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Unit 1:
Understanding Our Natural World
Theme A: The Dynamic Landscape

Specification: GCSE Geography

Unit 1: Understanding Our Natural World

Theme A: The Dynamic Landscape

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|The Drainage Basin: A |Students should be able to: | | |
|Component of the Water Cycle | | | |
| |demonstrate knowledge and understanding of|The two websites listed here give clear animations of the hydrological cycle |www.epa.gov/ogwdw/kids/flash/ flashwatercycle.html |
| |the components of the drainage basin cycle|which students can watch and discuss. |www.sweetwater.org/education/ watercycle.swf |
| |and their interrelationships: | | |
| |inputs: precipitation; |A useful starting point is to get students to place relevant labels, e.g. |Waugh (2009) (pp 278–279) |
| |stores: interception by vegetation; |precipitation on a blank diagram of the drainage basin. Labels can be colour | |
| |transfers: surface runoff/overland flow; |coded to differentiate between inputs, stores, transfers and outputs. Relevant|Clarke (Ed.) (2009) (pp 2-3) |
| |infiltration; throughflow; percolation; |questions can be found in the two texts listed in the Resources column. | |
| |groundwater flow; | | |
| |outputs: river discharge; and |The BBC site listed provides an animated diagram of the key features listed. | |
| | |Again, these can be labelled on an outline diagram. |www.bbc.co.uk/scotland/education/int/ geog/rivers/flash/home.swf |
| | | | |
| | |The Geography at the Movies (GATM) website contains a number of animations to | |
| | |introduce the water cycle. |www.gatm.org.uk/geographyatthemovies/ weather.html |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|The Drainage Basin: |Students should be able to: | | |
|A Component of the Water Cycle| | | |
|(cont.) |identify and define characteristics of a |The GCSE Bitesize website listed provides a diagram with the key terms. It |www.bbc.co.uk/schools/gcsebitesize/ |
| |drainage basin (watershed; source; |helps understanding if students can identify these features in their locality –|geography/riverswater/ |
| |tributary; confluence and river mouth). |refer to OS maps or NI Maps which not only provides maps at a range of scales |riversystemsrev2.shtml |
| | |but users can also view aerial photographs separately or as an overlay of the | |
| | |map. | |
| | |Students should have a note of the key definitions from one of the listed |NI Maps can be accessed at https://learningni.net |
| | |textbooks. |or |
| | | |OSNI 1:50 000 Discoverer Map Series–sheet maps of Northern Ireland|
| | |The Get Active questions on page 3 of Geography for CCEA GCSE covers key terms | |
| | |for river basins and human impacts on the drainage basin. | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|River Processes and Features |Students should be able to: | | |
| | | | |
| |understand how gradient, depth, width, |The Riverside Explorer CD-ROM can be networked to allow students to discover |Riverside Explorer CD-ROM |
| |discharge and load change along the long |independently the characteristics of a river and its valley channel along the | |
| |profile of a river and its valley; |long profile. Students use river data in conjunction with OS map extracts and | |
| | |photographs to complete a virtual survey at various sites located along the |Polley (2005) (pp 35–44) |
| | |course of major rivers in England and Wales, e.g. River Severn. | |
| | | | |
| | |The Geography for CCEA textbook contains an example of the Glendun River in | |
| | |Co.Antrim. Students can use the set of statistics provided to practice | |
| | |presenting, analysing and interpreting data. |Clarke (Ed) (2009) (pp 4 -9) |
| | |A summary table of these changes is provided in the New Wider World book. | |
| | | | |
| | |This is a suitable topic for a fieldwork investigation – a list of outdoor | |
| | |education centres is provided in the Environmental Education Forum (EEF) guide.|Waugh (2009) (pp 285) |
| | |However, please consult the list of controlled assessment titles if your centre| |
| | |wishes to use the fieldwork data as a basis for the 2,000 word report. | |
| | | |Environmental Education Forum (2008) |
| | | | |
| | | |www.eefni.org.uk |
| | | |www.nerc-wallingford.ac.uk/ih/nrfa/station_summaries/crg.html |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|River Processes and Features |Students should be able to: | | |
|(cont.) | | | |
| |demonstrate knowledge and understanding of|River processes are covered in the texts listed with relevant questions. |Waugh (2009) (pp 282–283) |
| |the following processes: |Students can draw diagrams of the processes of transportation and erosion. |Clarke (Ed) (20049) (pp 9-10) |
| |erosion (attrition; abrasion/corrasion; | | |
| |hydraulic action and solution/corrosion); |The Work of Rivers CD-ROM provides animations of all three processes at work. |The Work of Rivers CD-ROM |
| |transportation (solution; suspension; | | |
| |saltation and traction); |The Dynamic Rock Cycle booklet, although aimed at KS3, contains practical |The Dynamic Rock Cycle booklet |
| |deposition; |activities which enable students to investigate real sedimentary processes in |(pp 6–8), (available FREE from the |
| | |the classroom as a simulation of a river/sea situation, e.g. sediment grains |Earth Science Education Unit – go to INSET resources at: |
| | |are visibly eroded, transported and deposited in different ways. |www.earthscienceeducation.com) |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|River Processes and Features |Students should be able to: | | |
|(cont.) | | | |
| |explain (with reference to places for |The textbooks listed all contain diagrams and related questions which students |Waugh (2009) (pp 283–285) |
| |illustration purposes only), the formation|can use to create annotated diagrams of these three landforms. |Clarke (Ed) (2009) (pp11–14) |
