will also investigate the threat posed by human activity in modifying tropical ecosystems through attempts to develop their resources along with the need to find sustainable management strategies in these fragile environments. Students also have the opportunity to develop their investigative skills by collecting and processing data from relevant secondary geographical sources. Students should have a good foundation in Geography at AS levels in order to progress to this A2 course. Having completed AS Geography Unit 1, students will have relevant knowledge of the following:
Global distribution of tropical rainforest and hot desert biomes; How ecosystems function including trophic structure and nutrient cycling; and The general circulation of the atmosphere including the tri-cellular model.Background Reading: It is important to note that a range of resources and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events using global media channels such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.
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CCEA Exemplar Scheme of Work: GCE Biology
Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
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CCEA Exemplar Scheme of Work: GCE Biology
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Locations and climates of major tropical biomes.
Students should be able to:
Spatial Context requirement:For (i) global distribution, location and nature of biomass
(i) demonstrate knowledge and understanding of the distribution, climatic and biomass (flora and fauna) characteristics of tropical forest, tropical grassland and desert ecosystems; and
(ii) demonstrate knowledge and understanding of the role of the Hadley Cell, including the Inter Tropical Convergence Zone (ITCZ), in the location and climate characteristics of tropical forest, tropical grassland and desert ecosystems.
The topic could be introduced by reviewing the factors that affect tropical climates, for example latitude, pressure belts, prevailing winds and the annual migration of the ITCZ within the Hadley Cell
Students complete a blank world map to illustrate the location and distribution of the three tropical biomes: tropical forest; tropical grassland; and hot desertsStudents name the main tropical rainforest, tropical grasslands and desert areas
Students give a brief explanation of the operation of the Hadley Cell and the migration of the ITCZ. Students discuss the effect of the migration of the ITCZ onseasonal rainfall
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 6477)
Waugh, D. (1995, 3rd ed) Geography: An Integrated Approach, (pp.178-179; pp 121132 and pp.121132)
Money, D. C. (2000) Weather and Climate, Nelson
Nagle, G (2000) Advanced Geography, Chapter 10, (pp 210216)
Cook et al (2000) Geography in Focus, (pp 552557)
Geofile Series 28 No 615: Causes of Aridity
Geo Factsheet No 24: The Causes of Aridity
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CCEA Exemplar Scheme of Work: GCE Biology
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Locations and climates of major tropical biomes (cont.)
Students should be able to:
Students compare a world climatic map with a map showing the major world biomes
Students use climate data (average monthly rainfall and temperature) to create climate graphs for each tropical ecosystem
Students discuss and take note of the relationship between climate and vegetation
Video clips can be used to provide a visual impression of the differences in each ecosystem
CCEA Past Questions Unit A2 2 Section A:
Summer 2015 Q.3(a)Summer 2014 Q.4(a) and (b)Summer 2013 Q.4(b)Summer 2012 Q.3(a); Q. 4(a)Summer 2011 Q.3(a)(i) and (ii)Summer 2010 Q.3(a)
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CCEA Exemplar Scheme of Work: GCE Biology
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Management and sustainability within arid/semi-arid tropical ecosystems
Students should be able to:
Spatial Context Requirement:For (i) to (iii) one regional case study, for example a region in Pakistan or Sudan
(i) demonstrate knowledge and understanding of the use of irrigation in arid/semi-arid tropical environments;
(ii) demonstrate knowledge and understanding of the environmental and socio-economic benefits and problems associated with the use of irrigation; and
(iii) demonstrate knowledge and understanding of possible solutions to the problems of using irrigation in arid/semi-arid tropical environments.
For the selected case study region, students complete a map exercise to show key physical characteristics
Students use pictorial resources to discuss the value and limitations of irrigation. Reference should be made to their chosen case study
Discuss the benefits and problems arising from irrigation including: salinization; water-logging; increased fertility; increased productivity, and social and economic benefits.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 7892)
Geofile Series 28 No 609: Case Studies of Hot Desert Environments: Land Use and Agriculture Strategies
Geo Factsheet No 116: Environmental Issues on the Sahel
Geo Factsheet No 226: Drought
CCEA Past Questions Unit A2 2:
Summer 2015 Q.3(b) and (c)
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Summer 2014 Q.3(c)Summer 2013 Q.3(a)Summer 2012 Q.4(b) and (c)Summer 2011 Q.4(b) and (c)Summer 2010 Q.4(c)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Management and sustainability within arid/ semi-arid tropical ecosystems (cont.)
The above to be discussed in relation to their regional scale case study
Students independently research possible solutions to the problems arising from irrigation
Students give a presentation on possible solutions to the problems associated with irrigation
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Management and sustainability in the tropical forest environment
Students should be able to:
Spatial Context Requirement:For (i) one regional scale case study of a tropical rainforest ecosystem, e.g. Amazon Basin
(i) demonstrate knowledge, understanding and evaluation of the threat of large-scale development to the trophic structure, nutrient cycle and zonal soil of the tropical forest ecosystem; and
Traditional techniques are succinctly covered on p.44 of Bishop and Prosser, but the best resource of all is pp 174195 of Digby. Notes and diagrams adapted from p. 182 give excellent background to slash and burn and ties in well with the introductory lessons
Describe large scale deforestation in Amazonia
Draw diagrams of impacts
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 93104)
Ecosystems and Human Activity, RSPB, Collins Educational
Geofile Series 29 No 640: Case Study of a Rainforest Zone: Amazonia
Geo Factsheet No 2: Managing Tropical Rainforest – Ecosystem Approach
Geo Factsheet 25: Energy and Nutrient Cycling – Tropical Rainforests
For (ii) one small scale case study, for
(ii) demonstrate knowledge and understanding of
Study detail of one small scale study such as:
Thom, M. and Armstrong, E. (2017) Geography for CCEA
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example agroforestry in Tome-Açu
attempts to achieve sustainable development (environmental and socio-economic) in the tropical forest ecosystem.
Gola Forest, Sierra Leone (pp 3236), RSPB; or
Amazonia deforestation (pp.3738) (Kidd)
A2 Level, (pp 106114)
http://worldagroforestry.org/newsroom/media_coverage/agroforestry-reverses-deforestation-trend-amazon
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Management and sustainability in the tropical forest environment (cont.)
This can be reinforced using the web site and an atlas. For selected study: draw a location map; list reasons for clearance,
nature and scale; and describe impacts at various
scales
General discussion on developments in Amazonia. The last two programmes provide a good introduction to the dichotomy between small and large scale destruction. Place names mentioned should be located/annotated on a blank Amazonia map adapted from an atlas
Examine the variety of attitudes regarding tropical forest management. Use chart from
Channel 4 series on Amazonia, 5 programmes: How the forest works; City in the forest
(Manaus); Large scale development; Small scale development;
and Final discussion
Exercise 3 and 4 from p.30 of ‘Ecosystems and Human Activity’, RSPB
CCEA Past Questions Unit A2 2:
Summer 2015 Q.4(a), (b) and (c)Summer 2014 Q.3(a) and (b); Q.4(c)Summer 2013 Q.3(b) and (c); Q.4(a) and (c)
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p.29, RSPB
Discussion and note taking to highlight “changing attitudes” with regard to the use of tropical forest resources
Summer 2012 Q.3(b) and (C)Summer 2011 Q.3(b) and (c); Q. 4(a)Summer 2010 Q.3(b); Q.4(a)(i) and (ii) and (b)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Management and sustainability in the tropical forest environment (cont.)
