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Transition Pack

for A Level Geography

Contents and Outline of Tasks Page: Task: Deadline: Complete?

2 Welcome to Geography

n/a n/a

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1. Consolidating your geographical knowledge and skills

Friday 18th June*

14 2. Tectonics research

Friday 18th June*

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3. Globalisation/Coronavirus research and essay

Friday 18th June*

16-17 4. Further reading and links

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*Bring these completed tasks to the Geography “masterclass” during the 6th Form induction week

Name: …………………………………………………………………………………….

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Welcome to Geography!

“The study of geography is about more than just memorising places on a map. It is about understanding the complexities of the

world, appreciating the diversity of cultures that exist across continents. And in the end, it is about using all that knowledge to

help bridge divides and bring people together.” Barack Obama

Welcome! It is fantastic that you are planning to take Geography A Level in September. During the course you will explore a variety of geographical themes that have shaped the surface of our Earth, be it in the natural world or how we as humans interact. The great thing about A Level is that we’ll delve into issues in a lot more detail than GCSE. We study the Edexcel A Level specification, which can be found here: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html The text book we primarily use during Year 12 is ‘Edexcel AS/A Level Geography: Book 1’, published by Pearson (ISBN 978-1292139623). It can be easily purchased online from various websites, but please let me know if this is an issue. There is a second textbook we use for the Year 13 topics along with some excellent revision guides/resources that can be discussed and purchased later. The physical and human topics we cover are: Tectonic Processes and Hazards Globalisation Coastal Landscapes and Change Regenerating Places The Water Cycle and Water Insecurity Superpowers The Carbon Cycle and Energy Security Health, Human Rights and Intervention This pack includes a series of tasks and activities that are linked to these topics, but will also help you to develop the knowledge and skills you have gained at GCSE. By completing it to the very best of your ability, you will set yourself up for a successful transition and smoother start to your A Level studies in September. If you have any questions, please do not hesitate to contact me by email: tpb@churchdownschool.com. GOOD LUCK! Mr Bouquet, Head of Geography

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Task 1: Consolidating your geographical knowledge and skills

By choosing to take A Level Geography and having an interest in the world around you, you are already an excellent Geographer! Complete these tasks to consolidate some key geographical skills and concepts you should already be familiar with from GCSE. Complete this work on separate paper but ensure your answers are neat and organised! 1. Map skills and interpretation

(a) Study Figure 1 below. i. Where are most rainforests found in relation to the lines of

latitude shown? [2] ii. Which continent has the largest area of rainforest? [1]

iii. Which part of this continent is this area of rainforest found? [1] iv. What is the distance (west-east) that this area of rainforest covers? [1] v. Which continent does not have any rainforests? [1]

Figure 1 Tropical rainforests of the world

(b) Study Figure 2.

Describe the pattern of relief in the UK. [4]

(i.e. where is high land found and where is low land found?

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(c) Describe the pattern of migration shown in Figure 3. [4]

(d) Study Figure 4. a. Give the position of Exeter using longitude and latitude

coordinates. [1] b. Which settlement can be found at coordinates 50°22’N 4°10’W? [1]

Figure 4 An atlas map of Devon and Cornwall, Southwest England

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(e) Complete the following OS map skill activities using the OS map extract of Warkworth, Northumberland (Northern England) on the next page. You will need an OS map key to help you (found on any 1:50,000 OS map you may have at home or online). [26]

using examples from the map.

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2. Globalisation and development

(a) Study Figures 1 and 2 below. i. What is “development”? [2]

ii. Name two economic indicators and two social/human measures of development. [4]

iii. What three indicators are used to calculate the Human Development Index (HDI)? [3]

iv. Referring to the figures below, name three countries that have improved their HDI between 2010 and 2016. [3]

v. Name three countries in which HDI has declined in the same period. [3] (an atlas might help!)

vi. Why might data be unavailable for some countries? [2]

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(b) Annotate each photo to show what they tell you about variations in human development. Use at least two annotations/labels for each. [6]

*If you are unable to print this page, write as bullet points.