| |of the following river landforms using |Examples of all landforms listed are provided in GeoActive 330 – River | |
| |annotated cross-sectional diagrams of |Landforms on the River Tees. |GeoActive Online 330 (2005) |
| |features: |The GATM website contains an animation of the formation of a waterfall. |Series 16 |
| |waterfall; | | |
| |meander; | |www.gatm.org.uk/?p=132 |
| |floodplain; and | | |
| | | | |
| |interpret aerial photographs and OS maps | | |
| |to identify river features and land uses. |The Essential Mapwork Skills textbook provides three case studies from the | |
| | |River Tees featuring a waterfall, meanders, floodplain and river mouth. | |
| | |A range of 1:50 000 OS maps and aerial photos provide appropriate resources to |Ross (2002) (pp 65–73) |
| | |enable students to identify changes in the river features and land uses along | |
| | |the long profile of the river. | |
| | |Maps and aerial photographs of rivers in your locality can be accessed through | |
| | |NI Maps. |https://learningni.net/ |
| | | | |
| | |The Geography for CCEA GCSE text contains an OS map extract from the Glens of |Clarke (Ed) (2009) p6-8 |
| | |Antrim with a range of questions on land use. | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Coastal Processes and Features|Students should be able to: | | |
| | | | |
| |understand that the dynamic nature of the |Students should have the opportunity to draw diagrams identifying the key |Waves, Tides and the Coast DVD |
| |coast is due to the action of constructive|characteristics of constructive and destructive waves. See the Get active | |
| |and destructive waves; |section on page 17 of the Geography for CCEA GCSE for sample questions. |Waugh (2009) (pp 300) |
| | | | |
| | |Use the news clip listed in the Teachers’ section of the BBC Northern Ireland |Clarke (Ed) (2009) p16-18 |
| | |landscapes website on the Mussenden Temple to introduce students to the idea | |
| | |that the coast is dynamic. | |
| |demonstrate knowledge and understanding of| |www.bbc.co.uk/northernireland/landscapes/ |
| |the following processes: | | |
| |erosion (corrasion/abrasion; attrition; |Use the Causeway coastline section of the BBC | |
| |corrosion/solution and hydraulic |Northern Ireland landscapes to introduce students to these processes and some | |
| |pressure); |of the resulting landforms which can be found along this stretch of coastline. | |
| |transportation (longshore drift); | |www.bbc.co.uk/northernireland/landscapes/ |
| |deposition; |GeoActive Online 386 provides a useful framework for exploring longshore drift | |
| | |through examples from East Devon and West Dorset. | |
| | | |GeoActive Online 386 (2008) |
| | |More Thinking Through Geography contains a ‘Predicting with Video’ activity on |Series 19 |
| | |coastal processes. The idea of predicting with video is to engage pupils in | |
| | |thinking about how the process works. | |
| | | |A. Nichols et al (2001) (p140-142) |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Coastal Processes and Features|Students should be able to: | | |
|(cont.) | | | |
| |explain, the formation of the following |Coastal processes and associated landforms are covered in the New Wider World |Waugh (2003) (pp 300–302, 305) |
| |landforms: (with reference to places for |with relevant photographs, diagrams and an OS map extract of the Isle of | |
| |illustration purposes only), |Purbeck. Students can draw annotated diagrams of the features and complement |https://learningni.net/ |
| |erosional landforms (cliff, wave cut |them with aerial photos or OS map extracts of Northern Ireland, examples | |
| |platform, cave, arch and stack); |available from NI Maps. | |
| |depositional landforms (beach and spit); | | |
| |and |Students can create a PowerPoint presentation on coastal landforms and | |
| | |processes using video-clips, photos and text from the BBC Northern Ireland | |
| | |Landscapes website. |WideWorld Vol 21, No. 1 (Sept. 2009) ‘Old Harry and No Man’s Land’|
| | | | |
| | |The Focus on…Coasts section of the Landscapes Unlocked website has a short film| |
| | |of the arch, stacks and stumps along the Co. Antrim coast at White Rocks. | |
| | | | |
| | |The Geography for CCEA GCSE book uses examples from the coastlines of Co. | |
| | |Antrim and south-east England. |Clarke (Ed) (2009) p19-22 |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Coastal Processes and Features|Students should be able to: | | |
|(cont.) | | | |
| |interpret aerial photographs and OS maps |The Essential Mapwork Skills book contains four sets of exercises utilising |Ross (2002) (pp 36–50) |
| |to identify coastal features and land |maps at a range of scales and colour photographs to develop knowledge and | |
| |uses. |understanding of: | |
| | |Coastal erosion (Lulworth Cove, Dorset); | |
| | |Coastal defence (Robin Hood’s Bay, North Yorkshire); | |
| | |Coastal deposition (Blakeney Point, Norfolk); and | |
| | |Coastal tourism and hurricane mitigation (Miami Beach, USA and Lamai, | |
| | |Thailand). | |
| | | | |
| | |Local examples can be explored through the maps and aerial photographs | |
| | |available through NI Maps | |
| | | |https://learningni.net/ |
| | |Geography for GCSE CCEA uses an OSNI extract of Murlough Bay in Co. Down. | |
| | | | |
| | | |Clarke (Ed) (2009) p24-25 |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Sustainable Management of |Students should be able to: | | |
|Rivers | | | |
| |understand the causes of flooding |The Defence Dynamics website to study the causes of river flooding – the floods|www.defencedynamics.mod.uk/ |
| |(physical and human) in the context of one|in Boscastle, Cornwall in 2004 are incorporated as a case study. The lesson | |
| |case study from the British Isles, e.g. |style in this resource is varied and invites application of a variety of | |
| |River Derwent (1999); |geographical enquiry and skills. | |
| | | | |