Discussion is essential as the only way to explore these values and attitudes. The last programme in the Amazonian series is a good stimulus for discussion. After discussion, an extended essay should consolidate all the points raised
Actual small scale case studies to elucidate the notion are as follows: the Korup project (SW
Cameroon); and Coca Agroforestry Project
(Ecuador)
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Unit A2 1: Physical Processes, Landforms and
Management
Option C: Dynamic Coastal Environments
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Specification: GCE Geography
Unit A2 1: Physical Processes Landforms & Management. Option C: Dynamic Coastal Environments
Prior Learning: This option enables students to gain a deeper understanding of coastal systems and processes by developing their understanding of the nature and potential threat of dynamic adjustments to coastal environments over time. Students investigate the changing role and nature of management in coastal environments and evaluate the effectiveness of management strategies. Finally students consider the need for sensitivity and sustainability of human activity in coastal environments. It is helpful if students have some knowledge of coastal processes and landforms gained from their study of Geography at GCSE level.
Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media and such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Coastal processes and features
Students should be able to:
For (i) and (ii) general reference to places for illustration purposes
(i) demonstrate knowledge and understanding of coastal processes: wave action, refraction, erosion, transport, swash and drift‐aligned coasts;
(ii) demonstrate knowledge and understanding of the formation of landforms at:– high energy coasts:
headlands, cliffs, arches, stacks and stumps; and
– low energy coasts: beaches and dunes, spits, tombolos and bars.
Students take notes and consider the factors which influence dynamic coasts
Draw diagrams of different wave types and actions and make notes on how they influence coastal environments
Draw diagrams and make notes on the processes of wave refraction and longshore drift
Draw summary diagrams of the main erosional processes along high energy coasts
Video footage of different erosional features is very useful in this section
Draw labelled diagrams of the main erosional coastal landforms and make notes on their formation
Draw diagrams on the main
Thom, M and Armstrong, E. (2017) Geography for CCEA A2 Level (pp 117135)
Knight, J. (editor) (2002) Field Guide to the Coastal Environments of Northern Ireland
Geo Factsheet No 311: The Pembrokeshire Coast – processes and landforms of coastal erosion
Note: the following are older texts which include relevant material which is still valid:
Charlton, R. & Orford, J. (2002) Managing Fluvial and Coastal Environments
Nagle, G. (2002) Advanced Geography
Cook et al (2000) Geography
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depositional coastal landforms and make notes on their formation
in Focus
Waugh, D (4th edition, 2009) An Integrated Approach
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Coastal processes and features (cont.)
Students should be able to:
Fieldwork opportunities: the Northern Ireland coastline provides excellent opportunities for fieldwork visits. Students can visit headlands, cliffs, arches, beaches and spits
Guinness P. & Nagle, G. (2002) AS Geography Concepts and Cases
Manual, Mc Elroy and Smith (1995) Coastal Conflicts
Prosser, R. (1996) Natural Systems and Human Responses
Hill, M. (1999) Advanced Geography Case Studies
DVD: Coastal Processes and Landforms
Note: you can view an extract from this DVD at: www.geography.org.uk
Classic Landform Guides (Geographical Association):
Smith, B. and Warke, P. Antrim Coast
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Lawson, T. Assynt and Coigach Coast
Pringle, A. Coast of the East Riding of Yorkshire
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Coastal processes and features (cont.)
Goudie, A. and Brunsden, D. East Dorset Coast
Bridges, E. M. Gower Coast
Bridges, E. M. North Norfolk Coast
Mottershead, D. South Devon Coast
Brunsden, D. and Goudie, A. West Dorset Coast
CCEA Past Questions Unit A2 2 Section A
Summer 2012 Q.1(b); Q.2(a)Summer 2011 Q.1(b)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Regional coastlines
Students should be able to:
For (i) general reference to places for illustration purposes
For (ii) one regional or national scale study of a coastline under threat from sea level rise in a LEDC, for example Kiribati
(i) demonstrate knowledge andunderstanding of the processes (eustatic and isostatic) and features (fjords, rias, raised beaches and relict landforms) associated with coastlines of submergence and emergence; and
(ii) demonstrate knowledge and understanding of the threat of rising sea levels due to climate change on the human and physical environment.
Using maps identify features associated with eustatic and isostatic uplift
Create a photo montage of examples of the features and categorise them into features of submergent and emergent coastlines
Students make notes and consider the issues associated with rising sea levels
Students read the web pages listed and imagine they are farmers in Kiribati. They write diary entries describing their thoughts about what is happening to their area
Class discussion about how to resolve the issues facing Kiribati residents and compare them with the issues that are facing the coast of the UK resulting from sea level rises
Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 136147)
www.s-cool.co.uk/a-level/geography/deltas-and-estuaries-and-changes-to-coastal-areas/revise-it/sea-level-change
https://geographyas.info/coasts/sea-level-change/education.nationalgeographic.com/encyclopaedia/fjord
Geofile Series 25 (20067) No 527: The Coastline of Southern Iceland
Geo Factsheet No 324: Coastal Landforms of Sea Level Change
www.climatehotmap.org/global-warming-locations/republic-of-kiribati.html
http://futurewewant.org/portfolio/kiribati-adapting-to-
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Fieldwork opportunities: the Northern Ireland coastline provides excellent opportunities for fieldwork. Students can visit raised beaches and relict landforms associated with an emergent coastline
rising-seas/
http://siteresources.worldbank.org/INTPACIFICISLANDS/Resources/4-Chapter+4.pdf
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Coastal management and sustainability
Students should be able to:
For (i) and (ii) one regional scale case study of coastal management employing both hard and soft engineering strategies, for example South Devon and Dorset
(i) demonstrate knowledge and understanding of the role of Environmental Impact Assessment (EIA), Cost Benefit Analysis (CBA), Sediment Cells and Shoreline Management Plans (SMP) in coastal management; and
(ii) evaluate the impact and sustainability of hard engineering (sea walls, revetments, rip rap, gabions, groynes) and soft engineering (beach nourishment, dune regeneration and managed
Discuss the need for and purpose of coastal protection
Discuss what is meant by cost-benefit analysis
Students make notes from various resources
Consider map of British Islesand the main sediment cells present along coastlines
Look at examples of how economics determines coastal defences
Consider the hard engineering
Thom, M and Armstrong, E. (2017) Geography for CCEA A2 Level (pp 148164)
Knight, J. (editor) (2002) Field Guide to the Coastal Environments of Northern Ireland
McKenna, J., MacLeod, M., Power, J. and Cooper, A. (2000) Rural Beach Management: A Good Practice Guide
DVDs: Managing the Dorset Coast:
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retreat) strategies on the human and physical environments.
strategies used in their chosen case study and look at their benefits and impact in different areas.Does their presence have a benefit in one area and a negative impact elsewhere?
Conflicts, challenges and opportunities
Sustainable Coastal Management: Case study - Holderness
Note: you can view an extract from these DVDs at: www.geography.org.uk/shop
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Coastal management and sustainability (cont.)
Look at the different methods of soft engineering:
are they more environmentally acceptable than hard engineering?; and
How effective is soft engineering in the short term and the long term?