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(c) Study Figures 6 and 7 below. i. Define “globalisation”. [2]

ii. Explain how globalisation can bring benefits as well as problems for people. [4]

(d) Study Figure 8and the info below, showing how MNCs (multinational corporations; also known as TNCs – transnational corporations) can generate a “multiplier effect in countries.

i. Name three TNCs. [3] ii. Outline three benefits TNCs can bring to an area/country. [3]

iii. Use the figure to draw a similar flow diagram to show what is likely to happen to an area if a large TNC factory were to close. [4]

Figure 8

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3. Coastal landscapes and management

(a) Match up the following erosion type to the correct description. [4] Attrition Abrasion Hydraulic action Corrosion

(b) Study Figure 2 below, a coastline in Dorset in southern England. i. Suggest an order of hardness/resistant for the three rocks shown

(where 1 = most resistant). [3] ii. Explain your chosen order. [2]

Figure 1

Figure 2

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(c) Study Figures 3 and 4 below. i. Label three coastal landforms you can see in Figure 3. [3]

ii. Annotate Figure 4 to explain how wave erosion and weathering are causing cliff collapse. [4]

iii. Suggest how geology (the type of rock) is an important factor in the formation of the different landforms shown in both figures. [2]

*If you are unable to print this page, write as bullet points.

Figure 3

Figure 4

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(d) Study Figure 5 below. Match the photographs (A-E) with the correct number (1-5) and state whether they are hard or soft engineering. [10]

Number Hard/soft engineering A Recurved sea wall B Rock armour C Revetments D Gabions E Cliff stabilisation

Figure 5

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(e) Study Figures 6, 7 and the info below. Mappleton is a village on the Holderness Coast in East Yorkshire.

i. What is a “groyne”? [1] ii. Label Figure 6 to shore the direction of longshore drift. [1]

iii. Outline one advantage and one disadvantage of the protection plan at Mappleton. [2]

iv. Study Figure 7 in more detail. Do you think the protection plan has worked? Explain your answer. [2]

*If you are unable to print this page, write as bullet points. TOTAL MARKS FOR TASK 1 = 115

Figure 6 Figure 7

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Task 2: Tectonics research

Tectonic processes and hazards are not something covered in GCSE but it should be a topic that you will recall from lower down the school. To prepare you for this topic, please complete the following tasks on a separate document. You are expected to use your initiative and organise your answers in a clear and organised manner (titles, sub-titles, etc.). Please do not copy and paste. Record the names of websites/resources you use (see Q5) and if you are unable to draw and scan/photograph your diagrams, please ensure any versions you find online are simple and clear enough to read!

1. Draw a diagram to show the structure of the Earth and the main layers.

Describe the characteristics of each layer.

2. What is a tectonic plate? What is the difference between continental and

oceanic tectonic plates?

3. Draw four diagrams to show the four main tectonic plate boundaries.

Describe and explain the processes and hazards (volcanoes? earthquakes?

tsunamis?) associated with each:

Destructive (convergent) plate boundary

Constructive (divergent) plate boundary

Collision (convergent) plate boundary

Transform (conservative) plate boundary

4. Create a case study for an earthquake or volcanic eruption of your

choice. Include:

Background and causes

The impacts on people

How people and authorities responded

5. List all the websites, books, etc. that you have used to find out

information. What were the strengths and weaknesses of these as sources of information?

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Task 3: Globalisation/Coronavirus research and essay As you are all too aware, you are starting your A Level studies in unprecedented times. However, a global pandemic – for all the problems and challenges it gives us – is also an incredible opportunity for us to study the geographical dimensions to the spread of the virus and its impacts. We would like you to research and write an essay on the how the Coronavirus crisis may affect how we live in a globalised world. In particular the question we would like you to answer is…

To what extent will the Coronavirus pandemic reduce globalisation?

Some of the work you completed in Task 1 on Globalisation will help you, but it involves your own research and ideas. You must use a minimum of five websites/resources to get your information and list them at the end of your essay. Here is some guidance:

Research and how to start:

Think about your definition of globalisation and what interests you – your essay could focus on travel/tourism, trade, how large transnational corporations (TNCs) act, geo-political links between countries? You don’t have to include everything so just focus on one or two aspects!