| | |GeoActive 374 examines the causes of flooding on the River Tees. | |
| | | |GeoActive Online 374 (2007) |
| | | |Series 18 |
| | | | |
| | | |WideWorld (September 2008) What caused the 2007 Floods? |
| | |Geography for CCEA GCSE focuses on the River Derwent floods with an ICT |Clarke (Ed.) (2009) (pp 27) |
| | |activity in the Get Active section. |WideWorld (February 2005) The Boscastle Flood |
| | | | |
| | |GeoActive 394 is a useful resource to provide students with a wide range of | |
| |recognise the impacts of flooding upon: |impacts relating to the UK floods of 2007. |GeoActive Online 394 (2005) |
| |people: loss of life, property and | |Series 19 |
| |insurance cover; | | |
| |environment: pollution and wildlife; | | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Sustainable Management of |Students should be able to: | | |
|Rivers (cont.) | | | |
| |demonstrate knowledge of river management |GeoActive Online 341 is a decision making exercise on flood management. |GeoActive Online 341 (2005) |
| |strategies employed: |Students have the opportunity to undertake a range of activities including |Series 17 |
| |hard engineering strategies: dams, |categorising the methods of river management listed in the Learning Intentions |WideWorld (September 2005) Fieldwork Focus – Flooding and River |
| |levees/embankments, flood walls, |before using a range of sources to complete a decision making exercise. |Management |
| |straightening and deepening the river, | | |
| |storage areas; |Descriptions of the soft and hard engineering methods are provided in the | |
| | |Geography for CCEA GCSE text with questions on the use of these controls in New| |
| | |Orleans, USA. |Clarke (Ed) (2009) p29 |
| |soft engineering strategies: washlands, | | |
| |land-use zoning, afforestation; and |The Mapzone website contains a number of GIS based decision making exercises – | |
| | |the Flood Damage Control GIS Mission is relevant to this part of the | |
| | |specification. Students will enjoy this challenge where ‘only you can stop the | |
| |investigate one case study of a river from|floods and save the town’. |www.mapzone.ordnancesurvey.co.uk/ mapzone/giszone.html |
| |outside the British Isles (for example, | | |
| |Mississippi), and evaluate river |GeoActive 383 provides an update on China’s Three Gorges Dam project, with | |
| |management strategies used. |plenty of information to use in a class debate on the success or otherwise of | |
| | |this river management project. The associated activities help students | |
| | |identify the ‘winners’ and ‘losers’. |GeoActive Online 383 (2007) |
| | |A similar evaluation activity based on the Mississippi River Management scheme |Series 19 |
| | |can be found in the Geography for CCEA GCSE book. | |
| | | | |
| | | |Waugh (2009) (pp 293–295) |
| | | |Clarke (Ed.) (2009) (pp 30-31) |
| | | | |
| | | | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Sustainable Management of |Students should be able to: | | |
|Rivers (cont.) | | | |
| | |More Thinking Through Geography contains a thought provoking concept mapping |Nichols (2001) (pp 122–127) |
| | |exercise entitled ‘Three Gorges Dam – Disaster or an End to Disaster?’ | |
| | | | |
|Sustainable Management of | |The BBC Northern Ireland Landscapes website provides an eye catching way to | |
|Coasts |identify human activity in the coastal |introduce the range of human activity occurring along the coast of Northern |www.bbc.co.uk/northernireland/landscapes/ |
| |zone and understand the conflicting nature|Ireland – the video-clip is entitled Tourism and Human Interaction and appears | |
| |of this activity (with general reference |under the Coast menu. | |
| |to places for illustration purposes only):| | |
| |residential; |Students can use OS maps, paper or digital, to search for human activity and | |
| |tourism; |identify potential conflicts. | |
| |transport; | |https://learningni.net/ |
| |industry; |Geography for CCEA GCSE uses a range of photos to illustrate demands on the | |
| | |coast. For each photo students could be asked to complete a ‘W5’ writing | |
| |recognise the need for coastal defences; |frame. |Clarke (Ed.) (2009) (pp 32-34) |
| | | | |
| | | | |
| | |The need for coastal defence can be illustrated by the following news clips | |
| | |which can be found in the Causeway Coast section of the BBC Northern Ireland | |
| | |Landscapes website: | |
| | |Coastal erosion at Royal Portrush Golf Club |www.bbc.co.uk/northernireland/landscapes/ |
| | |(15 February 2005); and | |
| | |Coastal responsibility (10 March 2006). | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Sustainable Management of |Students should be able to: | | |
|Coasts (cont.) | | | |
| |describe and explain the coastal |The BBC GCSE Bitesize Geography website contains useful photographs and |Waugh (2009) (pp 304) |
| |management strategies to: |diagrams to illustrate the range of strategies employed in coastal management. | |
| |keep the sea out (sea walls); |There are ‘Test bites’ which students can complete online to check their |www.bbc.co.uk/schools/gcsebitesize/ |
| |retain cliffs and beaches (groynes, |knowledge and understanding. |geography/coastal/coastalmanagementrev1. shtml |
| |gabions and beach nourishment); and | | |
| | | | |
| |investigate one case study from the | | |
| |British Isles (for example, Lyme Regis in | | |
| |Dorset), and evaluate a coastal management| | |
| |strategy with reference to the principles |The case study on the New Forest coastline in the New Wider World or on Lyme |GeoActive Online 364 (2007) |
| |of sustainable development. |Regis in GeoActive 364 provides sufficient evidence for students to conduct a |Series 18 |
| | |thorough evaluation of the strategy. | |
| | |It would be useful to discuss the principles of sustainable development with | |
| | |students before they look at the case study resources. |Waugh (2003) (pp 306–309) |
| | | |(New Forest coastline) |