Using Internet research, identify other potential hard and soft engineering methods
Beach Management Strategy (booklet and DVD), developed by Dr John McKenna, Professor Andrew Cooper and Professor Derek Jackson and published by Causeway Coast and Glens Heritage Trust
Geo Factsheet No 280: A Tale of Two Coastlines: Coastal Management in Kent
Geo Factsheet No 269: Erosion and Coastal Management at Hengistbury Head, Dorset
Geofile Series 25 (20067) No 537: North Norfolk Coast Shoreline Management Plan DME
Geofile Series 22 (20034) No 472: Coastal Management –
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A New Perspective
Geofile Series 20 (20012) No 409: North Norfolk Coast Management Issues
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Coastal management and sustainability (cont.)
www.ndascag.org/SMPnd.html
http://sdadcag.org/SMP.html www.geocases1.co.uk/ cs_norfolk5.htm
www.environment.nsw.gov.au https://geographyas.info/coasts/coastal-management
www.bbc.co.uk/schools/gcsebitesize/geography/coasts/coastal_management_video.shtml
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http://thebritishgeographer.weebly.com/coastal-case-studies.html
CCEA Past Questions: Unit A2 1 Section A
Summer 2015 Q.1 (c); Q.2(b)Summer 2014 Q.1 (a)(i) and (ii); Q.2(c)Summer 2014 Q.2(b)Summer 2013 Q.1(c)Summer 2012 Q.2(c)Summer 2011 Q.2(c)Summer 2010 Q.1 (b); Q.2(c)
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Unit A2 1: Physical Processes, Landforms and
Management
Option D: Climate Change –Past and Present
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Specification: GCE Geography
Unit A2 1: Physical Processes Landforms & Management. Option D: Climate Change – Past and Present
Prior Learning: This option enables students to develop their understanding of the natural processes of global climate change. They also explore how earlier climates affect current socio-economic development. Students consider the need for, and desirability of, sustainable solutions to the consequences of modern development. Students recognise the human role in present global climate change and appreciate the need for developing sustainable planning policies at a global scale.
Students also have the opportunity to develop their investigative skills by collecting and processing data from relevant secondary and/or primary geographical sources.
Students should have a good foundation in Geography at AS level in order to progress to this A2 course. The study of related topics inGCSE Geography will provide useful background knowledge for students taking this option. Having completed GCSE Geography Unit 2, students will have relevant knowledge of the following:
An understanding of how the greenhouse effect and carbon footprints contribute to climate change; The effects of climate change on:
- The environment;- People; and - The economy; and
The 2015 International Climate Change Agreement.
Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC News, Sky News and CNN. There are many journals such as Geography Review and Geography as well as websites where additional material can be sourced e.g.:
www.tes.co.ukwww.geography.org.uk
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http://www.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
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Teachers may find the following resources useful:
Byers, A. C., McKinney, D. C., Thakali, S. and Somos-Valenzuela, M. (2014) Promoting science-based, community driven approaches to climate change adaptation in glaciated mountain ranges: HiMAP, Geography, Vol 99 Part 3
Clark, D, Ely, J. C. and Doole, J. (2018) Glacial Landforms: a teaching resource in maps and GIS, Teaching Geography Vol 43 Number 2, pp 76-79
Pumpkin Interactive Ltd, Glaciation in the UK (DVD – 25 mins) ISBN: 978-1-84377-382-5 Note: available from Geographical Association www.geographical.org.uk
Royal Meteorological Society, Climate Change Updates for A Level Geography: 10 Figures from the 2013 Intergovernmental Panel on Climate Change (IPCC) Report, available for download from www.metlink.org
Simmons, G (2016) Teaching Glaciation, Teaching Geography Vol 41 Number 1
Waller, R. and Knight, P. (2017) Glaciated Landscapes, Geographical Association (Top Spec Geography), Sheffield.
The BRITICE Project: Since 2012 the University of Sheffield has been collecting data and information on glacial landforms across the British Isles. They have designed an educational poster which includes brief definitions and illustrations of glacial landforms. In partnership with ESRI, the University of Sheffield has launched a freely accessible online interactive BRITICE map. Users can zoom in to see landforms in all their detail and situate them on a base map for their local area or fieldwork site. The GIS functions allow users to manipulate, measure and query landform data online without additional software. The interactive map, GIS data and PDF of the poster map are free to download from www.BRITICEmap.org.
The Royal Meteorological Society has developed a Climate Negotiations Resource, which simulates a world climate change conference. The resource is a free, online and multimedia resource, relevant for both GCSE and A level specifications. It provides a wealth of high-quality, sophisticated and up-to-date materials, including clear instructions and background information vital for developing a full geographical perspective on the potential positions of the different countries. Particularly useful is video input from one of the British delegates to the Paris climate talks which lends authenticity to the process that the students undertake. The resource can be accessed via http://www.metlink.org/climate/climate-negotiations-for-schools.
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Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.
Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Natural Climate Change Processes
Students should be able to:
(i) demonstrate knowledge and understanding of long- and medium-term climate change processes:- evidence (ice cores,
pollen analysis and ocean-floor deposits); and
- causes (astronomic, solar, continental drift and volcanic);
Background: geological time; introduce students to the geological timescale Precambrian to Cenozoic.
Vocabulary: it will be useful to introduce students to related vocabulary including: paleoclimatology; stratigraphy; epoch; period; and era.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 165)
Geofile Series 27 No 593 (2008-2009) Climate Change over the past 21 000 years
Waller, R. and Knight, P. (2017),(pp6–7)
Establish the pattern of climate change that has occurred over the last 1000 million years. Give students a diagram such as Fig. D1 on page 165; students describe the changing pattern of the earth’s temperature since the Precambrian period.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 165)
Students work in pairs or small groups to investigate the evidence for climate change; each group chooses one of the
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 166–169)
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following: ice cores; pollen analysis; radio-carbon dating; dendrochronology; and ocean-floor deposits.
Geoactive Series 20 (2009) Recent evidence of a warming world
Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 8(a)
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Natural Climate Change Processes (cont.)
Students should be able to:
Students report back to the class covering how the technique is used to provide evidence for climate change along with any limitations.
Thought shower: what factors could influence the earth’s climate? Working in the same groups as above, students investigate the main causes of climate change by choosing one of the following: astronomic forcing; solar forcing; atmospheric chemistry;
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 169–172)
Global Climate Change:http://www.global-climate-change.org.uk/2–1.php
Climate Change: evidence and causes:https://royalsociety.org/topics-policy/projects/climate-change-evidence-causes/
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volcanic eruptions; and continental drift.
Investigating climate change:http://www.geography.org.uk then follow the links to resources followed by investigating climate change
Changing climates - Can climate change?www.rgs.org then search ‘can climates change’Note: this is aimed at Key Stage 3
Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 7(b)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Natural Climate Change Processes (cont.)
Students should be able to:
(ii) demonstrate knowledge and understanding of the end of the last glaciation and the arrival of the Holocene.
Spatial context requirement:For (i) and (ii) general reference to places for illustration purposes.
Students make notes covering the end of the last glacial period and the arrival of the Holocene. There are key terms here to be added to their vocabulary list including: interglacial; stadials; interstadials; last glacial maximum; and fluvioglacial.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 172–178)
Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 8(b)
Discussion: should the Holocene be renamed the Anthropocene?
Castree, N. (2015) The Anthropocene: a primer for geographers, Geography Vol 100 Part 2, (pp 66–75)
2. Lowland Glacial Landscapes
(i) demonstrate knowledge and understanding of the formation of glacial ice sheets and associated glacial and fluvioglacial processes of erosion, transportation and deposition; and
Using a diagram such as Fig. D20 on page 180, students describe and explain the formation of an ice sheet and distinguish between the zone of accumulation and the zone of ablation.
Students make notes covering the processes of erosion,
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 179–182)
Waller, R. and Knight, P. (2017), Chapter 2 covers glacial mass balance, ice sheets, struxctureof a glacier, glacial advance and
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transportation and deposition.
Distinguish between glacial erosion and fluvioglacial erosion.
retreat.Chapter 3 covers glacial landforming processes.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Lowland Glacial Landscapes (cont.)