Stick to reliable and trustworthy online resources – here are a few links to help you get started!

o https://www.youtube.com/watch?v=KJhlo6DtJIk o https://www.bbc.co.uk/news/explainers-52356136 o https://theconversation.com/will-coronavirus-be-the-turning-point-for-

globalisation-134739

Make notes as a mind-map or table to plan your essay Your essay:

We are looking for a minimum one side of A4 or about four developed paragraphs

Follow a clear structure: o Introduction (paragraph 1) – what is globalisation? What has

happened? What is the background and link(s) between these things

o Main (paragraphs 2-3+)– paragraphs arguing how globalisation may change/reduce (e.g. travel, trade) but also counter-arguments (i.e. how the global economy may continue after the pandemic is over)

o Conclusion (paragraph 4) – make a decision about how much you think globalisation will reduce and key evidence to support this

A PEEL (point-evidence-explain-link) structure will help you to develop your paragraphs/arguments along with connectives (e.g. This means that, In contrast, etc.) and evidence (facts, figures, examples)

Remember there is no right/wrong answer! Remember to include your references (at least five websites, etc.) and bring your essay to the lesson during 6th Form induction week.

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Task 4: Further reading and links

Current affairs and the news are full of Geography day in day out. What we study will change constantly so we always recommend students to follow/subscribe to news outlets such as the BBC or the Guardian which have specific sections on the environment, etc. In addition, there is an abundance of films, books, documentaries, social media handles, websites, YouTube channels, dramas and some incredible immersive online experiences that will help you to explore the world of Geography. Browse the links below… For at least one, jot down some ideas and prepare to share what you learnt from it in class when we return in September. Story maps, online GIS that helps you to explore a variety of topics and issues: https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/stories/ Online tours of famous landmarks: https://artsandculture.google.com/project/street-view Can’t go wrong with the articles and images in National Geographic: https://www.nationalgeographic.com/ The New Internationalist, looking at global and social issues: https://newint.org/ NASA’s Earth Observatory: https://earthobservatory.nasa.gov/ Everything weather and climate related: https://www.metoffice.gov.uk/ Discover more about geology and the world below our feet at the British Geological Survey (BGS) website https://www.bgs.ac.uk/ and in particular their ‘Geology of Britain viewer’: https://www.bgs.ac.uk/discoveringGeology/geologyOfBritain/viewer.html Want to learn more? Info about Geography at university and also A Level recommended reading/books according to topic (scroll down for human/physical reading lists): https://www.geography.org.uk/Student-guidance. You can also become a member. You can also learn more about the world, expeditions and a host of opportunities for young people at the Royal Geographical Society: https://www.rgs.org/. You can also become a member. Here are some more specific links that will help your geographical knowledge and understanding for A Level:

The importance of Geography in today’s world - https://www.wired.com/story/amid-pandemic-geography-returns-with-a-vengeance/

DON'T PANIC — Hans Rosling showing the facts about population https://www.youtube.com/watch?v=FACK2knC08E&t=1583s

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Interactive map of coastal map of the UK coastline https://www.gov.uk/check-plans-to-stop-coastal-erosion-in-your-area and flood risk maps for England https://www.gov.uk/check-flood-risk

What is happening to the plates? https://www.newscientist.com/article/mg22329843-000-earths-tectonic-plates-have-doubled-their-speed

How can technology improve a country’s vulnerability? https://www.ted.com/talks/paul_conneally_digital_humanitarianism

What is a ‘global sense of place’? Why is this important to the understanding of ‘place’ as a concept? Massey, D (1991) http://banmarchive.org.uk/collections/mt/pdf/91_06_24.pdf

Maps, glorious maps can be explored in a variety of ways; obviously Google Maps and Google Earth we use day in day out but here are some other useful sites:

We are subscribed to Digimaps for Schools and you can log on at https://digimapforschools.edina.ac.uk using the username GL32RB and password cryped2392

Similarly this is free to explore the UK also: https://maps.nls.uk/geo/explore/side-by-side/

Still want more?! This is a specific link to how you can prepare further for A Level Geography - https://www.geography.org.uk/Preparing-for-A-level-geography