Unit 1:
Understanding Our Natural World
Theme B: Our Changing Weather and Climate

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Measuring the Elements of the |Students should be able to: | | |
|Weather (cont.) | | | |
| |know and understand the factors that need |For each instrument, students should identify the best location to ensure | |
| |to be considered when locating the |accurate and valid results. | |
| |following instruments: | | |
| |thermometers; |See Geography for CCEA GCSE for an example of a fieldwork opportunity based on |Clarke (Ed) (2009) p52 |
| |rain gauge; |the collection of weather data. This could be used for as a basis for | |
| |wind vane; |Controlled Assessment. Please check the CCEA Geography microsite for an up to | |
| |anemometer; and |date list of topics for the year of exam entry. | |
| | | | |
| |identify sources of data used to create a | | |
| |weather forecast: |The Meteorological Office website contains detailed information on weather | |
| |land based stations; |satellites, types of satellite image and how to interpret these images. Other | |
| |balloons; |parts of this website contain relevant information on other sources of data. |www.metoffice.gov.uk/education/ secondary/students/satellites.html|
| |buoys; |Students could create a star diagram to summarise this information which could |www.metoffice.gov.uk/education/ |
| |weather ships; |be gathered in a web based enquiry. |secondary/students/forecasting.html |
| |geostationary and polar satellites. |Further examples of relevant websites are provided on p53 of Geography for CCEA|www.metoffice.gov.uk/corporate/ |
| | |GCSE |pressoffice/anniversary/balloon.html |
| | | | |
| | | | |
| | | |Clarke (Ed) (2009) p53 |