Students should be able to:
Describe and explain the role of water in erosion, transportation and deposition.
Geofile Series 27 No 573 (2008-2009) Glacier and fluvioglacial deposition: case study in Iceland
Geofile Series 25 No 533 (2006–2007) Fluvioglacial activity in Eastern Yorkshire
Geofile Series 22 No 459 (2003–2004) Glacial erosion in lowland areas
(ii) demonstrate knowledge and understanding of glacial and fluvioglacial landforms – till, drumlins, eskers, erratics, outwash plains and moraines, including ribbed moraines.
Using photographs (sourced from the Internet or taken by department staff) introduce students to key landforms such as drumlins, glacial till and erratics. Students describe the landform and make notes explaining its formation. Complete for remaining landforms. Sort landforms into: those deposited by ice; and those deposited by
meltwater.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 182–187)
Waller, R. and Knight, P. (2017), Chapter 4 covers Glacial landforms, landscapes and landsystems
Spatial context requirement:
The case study requirement provides an opportunity for field
Thom, M. and Armstrong, E. (2017) Geography for CCEA
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For (ii) and (iii) a regional scale case study of a lowland postglacial environment, for example County Down.
visits. A2 Level (2nd edition), (pp190–194)
(iii) demonstrate knowledge and understanding of the benefits and problems of socio-economic development in lowland post-glacial environments;
A field visit also provides an opportunity for students to see at first hand aspects of the socio-economic development in lowland post-glacial environments.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 187–190)
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Lowland Glacial Landscapes (cont.)
Students should be able to:
Students should focus on opportunities presented by the lowland glacial environment in relation to agriculture, building materials and scenic value. They also need to consider the problems associated with the landscape such as poor drainage.
Waller, R. and Knight, P. (2017), Chapter 5 covers human activity on glacial environments
Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 7(c)
3. Current Global Climate Change: Human Causes and Impacts
(i) demonstrate knowledge and understanding of the evidence for recent climate change and links to human activity (enhanced greenhouse effect);
Students use a graph such as Fig, D49 on page 196 to establish the recent trend in global climate change. They identify the key evidence for this short-term global climate
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 195–198)
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change: global temperatures; melting glaciers and ice
sheets; and environmental evidence.
Introduce the Greenhouse Effect or revise as required. Describe and explain the role of carbon dioxide in enhancing the greenhouse effect. See Fig. D52 for a comprehensive diagram showing the operation of the greenhouse effect.
Discussion: to what extent does the evidence point to human activity as the main cause of global climate change?
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Current Global Climate Change: Human Causes and Impacts (cont.)
Students should be able to:
(ii) demonstrate knowledge and understanding of the present and potential impacts of climate change;
Spatial context requirement:For (i) and (ii) general reference to places in both MEDCs and LEDCs for illustration purposes.
Students should consider the present and potential impacts of climate change using headings such as: extreme climate events; sea level change; ecosystem impacts; human related impacts such
as health.
Consideration should be given to impacts in both LEDC and MEDC areas.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 198–204)
4. Managing global climate change
(i) demonstrate knowledge and understanding of attempts to address global climate change through mitigation (carbon capture and reducing greenhouse gas emissions) and adaptation (reducing vulnerability); and
Introduce this aspect of the specification by outlining human impact on climate through air pollution since Victorian times.
Split the class into two groups. Give one group the following statement: ‘the best way to manage global climate change is by mitigation’. Give the other group the following statement:
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 206–212)
Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 8(c)
Geofile Series 32 No 700
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‘the best way to manage global climate change is by adaptation’.Then debate ‘this house believes that the only way to manage global climate change is by adaptation, that is adjusting natural and human systems in response to actual and expected climatic stimuli or their effects’.
(2013–2014) Responses to climate change
Geoactive Series 28 (2017) Climate Change – adaptation and mitigation
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
4. Managing global climate
Students should be able to:
(ii) evaluate the progress of international action on climate change, including the Kyoto Protocol and the role of the Intergovernmental Panel on Climate Change (IPCC).
Spatial context requirement:For (i) and (ii) general reference to places at an international scale.
Background knowledge: the United Nations Framework Agreement on Climate Change and the Kyoto Protocol.
Use Fig. D66 on page 213 to help assess how successful the Kyoto Protocol has been.
Students use the Internet to investigate the role of the Intergovernmental Panel on Climate Change.
International action on climate change is ongoing. Students should be aware of the International Climate Change
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 212–215)
Knight, S & Adger, N. (2015) Climate Change – emerging scientific issues, Teaching Geography Vol 40 No. 3Note: a case study on the impact of climate change on the Patuakhali district of Bangladesh, plus teaching ideas accompanies this article. Go to www.geography.org.uk/tg and click Autumn 2015
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Agreement (Paris Agreement, 2015) and the criticisms thereof.
(there is no charge for the case study).
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Unit A2 2: Processes and Issues in Human Geography
Option A: Cultural Geography
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Specification: GCE Geography
Unit A2 2: Processes and Issues in Human Geography. Option A: Cultural Geography
Prior Learning: This option enables students to develop their understanding that significant spatial and social differences in culture exist, in spite of globalisation. Students also examine the significance of social constructions on nature and the landscape. This unit also gives students an awareness of the complex nature of migration as well as its social, economic and political impacts at a range of scales. Students will develop an appreciation of the cultural transformations that the development of cyberspace has brought about.
Students also have the opportunity to develop their investigative skills by collecting and processing data from relevant secondary and/or primary geographical sources.
The study of related topics in GCSE Geography will provide useful background knowledge for students taking this option.
Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC News, Sky News and CNN. There are many journals such as Geography Review and Geography as well as websites where additional material can be sourced e.g.:
www.tes.co.ukwww.geography.org.ukhttp://www.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Care must be taken when using past papers/questions from the legacy specification to ensure that they match the requirements of the revised specification.
Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.
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Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Cultural Geography
Students should be able to:
(i) understand and explain:- why cultural groups
exist;- the differences
between cultural groups; and
- the expression of cultural nationalism;
Class discussion – what is culture? Students should consider: values; attitudes; behaviours/actions/activities.
Students make a list of factors that affect culture such as: age; gender; religion; social class etc.This will help them to understand why cultural groups exist.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 218–220)
In small groups, students identify and profile cultural groups to draw out the differences between their chosen cultural groups.
Teacher gives students a definition of cultural
Thom, M. and Armstrong, E. (2017) Geography for CCEA
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nationalism. Working in small groups, students select a country and research how it expresses its cultural nationalism. Students prepare a presentation for the rest of the class.
A2 Level (2nd edition), (pp 221–222)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Cultural Geography (cont.)
Students should be able to:
(ii) understand and explain social inequalities (social exclusion and discrimination) in relation to ethnicity, gender, race, religion, sexuality and social class;
Distinguish between social exclusion and discrimination.
Students should make notes on social inequalities in relation to: ethnicity; gender; race; religion; sexuality; and social class.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 223–227)
Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 2(b)
(iii) understand and explain social constructions of nature and landscape − landscapes as human systems, natural and cultural landscapes.
Spatial context requirement:For (i) to (iii) general reference to places for illustration purposes.
Discussion: what is meant by ‘natural landscape’; how does human activity affect the natural landscape?
Understand that the interaction between the ‘natural’ landscape and human activity creates the ‘cultural’ landscape.
Debate: ‘there is no truly natural landscape remaining on Planet Earth’.
Working in small groups, students choose a country and show how its culture has shaped
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 227–230)
Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 1(c)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Migration Students should be able to:
(i) explain push and pull factors in migration − economic, social, political, cultural and environmental factors and barriers to migration.