|Specification |Learning Outcomes |Teaching and Learning Activities |Resources |
|Content | | | |
|Weather Systems Affecting the |Students should be able to: | | |
|British Isles | | | |
| |know and understand the temperature and |Using an outline map of the British Isles students should label, name and |www.metoffice.gov.uk/education/ secondary/students/airmasses.html |
| |moisture characteristics of the following |identify the key characteristics of the four air masses. Appropriate colours | |
| |air masses affecting the British Isles and|can be used to differentiate between polar and tropical air masses. |Clarke (Ed) (2009) (pp 52-53) |
| |their seasonal variation: |The Meteorological Office website provides useful animations to explain the |Waugh (2009) (pp 200) |
| |tropical maritime; |movement of the air masses. | |
| |tropical continental; | | |
| |polar maritime; |The Weatherbytes DVD which can be obtained from the Met Office contains short |Weatherbytes DVD |
| |polar continental; |film clips (5 mins.) on a range of weather topics including air masses. |(available free from the Met Office, e-mail: |
| | | |enquiries@metoffice.gov.uk) |

|Specification |Learning Outcomes |Teaching and Learning Activities |Resources |
|Content | | | |
|Weather Systems Affecting the |Students should be able to: | | |
|British Isles (cont.) | | | |
| |demonstrate (with reference to places for |The BBC Weather website contains an animation of the life cycle of a depression|Clarke (Ed.) (2009) (pp 56-59) |
| |illustration purposes only) knowledge and |which helps to convey to students the dynamic nature of weather systems. |Waugh (2009) (pp 204–205) |
| |understanding of: | |www.bbc.co.uk/weather/weatherwise/ |
| |the weather patterns and sequence of |GeoActive 342 (Weather Patterns Associated With Depressions) provides weather |factfiles/basics/weathersys_fronts.shtml |
| |change associated with a frontal |data relating to the passage of a depression which students can graph and then | |
| |depression as it moves across the British |annotate with the key points of the depression e.g. passing of the cold front. |GeoActive Online 342 (2006) |
| |Isles (weather at the warm front, in the | |Series 17 |
| |warm sector and as the cold front); |The Essential Mapwork Skills text contains a useful chapter (21) on depressions| |
| | |in which students are presented with data response questions based on synoptic | |
| | |charts and satellite images. | |
| | | |Ross (2002) (pp 79–81) |
| | |The curriculumbits website provides simple animations which covey the dynamic | |
| | |nature of a depression. |Weather and Climate 1 CD-ROM |
| | | | |
| | | | |
| | | |http://www.curriculumbits.com/prodimages/details/geography/geo0006|
| | | |.html |
| |the weather patterns associated with |GeoActive 289 (Weather Associated with Anticyclones) provides clear and concise|GeoActive Online 289 (2003) |
| |anticyclones in the British Isles, winter |information on the contrasting weather patterns for winter and summer. There |Series 14 |
| |and summer; |are a range of associated questions based on synoptic charts. | |
| | | |Clarke (Ed) (2009) (pp 60-61) |
| | |The Essential Map Skills text contains a useful chapter (22) on anticyclones in| |
| | |which students are presented with data response questions based on synoptic |Waugh (2003) (pp 206) |
| | |charts and satellite images. | |
| | | |Ross (2002) (pp 82–83) |

|Specification |Learning Outcomes |Teaching and Learning Activities |Resources |
|Content | | | |
|Weather Systems Affecting the |Students should be able to: | | |
|British Isles (cont.) | | | |
| | |Geoactive Online 431 (2010) |Geoactive Online 431 (2010) |
| | |Series 21 ‘Mid latitude Anticyclones: Summer and Winter compared has a range of|Series 21 ‘Mid latitude Anticyclones: Summer and Winter compared |
| | |activities based on satellite images and synoptic charts. | |
| | | | |
| | |The resources listed above all contain exercises in which students are required|www.bbc.co.uk/weather/weatherwise/ factfiles/ |
| |interpret synoptic charts and satellite |to interpret synoptic charts and satellite images. | |
| |images and understand the limitations of |The Weatherwise section of the BBC Weather website contains detailed | |
| |forecasting (range and accuracy); and |information on forecasting (traditional and modern methods). | |
| | | | |
| | |The latest synoptic charts are available from the Meteorological Office | |
| | |website. The Meteorological Office has produced a lesson plan and activity |www.metoffice.gov.uk/education/curriculum/lesson_plans/weatherchar|
| | |sheets to help students understand synoptic charts. After completing the |ts/index.html |
| | |activities, students will be able to: | |
| | |understand isobars and their relationship with wind speed; | |
| | |identify various pressure systems and fronts on a weather chart; and | |
| | |interpret and produce plotted weather symbols. | |
| | | | |
| | | | |
| | | | |
| | | | |