Students will have some familiarity with the concept of push/pull factors from their GCSE Geography studies.
Students describe and suggest reasons for population movement in terms of push and pull factors.
Using examples of migration flows (newspaper cuttings, video clips),students make a list of the different reasons for migration.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 232–235)
A useful introduction to migration can be found in:Hall, R. and Chapman, R. (2011) Changing Populations: the New Europe, Geographical Association, Sheffield [Top Spec Geography series], (pp 24–26)
Students use the following headings to classify their list of reasons: economic; social; political; cultural; and environmental factors.
Using the same migration flows, students identify possible barriers to migration.
Past paper questions:A2 Unit 1 (2016) Q. 1(a);A2 Unit 1 (2015) Q. 2(a)A2 Unit 1 (January 2014) Q. 2(a)A2 Unit 1 (January 2013) Q. 1(b)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Migration (cont.)
Students should be able to:
(ii) demonstrate knowledge and understanding of the implications of migration for service provision, economic activity and social stability;
Spatial context requirement:For (ii) those implications that are relevant to one small scale case study of out-migration, for example Achill Island, and one urban case study of in-migration, for example Delhi
Working in pairs, students outline the possible impact of migration onlosing and receiving areas andgroup ideas under the following headings: service provision; economic activity; and social stability.
From this students start to develop an understanding that migration hasimplications for both sending and receiving areas.
Case studies: understand the implication of migration on two small-scale case studies.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 236–238)
Case Study – Barra and Vatersay(pp 241–244)
Case Study Peterborough(pp 245–247)
Note: the GCSE Geography Unit 2 Foundation and Higher papers in 2015 included an OS extract of Peterborough and surrounding area.
Hall, R. and Chapman, R. (2011) Changing Populations: the New Europe, Geographical Association, Sheffield [Top Spec Geography series], page 28 looks at economic considerations; page 36 looks at the impacts of migration.
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Useful information can be found at the following website:http://achilltourism.com/
Past paper questions:A2 Unit 1 (2016) Q. 1(c)A2 Unit 1 (Summer 2014) Q. 1(c)A2 Unit 1 (Summer 2013) Q. 2(c)A2 Unit 1 (Summer 2012) Q. 2(b)
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Migration (cont.)
Students should be able to:
(iii) distinguish between voluntary and forced migration and describe migration processes, including those adopted by undocumented migrants;
Students need to understand the relevant terminology: voluntary migration; forced migration; documented migrants; and undocumented migrants.
Students draw on their knowledge of push and pull factors to consider the factors that might result in: voluntary migration; and forced migration.
Discussion: ‘to what extent is migration ever ‘voluntary’?’
Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition) (pp 247–251)
Specimen Assessment Materials: Unit A2 2 Option A: Cultural Geography Q.1 (b)
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(iv) discuss immigration (documented and undocumented) as a political issue and governments’ responses to it;
Spatial context requirement:For (iv) one case study of government response to immigration at the national or international scale, for example the European Union, USA or Australia
Working in pairs, students outline what makes immigration a political issue.
In pairs, students consider how the migratory experience of a documented migrant would differ from that of an undocumented migrant.
Case study: government response to immigration at the national or international scale.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 251–252)
Case Study – Canada (pp 253–258)
Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 2(c)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. The Geographies of Cyberspace
Students should be able to:
(i) understand that the development of cyberspace has led to changes in socio-economic activity and has helped to produce international cultures; and
Using a variety of resources, students find definitions of cyberspace. Students reach a consensus on a definition of cyberspace.
Students should be familiar with related terminology such as the Internet, World Wide Web (WWW) and Uniform Resource Locators (URLs).
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 260–264)
Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 2(a)
Working in small groups, students discuss how the development of cyberspace has changed socio-economic activity: retailing; work practices; communication; services such as banking; and social interaction.Each group should consider the nature of the change, advantages, disadvantages and wider impacts.
Students draw on their knowledge of culture to define
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‘international culture’. They identify the aspects of culture that have been most influenced by cyberspace such as sport and entertainment.
Discussion: ‘eventually cyberspace will lead to a truly international culture’.
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. The Geographies of Cyberspace (cont.)
Students should be able to:
(ii) recognise that global contrasts remain, brought about by economic, social and political issues.
Spatial context requirement:For (i) and (ii) general reference to places for illustration purposes.
Working in small group, students outline the factors that lead to the digital divide (the gap between those who use the Internet and those who do not).
Using their list of factors, students classify the factors under the following headings: economic; social; and political.
Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 264–266)
Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 1(a)
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Unit A2 2:Processes and Issues in
HumanGeography
Option B: Planning for SustainableSettlements
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Specification: GCE Geography
Unit A2 2: Processes and Issues in Human Geography Option B: Planning for Sustainable Settlements
Prior Learning: This option enables students to understand that sustainability relates to both the environment and society by exploring the rationale underpinning sustainability. Students consider the impact of urban settlements, urban systems and transport on the environment. They also consider the role of people in planning and design of settlements in an attempt to try to make them more efficient and sustainable. Students will draw on their knowledge of sustainability and issues facing urban areas in MEDCs gained at GCSE and AS Levels.
Background reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Care must be taken when using past papers/questions from the legacy specification to ensure that they match the requirements of the revised specification.
Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Sustainable development
Students should be able to:
For (i) and (ii) general reference toplaces for illustration purposes
For (iii) one case study of a city, for example Belfast orBirmingham
(i) explain sustainability with reference to social and environmental considerations;
(ii) demonstrate knowledge and understanding of urban ecological and carbon footprints; and
(iii) understand how sustainability is related to waste management, energy consumption and water supply.
Use newspaper resources to identify problems of urban sprawl, for example look at property pages or magazines to identify where new residential and commercial areas are located
Use a variety of online calculators to calculate and compare individual carbon footprints
Research Lisburn City Council committee meetings for details about the John Lewis planning controversy
Access the Belfast Metropolitan Area Plan (BMAP) online to look at an area of growth or development
Students make notes on key concepts and ideas
Investigate via online research current strategies for dealing
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint, (pp 267281)
Ellis G. (2002) Planning for Sustainable Settlements
Nagle G. (1998) Changing Settlements
Waugh, D. (2009, 4th edition) Geography: An Integrated Approach
The Royal Town Planning Institute (2004) Education for Sustainable Development. A Manual for Schools. Available to download from: www.rtpi.org.uk/media/8490/Education-for-Sustainable-Development-Manual-for-Schools.pdf
www.rtpi.org.uk/education-
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with waste management in Belfast
Student Debate: ‘Waste to energy plants are the sustainable solution to the problems of waste in large urban areas’
and-careers/learning-about-planning/resources-for-schools/
www.belfastcity.gov.uk/bins-recycling/recycling/recycling.aspx
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Sustainable development (cont.)
www.gov.uk/government/policies/sustainable-development
http://belfastwater.org/
www.waste-management-world.com/articles/2013/03/waste-to-energy-mbt-plant-northern-ireland.html
www.evoenergy.co.uk/uk-energy-guide/
www.gov.uk/government/uploads/system/uploads/attachment_data/file/
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449102/ECUK_Chapter_1_-_Overall_factsheet.pdf
Geofile Series 26 (2007-8) No 548: Management of Waste in Cities – A decision making exercise
Geo Factsheet No 295 Milton Keynes 2012: Towards a Sustainable City
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. Sustainable development (cont.)