|Specification |Learning Outcomes |Teaching and Learning Activities |Resources |
|Content | | | |
|Weather Systems Affecting the |Students should be able to: | | |
|British Isles (cont.) | | | |
| |evaluate the effects (positive and |The BBC Weatherwise website includes a section on how the weather affects our |www.bbc.co.uk/weather/weatherwise/living |
| |negative) of depressions and anticyclones |lives. Students can use this information to create a table of the positive and| |
| |on the economy and people (with general |negative effects of the two weather systems on people and the economy. This |Clarke (Ed) (2009) (p 63) |
| |reference to places for illustration |could form the basis of a debate. Which weather system is more favourable for | |
| |only). |humans? | |
|The Causes and Consequences of|distinguish between the greenhouse effect |The Energy and Climate CD-ROM contains a high quality animation which can be |Richardson (2004) (pp 15) |
|Climate Change |and global warming; |used to identify the difference between the greenhouse effect and climate |Clarke (Ed) (2009) (pp 66) |
| | |change. The texts listed contain concise definitions of each term. | |
| | | |Energy and Climate Change CD-ROM (Action Renewables) |
| | | | |
| | | | |
| | |The physical geography website provides details on the natural climatic cycles | |
| |understand the causes of climate change: |and volcanic activity as causes of climate change. Human activity is covered |www.wiseuptorenewables.com/introduction .asp |
| |natural climatic cycles; |in detail in the textbooks listed. | |
| |volcanic activity; | |www.physicalgeography.net/fundamentals/7y.html |
| |human activity, including motor vehicle |This section of the course offers the opportunity to explore and discuss | |
| |pollutants and the burning of fossil |factors beyond human activity which can cause climate change. |Waugh (2003) (pp 218–219) |
| |fuels; | | |
| | | |Clarke (Ed) (2009) (pp 67-68) |

|Specification |Learning Outcomes |Teaching and Learning Activities |Resources |
|Content | | | |
|The Causes and Consequences of|Students should be able to: | | |
|Climate Change (cont.) | | | |
| | |The GATM website contains some useful presentations on climate change using |www.gatm.org.uk/geographyatthemovies/ climatechange.html |
| | |images from the BBC. | |
| |evaluate the effects (actual and |The BP Carbon Footprint Toolkit contains four interactive activities for |Carbon Footprint CD-ROM |
| |potential) of climate change on the |students: | |
| |environment, society and economy using one|How climate change could affect earth over the next 100 years. | |
| |case study from either: |Test your knowledge of the Greenhouse Effect |Clarke (Ed) (2009) (p 70) |
| |a Less Economically Developed Country |(seven questions with feedback and explanatory animations) | |
| |(LEDC); or |Carbonica Sea Level Alert – an activity designed to make students think about | |
| |a More Economically Developed Country |human contributions to climate change. | |
| |(MEDC); |Arbonica Deforestation Alert – a decision making exercise to explore the |WideWorld (September 2007) The Big Melt |
| | |implications of deforestation on climate. |WideWorld (September 2005) Global Warming 1 |
| | | |WideWorld (November 2007) Global Warming 2 |
| | |The Campaign Direct website contains a Carbon footprint calculator. Students | |
| | |need to have certain household details to complete this online exercise. | |
| | | |Http:// campaigns.direct.gov.uk/actonco2/ |
| | |GeoActive Online 395 ‘Global warming – its impact on European ski-resorts’ | |
| | |provides a range of MEDC case studies. | |
| | | | |
| | | |GeoActive Online 395 (2008) |
| | | |Series 19 |

|Specification |Learning Outcomes |Teaching and Learning Activities |Resources |
|Content | | | |
|The Causes and Consequences of|Students should be able to: | | |
|Climate Change (cont.) | | | |
| | |The WideWorld article (The World’s First Climate Change refugees) and reference|WideWorld November 2009 |
| | |in Ross (2002) provide details on the impact of global warming on the Maldives |Drowning Maldives (The World’s First Climate Change refugees) |
| | |Islands, an LEDC case study. |Ross (2002) (pp 84–85) |
| |evaluate the sustainability of strategies |The Carbon Crisis game available at the BP website is based on a concept |www.bp.com/bpes/cft |
| |to deal with climate change (with general |created by the Carbon Mitigation Initiative and is an interactive means of |(follow link to Carbon Crisis) |
| |reference to places for illustration |showing students the range of carbon reduction methods currently available. | |
| |only): |Users choose the methods they would like to implement and can investigate the | |
| |international agreements, e.g. Kyoto |social and economic consequences in a stimulating and interactive way. | |
| |Protocol; |Teachers’ notes and factsheets are available to download. | |
| |the use of alternative sources of energy | | |
| |(wind power, solar power and biofuels); |The GIS section of the Ordnance Survey Map zone website contains a mission to | |
| |strategies to cut the use of private cars |choose GIS skills to locate the best site for a new wind farm. | |
| |(investing in public transport and | | |
| |congestion charging); | |www.mapzone.ordnancesurvey.co.uk/ mapzone/giszone.html |
| | | | |
| | | |Waugh (2009) (pp 118–125) |
| | | |Clarke (Ed) (20049) (pp 71-74) |
| | | | |
| | | |Richardson (2004) (pp 83) |
| | | | |

|Specification |Learning Outcomes |Teaching and Learning Activities |Resources |
|Content | | | |
|The Causes and Consequences of|Students should be able to | | |
|Climate Change (cont.) | | | |
| |strategies to slow the rate of |The Carbon Positive website contains bulletins for Carbon Offset Projects, |www.carbonpositive.net/default.aspx |
| |deforestation in tropical rainforest |including short videos which you can download. | |
| |areas by encouraging sustainable | | |
| |practices; and | | |
| |identify the issues and analyse the |GeoActive 378 gives an update (with relevant activities) on the Kyoto Protocol |GeoActive Online 378 (2007) |
| |challenges associated with securing |– identifying the challenge of getting Australia and the USA to ratify the |Series 19 |
| |international co-operation to deal with |Protocol. |Clarke (Ed) (2009) (p 71) |
| |climate change. | | |

Unit 1:
Understanding Our Natural World
Theme C: The Restless Earth
Specification: GCSE Geography

Unit 1: Understanding Our Natural World

Theme C: The Restless Earth

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Basic Rock Types |Students should be able to: | | |
| | | | |
| |understand the formation of the basic rock|The Geological Society has created an excellent resource which provides |www.geolsoc.org.uk/gsl/education/rockcycle |
| |types and recognise their characteristics:|animations, diagrams and pictures which will aid understanding of the main rock| |
| |igneous: basalt and granite; |types. Although aimed at KS3 the content is also suitable for KS4 students. | |
| |sedimentary: limestone and sandstone; and| | |
| |metamorphic: slate and marble. |GeoActive 362: The Rock Cycle contains sections on key questions, for example:| |
| | |What are rocks? | |
| | |Why do rocks look different to each other? |GeoActive Online 362 (2006) |
| | |What is the rock cycle? |Series 18 |
| | | | |
| | | |Waugh (2009) (pp 244–245) |
| | |Rock sample boxes and associated activities can be ordered from the BP website.| |
| | | |Clarke (Ed) (2009) (pp 80-81) |
| | | | |
| | | |www.bp.com/bpes/cft |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Plate Tectonics Theory |Students should be able to: | | |
| | | | |
| |describe the structure of the Earth (core,|GeoActive 321 Plate Tectonics introduces students to the theory of plate |GeoActive Online 321 (2005) |
| |mantle, crust); |tectonics and challenges them with factual data to consider why there have been|Series 16 |
| | |so many earthquakes in the British Isles. | |
| | | | |
| | |The animation from the BBC highlights the dynamic nature of the earth’s crust. | |
| | | |http://news.bbc.co.uk/1/hi/world/4126809.stm |
| | | | |
| | | |Hell’s Crust – Our Ever Changing Planet DVD |
| | | |www.pbs.org/wnet/savageearth/hellscrust/ html/ind-vid.html |
| | | | |
| | | |www.bbc.co.uk/schools/gcsebitesize/ geography/platetectonics/ |
| |know that the Earth’s crust is made up of |The GATM website contains animations for all the major plate boundaries. Such |www.gatm.org.uk/?cat=15 |
| |a number of plates and understand how |resources are crucial to ensure that students understand that the plates are on| |
| |convection currents cause plate movement; |the move, something which a paper resource cannot convey. |Clarke (Ed) (2009) (pp 82-83) |
| |and | | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Plate Tectonics Theory |Students should be able to: | | |
|(cont) | | | |
| |demonstrate knowledge and understanding of|Students should have the opportunity to create annotated cross sectional |Waugh (2009) (pp 262–265) |
| |the processes and landforms associated |diagrams of the plate boundaries listed. |Clarke (Ed) (20049) (pp 84-89) |
| |with plate margins: | | |
| |constructive plate margins: mid-ocean |The ‘Maps from Memory’ exercise on Destructive Plate Margins from the More | |
| |ridges; |Thinking Through Geography text could be used as a revision activity at the end|Nichols (2001) (pp 29–31) |
| |destructive plate margins: subduction |of this section. | |
| |zone, ocean trench; | | |
| |collision zones: fold mountains; | | |
| |conservative plate margins: fault lines. | | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Tectonic Activity in the |Students should be able to: | | |
|British Isles | | | |
| |identify landscape features created by |The McKeever text listed provides information on all the illustrative examples.|McKeever (1999) (pp 59–65) |
| |tectonic activity and explain their | |Causeway Coast |
| |formation (with reference to places for |The Geography in Action website contains photos, information and a Quick Time | |
| |illustration purposes only): |movie on Slemish. |www.geographyinaction.co.uk/Landscapes/ Landscapes_Slemish.html |
| |lava plateau, e.g. Antrim Plateau; | | |