CCEA Past Questions Unit A2 1 Section A Option B:
Summer 2015 Q.3(a); Q.4(b)Summer 2014 Q.4(a)January 2014 Q.3(b);Summer 2013 Q.3(b); Q.4(b)January 2013 Q.3(a); Q.4(b)Summer 2012 Q.3(a); Q.4(a)January 2012 Q.4(c)Summer 2011 Q.4(a) and (b)Summer 2010 Q.4(a) January 2010 Q.3(a); Q.4(b)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Urban planning and design in relation to sustainability
Students should be able to explain how urban design, planning and management relates to sustainability in:
For (ii)-(v): those characteristics that affect or have affected urban planning and design in one city, for example Belfast or Stockholm
(i) eco-towns or cities;
(ii) residential space: defensible space (and associated housing design);
(iii) greenfield and brownfield development;
(iv) the environmental and social consequences of the development of retail parks, including their competition with town centres; and
(v) leisure and sports facilities, open space and urban parks.
Students make notes on key concepts and ideas
Class discussion on challenges facing a town/city of which they have experience
Use a questionnaire to establish students’ perceptions of their neighbourhood and defensible space
Use maps or photographs from local newspapers (such as the Belfast Telegraph or property magazines available from estate agents) to locate derelict land and possible brownfield developments
Field visit to look at industrial, retail and urban areas within a local town or city
Fieldwork questionnaire:
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint, (pp 283299)
Ellis, G. (2002) Planning for Sustainable Settlements
Cook et al Geography in Focus (pp 132137)
Prosser, R. (1994) Leisure, Recreation and Tourism
Waugh, D. (2009, 4th edition) Geography: An Integrated Approach
The Royal Town Planning Institute (2004) Education for Sustainable Development: A Manual for SchoolsAvailable to download from: www.rtpi.org.uk/media/8490/Education-for-Sustainable-Development-
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reaction to shopping centres in city centres and out of town
Manual-for-Schools.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Urban planning and design in relation to sustainability (cont.)
Use newspaper resources to identify new or recent shopping developments, for example Ikea in Belfast, and the reactions to them
Use the Internet to research planning issues
www.rtpi.org.uk/education-and-careers/learning-about-planning/resources-for-schools/Newman, O. (1996) Creating Defensible Space, published by the US Department of Housing and Urban Development, Office of Policy Development and ResearchAvailable to download from: www.huduser.gov/publications/pdf/def.pdfwww.huduser.gov/portal/publications/pubasst/defensib.htmlGeofile Series 32 (201314) No 698: Case Study of an Urban Centre Undergoing Redevelopment: West BromwichGeofile Series 32 (201314) No 712: An Out-of-town Retail Centre: The Mall,
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Cribbs Causeway, BristolGeofile Series 31 (201213) No 675: Planning Issues in Today’s MEDC CitiesGeofile Series 27 (20089) No 581: Ecotowns
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Urban planning and design in relation to sustainability (cont.)
Geofile Series 24 (20056) No 515: Sustainable CitiesGeofile (Jan 1997) No 304: Decision Making Exercise: Planning for urban change in ParisGeofile (Jan 1997) No 299: Los Angeles Urban issues 1996Geo Factsheet No 237: The Controversy of Eco-towns in the UKGeo Factsheet No 258: The Greening of the City: Chicago (USA) and Toronto (Canada)CCEA Past Questions Unit A2 1 Section A Option B:Summer 2015 Q.4(c)Summer 2014 Q.3(a) and (b); Q.4(b) and (c)January 2014 Q.3(c); Q.4(b)Summer 2013 Q.3(a); Q.4(c)January 2013 Q.4(c)
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Summer 2012 Q.3(b); Q.4(c)January 2012 Q.3(a); Q.4(b)Summer 2011 Q.3(b); Q.4(c)January 2011 Q.3(a) and (b); Q.4(c)Summer 2010 Q.3(b); Q.4(c)January 2010 Q.3(b) and (c)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Traffic and transport
Students should be able to:
For (i) and (ii) one case study of a city, for example Belfast or Cambridge
(i) demonstrate knowledge and understanding of the impact on sustainability of different modes of transport by sea, air and land; and
(ii) evaluate urban traffic management strategies including public transport, integrated transport networks, restrictions on car usage, car parking, and pedestrian and cycling policies.
Research the amount of freight transported annually to and from Northern Ireland
Class discussion about the potential implication of this movement and relative impacts of the various modes of transport on people and environment
Using maps describe public transport provision across Belfast. Compare with historical maps to note temporal variation in public transport provision in the city
Fieldwork questionnaire to gauge public opinion about cycle policies in Northern Ireland
Use maps of Cambridge or Belfast to: identify cycle paths, bus
lanes, one-way systems; interpret statistics relating to
car park prices in Belfast; and
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint, (pp 300313)
Ellis G. (2002) Planning for Sustainable Settlements
Flint, C. & Flint, D. (2000) Urbanisation: Changing Environments
Waugh, D. (2009, 4th edition) Geography: An Integrated Approach
Pacione M., The Future of the City – Cities of the future Geography Vol 86 (4)
Geofile Series 32 (201314) No 702: Integrated, Efficient and Sustainable Transport Systems
Geofile Series 28 (200910) No 619: Reimaging Settlements
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interpret photographs of traffic management strategies
Geofile Series 27 (20089) No 596: Switzerland: Integrated Public Transport
Geofile Series 24 (20056) No 515: Sustainable Cities
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Traffic and transport(cont.)
Students should be able to:
Group work: Plan a new traffic management strategy for your nearest urban area
Use the Internet to assess the impacts of traffic management strategies
Students make notes on key concepts and ideas
Field investigation to look at traffic management strategies in your own town and evaluate their effectiveness
Geofile No 449: UK Transport Planning in the Twenty-first CenturyGeofile Series 21 (20023) No 444: Transport Planning in the 21st CenturyGeofile Series 21 (20023) No 437: Environmental Assessment and the British Planning SystemGeofile Series 20 (20012) No 43: Managing Oxford’s CBD: A Decision Making ExerciseGeofile Sept 1998 No 336: Inner Cities: Policies (19451998)Hogg, N. and Jones, S. (Mar 2002): Transport Policy and Urban Pollution. Geography Review (pp 3437)www.nidirect.gov.uk/changes-to-planningwww.planningni.gov.uk/
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index/advice.htmBelfast City Council Transport Policy: www.belfastcity.gov.uk/business/regeneration/transportpolicy.aspxwww.sustrans.org.uk/northern-ireland
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Traffic and transport(cont.)
www.drdni.gov.uk/articles/new-approach-regional-transportationwww.drdni.gov.uk/articles/northern-ireland-transport-holding-company
Cambridgeshire Local Transport Plan 2011-2031 can be downloaded from: www.cambridgeshire.gov.uk/info/20006/travel_roads_and_parking/66/transport_plans_and_policieswww.newlistener.co.uk/home/green-transport-policy-for-cambridge/
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www.cambridgefutures.org/futures2/public-transport.htmCCEA Past Questions Unit A2 1 Section A Option B:Summer 2015 Q.3(c)Summer 2014 Q.3(c)January 2014 Q.4(a) and (c)Summer 2013 Q.3(c) Q.4(a)January 2013 Q.3(c); Q.4(a)Summer 2012 Q.3(c); Q.4(b)January 2012 Q.3(b)Summer 2011 Q.3(a) and (c)Summer 2010 Q.3(c)January 2010 Q.4(a)(i)
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Unit A2 2: Processes and Issues in Human Geography
Option C: Ethnic Diversity
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Specification: GCE Geography
Unit A2 2: Processes and Issues in Human Geography Option C: Ethnic Diversity
Prior Learning: This option enables students to understand how to define ethnicity. They investigate the processes that create and maintain ethnic diversity and evaluate the social, economic and spatial outcomes of this diversity. Students enhance their understanding of the causes, the nature of and possible responses to conflict. It is helpful if students have:
an awareness of the factors influencing ethnicity; an awareness of current international conflicts; and an awareness of the issues faced by regions in conflict.
Background Reading: It is important to note that a wide variety of texts and assessment activities are included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Time magazine and websites where additional material can be sourced, for example:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. The definition of ethnicity
Students should be able to:
For (i) and (ii) general reference to places for illustration purposes only
(i) explain the factors that define ethnicity − race, nationality, language and religion; and
(ii) explain how role, residential concentration, age and gender influence perceived ethnic and social identity.
Students write a definition of ethnicity before beginning topic and share ideas
Use census data to look at ethnicity in different areas and make comparisons. Use ICT to chart data and interpret values
Carry out research on family and different age groups to see how factors influence perceptions of ethnicity
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint Educational, (pp 316324)
www.economist.com/news/britain/21595908-rapid-rise-mixed-race-britain-changing-neighbourhoodsand-perplexing
www.ons.gov.uk/ons/
www.ninis2.nisra.gov.uk/
CCEA Past Question Unit A2 1 Section A:
Summer 2015 Q.5(a)(i)Summer 2014 Q.5(a)(i)January 2014 Q.6(b)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. The definition of ethnicity (cont.)
Summer 2013 Q.6(a)(i)January 2013 Q.5(c)Summer 2012 Q.6(c)January 2012 Q.6(a)Summer 2011 Q.6(a)January 2011 Q.5(b); Q.6(a)(i)Summer 2010 Q.6(c)January 2010 Q.5(a)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. The processes that create and maintain ethnic diversity
Students should be able to:
For (i) the role of those processes that created ethnic diversity in one country, for example Jamaica or France
For (ii) and (iii) the role of those processes and their outcomes for one ethnically diverse city, for example Jerusalem or Belfast
(i) demonstrate knowledge and understanding of the processes creating ethnic diversity − colonisation, annexation and international migration;
(ii) demonstrate knowledge and understanding of the processes maintaining ethnic diversity − segregation and multiculturalism; and
(iii) demonstrate knowledge and understanding of the economic, social and spatial outcomes of ethnic diversity.
In groups students prepare a presentation on a colonial or annexed country or one experiencing international migration
Examine the location of different ethnic groups around the UK using census data, then focus on one city and observe if segregation of ethnic groups is evident.Skills development: there are opportunities for GIS here as data is mapped
Debate the role of multiculturalism and whether it has 'failed' in the UK
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level Colourpoint Educational, (pp 325341)
www.bbc.co.uk/history/british/abolition/scramble_for_africa_article_01.shtml
http://migrationobservatory.ox.ac.uk/
www.oecd.org/migration/
Segregation:
www.economist.com/news/britain/21573137-province-finally-becoming-less-segregated-thank-
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immigrants-melting-pot
www.nihe.gov.uk/mapping_segregation_in_northern_ireland_-_northern_ireland_housing_executive_estates_outside_belfast.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. The processes that create and maintain ethnic diversity (cont.)
Multiculturalism:
www.foreignaffairs.com/articles/western-europe/2015-03-01/failure-multiculturalism
www.bbc.co.uk/news/magazine-12381027
Geofile Series 33 (201415) No 740: Multicultural Society in Peru
Outcomes of ethnic diversity:
www.ethnicity.ac.uk/medialibrary/briefingsupdated/ethnicity-and-deprivation-in-england-how-likely-are-ethnic-minorities-to-live-in-deprived-neighbourhoods%20%281%29.pdf
www.ethnicity.ac.uk/
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medialibrary/briefingsupdated/how-are-ethnic-inequalities-in-education-changing.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. The processes that create and maintain ethnic diversity (cont.)
www.parliament.uk/documents/post/postpn276.pdf
www.theguardian.com/news/datablog/2014/jun/12/ethnic-minorities-employment-and-social-mobility-see-the-research-findings
CCEA Past Questions Unit A2 1 Section A:
Summer 2015 Q.5(a) (ii) and (b); Q.6(b)Summer 2014 Q.5(b); Q.6(a) and (c)January 2014 Q.5(a) (i) and (ii)Summer 2013 Q.5(b); Q.6(a) (ii)January 2013 Q.5(b); Q.6(b)Summer 2012 Q.5(a) and (c); Q.6(a)
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January 2012 Q.5(a) and (c); Q.6(b)Summer 2011 Q.5(b); Q.6(c)January 2011 Q.5(a) and (c); Q.6(a) (ii)Summer 2010 Q.5(c); Q.6(b)January 2010 Q.5(b); Q.6(c)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Ethnic conflict Students should be able to:
For (i) to (iii) the role of those processes that affect or have affected one national case study of ethnic conflict, for example Israel or Sri Lanka
(i) explain the causes of ethnic conflict − territorial disputes, historical animosities, racism, sectarianism, cultural conflicts, human rights abuses and discrimination;
(ii) understand the nature of ethnic conflict, including civil disobedience, civil war and terrorism; and
(iii) demonstrate knowledge and understanding of the outcomes of ethnic conflict − social and economic impacts, territorial division, autonomy, ethnic cleansing, international intervention and peace processes.
Students research examples of the different types of conflict outlined in 3 (i) and explain why conflict arose in those situations
Using their chosen case study, students examine the conflict from different viewpoints and role play the various issues faced by, for example
the government; the military; local business owners; young men; young females; school children; and different ethnic groups living
there
Discuss the issues around solving ethnic conflict and the approaches taken by different countries, for example Israel, Northern Ireland, Sri Lanka, Iraq
Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint Educational, (pp 342364)
Geo Factsheet No 293: Ethnic Cleansing
www.cfr.org/global/global-conflict-tracker/p32137#!/conflict/civil-war-in-south-sudan
www.gsdrc.org/topic-guides/conflict/
Cordell, K. & Wolff S. (2010) Ethnic Conflict, Polity Press
Israel:
Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 355364)
www.bbc.co.uk/news/world-middle-east-14628835
www.theguardian.com/
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world/israel
www.bbc.co.uk/news/world-middle-east-11103745
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Ethnic conflict (cont.)
Sri Lanka:
www.bbc.co.uk/news/world-south-asia-11999611
www.bbc.co.uk/news/world-south-asia-11393458
http://news.bbc.co.uk/today/hi/today/newsid_8032000/8032154.stm
CCEA Past Questions Unit A2 1 Section A:
Summer 2015 Q.6(a) (i) and (ii)Summer 2014 Q.5(a)(ii); Q.6(b)January 2014 Q.5(b); Q.6(a) (i) and (ii)Summer 2013 Q.5(a) (i) and (ii);
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Q.6(b)January 2013 Q.5(a); Q.6(a) (i) and (ii)Summer 2012 Q.5(b); Q.6(b)January 2012 Q.6(c)Summer 2011 Q.5(a) and (c); Q.6(b)January 2011 Q.6(b) Summer 2010 Q.5(a); Q.6(a)January 2010 Q.5(c); Q.6(b) (i) and (ii)
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CCEA Exemplar Scheme of Work: GCE Geography
Unit A2 2:Processes and Issues in
Human Geography
Option D: Tourism
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CCEA Exemplar Scheme of Work: GCE Geography
Specification: GCE Geography
Unit A2 2: Processes and Issues in Human Geography Option D: Tourism
Prior Learning: This option enables students to develop their understanding of the changing nature and characteristics of tourism and to appreciate the role of tourism in the global economy. They have an opportunity to understand the challenges that may arise because of tourism development in a region or country and the role of management policies to address these issues. Students also consider the issues associated with ecotourism and its regulation. The study of related topics in GCSE Geography will provide useful background knowledge for students taking this option.
Background reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Geography Review and Geography as well as websites where additional material can be sourced e.g.:
www.tes.co.ukwww.geography.org.ukwww.rgs.org/HomePage.htmwww.national-geographic-magazine.co.ukwww.geographical.co.uk
Care must be taken when using past papers/questions from the legacy specification to ensure that they match the requirements of the revised specification.
Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. The changingnature of tourism
Students should be able to:
For (i) to (iii) general reference to places for illustration purposes only.
(i) explain how mass tourism has developed into a global industry through developments in transport, increase in disposable incomes, package holidays and internet access;
(ii) explain how tourism has brought positive social and economic impacts; and
(iii) explain how tourist demands and tourist resorts change over time−Pleasure Periphery and the Butler Model.
Research tourist figures over time and discuss why students think the changes shown have occurred
Use graphs and tables of figures to explore more fully the increasing scale and range of destinations of tourists
Discuss family holidays with students - where have they gone on their holidays? Students map the destinations for the whole class and use this as an introduction to the concept of pleasure periphery
Opportunity to revise graphical techniques e.g. line graphs, flow lines, and to introduce proportional graphs
Define and make notes on the meaning of the following terms in relation to tourism: Pleasure Periphery; and
Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 367381)Armstrong, E. & Roulston, S. (2010) Global Issues 1 Nuclear Energy and Issues in Tourism, (pp 4248)Roulston, S. The Changing Nature of Economic ActivityGuinness, P. and Nagle, G. Advanced GeographyNote: this textbook covers all aspects with plenty of examples including graphs
Prosser, R. Leisure, Recreation and Tourism
The following textbooks are very useful but teacher guidance is required: Nagle, G. Advanced GeographyCook et al, Geography in Focus
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Butler Model Geofile Series 33 (201415) No 726 Arctic Tourism in SvalbardGeofile Series 32 (201314) No 693 The Growth and Impact of Tourism in China
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1. The changingnature of tourism (cont.)
Geofile Series 30 (201112) No 665 Update on Recent Changes in Tourism Including the Current RecessionGeofile Series 28 (200910) No 607 Changes in Global Patterns of TourismGeofile Series 26 (20078) No 561 Recreation Tourism and Carrying CapacityGeofile Series 25 (20067) No 540 Heritage Tourism in New Zealand and the UKGeofile (Sept 2000) No 382 The Future of Tourism in Alaska www2.unwto.org/content/why-tourism
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geographyfieldwork.com/ButlerModelSitgesCalafell.htmCCEA Past Questions Unit A2 1 Section B:Summer 2014 Q.10(a)January 2014 Q.10 (a)Summer 2012 Q.10(a)Summer 2010 Q.10(a)January 2010 Q.10(a)
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Challenges andmanagement ofmass tourism
Students should be able to:
For (i) general reference to places for illustrationpurposes only
For (ii) one tourismmanagement policy at thenational or regional scale, for example Mallorca
(i) demonstrate knowledge and understanding of the challenges that may arise from mass tourism – pollution, overcrowding, honeypot sites, competition for resources and social sustainability; and
(ii) evaluate strategies used to reduce the negative social and environmental impacts of mass tourism.
Research media web sites to find negative media coverage about mass tourism: Students could categorise the
nature of the issues being reported; and
Thought shower session on the possible consequences of tourism – good/bad
Direct students to think about who are the winners/losers in tourism
Using the Internet and personal experiences, students build up a
Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 382395)Armstrong, E. & Roulston, S. (2010) Global Issues 1 Nuclear Energy and Issues in Tourism, (pp 4961)
Geofile No 420 (April 2002) Human Impact on the Dorset Coastline – a DME Geofile No 469 (April 2004) Issues & Management in UK National Parks-The Peak District
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CCEA Exemplar Scheme of Work: GCE Geography
picture of current tourist provision in Mallorca
Students list the likely impacts of tourism and classify them using the headings: Social; and Environmental
Using a variety of resources students describe strategies used to reduce the negative social and environmental impacts of mass tourism
Geofile No 423 (April 2002) Congestion, Crowding & Visitor Management in UK Country Parks
Royle, S. (2009) Tourism Changes on a Mediterranean Island: experience from Mallorca, Island Studies Journal, Vol 4 No 2, (pp 225240)Available to download from: www.islandstudies.ca/node/242
www.yourclimateyourlife.org.uk/a_tourism_global.html
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
2. Challenges andmanagement ofmass tourism (cont.)
Debate: the social and environmental impacts of mass tourism are so great that mass tourism should be banned
www.responsibletravel.com/copy/had-enough-package-of-shame
www.theguardian.com/sustainable-business/six-reasons-mass-tourism-unsustainable
CCEA Past Questions Unit A2
170
CCEA Exemplar Scheme of Work: GCE Geography
1 Section B:
Summer 2015 Q.10(c)Summer 2014 Q.10(c)Summer 2013 Q.10(a) and (c)Summer 2012 Q.10(c)Summer 2011 Q.10(a)January 2011 Q.10(c)Summer 2010 Q.10(a)January 2010 Q.10(a)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Ecotourism: opportunities,challenges and regulation
Students should be able to:
For (ii) those benefits andnegative impacts that are illustrated in one national or small‐scale case study of ecotourism, forexample from Costa Rica or Belize or a study within a country.
For (iii) general reference to places for illustration purposes only
(i) define ecotourism;
(ii) demonstrate knowledge and understanding of how ecotourism can bring: social, economic and
environmental benefits; and
negative impacts:social (displacement of local communities and threats to indigenous cultures); economic (leakage); and environmental (greenwashing and damage to fragile environments); and
(iii) discuss the challenges in establishing effective international regulation and explain how each of the following measures is used to regulate ecotourism:
Class discussion on the advantages and disadvantage of unplanned tourism
Use pictures (from holiday brochures or web sites of mass tourism e.g. in Spain) to direct students to the need for planning/management of tourism
Explain the meaning of sustainability as it applies to tourism
Undertake a questionnaire study in a local tourist area or send home a questionnaire with a sample of students to ask their neighbours and friends specific questions relating to a particular aspect of tourism
Research ecotourism using videos and websites
Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 397414)
Armstrong, E. & Roulston, S. (2010) Global Issues 1 Nuclear Energy and Issues in Tourism, (pp 6270)
Geofile Series 33 (201415) No 722 Sustainable Tourism: myth or reality?
Geofile Series 30 (201112) No 653 Rainforest Diversity: The Management Challenges - Case Study
Geofile Series 28 (200910) No 618 Ecotourism Case Study - Ecuador
Geofile Series 28 (200910) No 598 Ecotourism Case Study Costa Rica
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the Québec Declaration; Global Ecotourism
Conference 2007; Green Globe Scheme; and UNESCO World Heritage
Sites.
Class debate: ‘International Regulation of Ecotourism is totally ineffective’. Opinions must be backed up by evidence
Geofile Series 26 (20078) No 555 Sustainable Tourism in Scottish National Parks
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
3. Ecotourism: opportunities,challenges and regulation (cont.)
www.ecotourism.org/articles-and-topics/articles
news.bbc.co.uk/2/hi/science/nature/6179901.stm
www.ecotourdirectory.com/ecotourism
www.gdrc.org/uem/eco-tour/quebec-declaration.pdf
http://greenglobe.com/
http://whc.unesco.org/en/about/
www2.unwto.org/
CCEA Past Questions Unit A2 1 Section B:
Summer 2015 Q.10(a)
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