| |basalt columns, e.g. Giant’s Causeway; |Students could identify the location of features on an outline map of Northern | |
| |volcanic plugs, e.g. Slemish; and |Ireland and annotate with concise explanations of their formation. |Clarke (Ed) (2009) (pp 90-91) |
| | | | |
| |describe and explain the causes and impact|Alternatively, students could locate features using NI Maps and publish their | |
| |of an earthquake in the British Isles |work online. |https://learningni.net |
| |using one case study (e.g. Market Rasen, | | |
| |Lincolnshire (2008)). | | |
| | |The reference on the BBC website contains video accounts of the earthquake in | |
| | |Market Rasen. |http://news.bbc.co.uk/1/hi/england/ 7266136.stm |
| | | | |
| | |The British Geological Survey website provides details of recent earthquake |www.earthquakes.bgs.ac.uk |
| | |activity in the UK. | |
| | | | |
| | |The GATM website contains a presentation on the Kent earthquake (2007). |www.gatm.org.uk/geographyatthemovies/ tectonics.html |
| | | | |
| | |Students could create a newspaper report on an earthquake using a desktop |Clarke (Ed) (2009) (pp 92-93) |
| | |publishing application –focusing on causes and impacts. | |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Earthquakes: Can They be |Students should be able to: | | |
|Managed? | | | |
| |understand the global distribution and |The classification exercise from the Thinking Through Geography book introduces|Leat (1998) (pp 113, 117–121) |
| |causes of earthquakes in relation to plate|students to the human responses to natural disasters. In this activity a list | |
| |boundaries; |of statements has to be classified into causes of the earthquake, effects of | |
| | |the earthquake and human responses. This activity can be easily amended to |Clarke (Ed) (2009) (p 95) |
| | |suit the different ability levels. | |
| | | | |
| | |Liquefaction can be replicated in the classroom by using a shake table | |
| |know and understand that there may be |available from the MUTR website. | |
| |physical consequences of earthquakes: |There are a range of uses and other practical activities listed in the |www.mutr.co.uk |
| |liquefaction; |Seismology book (SEP) – also available from MUTR. |(follow the link to science > seismology) |
| |tsunami; and | |Science Enhancement Programme (SEP) (2007) |
| | | |Polley (2005) (pp 30–34) |
| |know and understand the causes and impacts|Students could create their case study notes in tabular form comparing each | |
| |of earthquakes and evaluate the management|earthquake using the criteria stated in the Learning Outcomes column, e.g. | |
| |responses using two case studies (one in |short and long term impacts. |WideWorld (April 2005) The Asian Tsunami |
| |an MEDC and one in an LEDC): | | |
| |identify the plates involved; | |Geoactive Online (Sept. 2009) |
| | | |China Earthquake 2008: Causes and Consequences |
| | | | |
| | | |Clarke (Ed) (2009) (p 96-105) |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Earthquakes: Can They be |Students should be able to: | | |
|Managed? (cont.) | | | |
| | |This could be supplemented by a PowerPoint or Moviemaker activity, using |WideWorld (April 2006) Earthquake in Kashmir |
| | |research from the web including film clips, maps and photographs to create a | |
| | |presentation or short film on the earthquake of their choice. Appropriate |WideWorld (November 2004) The Earthquake at Bam |
| | |background music can be downloaded legally from the network section of Learning| |
| | |NI. The GATM website contains some examples of students’ work based on this |Learning NI |
| | |idea. | |
| | | | |
| | |Information on a range of case studies can be obtained in the WideWorld and |GeoActive Online 382 (2007) |
| | |GeoActive Online articles listed in the resource column. |Series 19 |
| |describe the short and long term impacts | |GeoActive Online 336 (2005) |
| |on people and the environment; | |Series 17 |
| |evaluate the management response to | |GeoActive Online 330 (2006) |
| |earthquakes including prediction/ | |Series 17 |
| |precautions before the event and immediate| | |
| |and long term strategies implemented after| |Clarke et al. (2004) (pp 37–41) |
| |the event. | |Waugh (2009) (pp 270–273) |
| | |There are a wide range of DVDs/videos available to show students the impacts | |
| | |and responses to earthquakes. A selection is listed in the resource column. |Natural Hazards Video ‘Earthquake’ |
| | | | |
| | | |BBC (2008) ‘Ten Things You Didn’t Know About Earthquakes’ |

|Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources |
|Earthquakes: Can They be | | |Raging Planet – Earthquakes (Discovery Channel, 1997) |
|Managed? (cont.) | | | |
| | | |The Restless Planet – Earthquakes www.pbs.org/wnet/savageearth/ |
| | | | |
| | | |http://earthquake.usgs.gov/ |
| | | | |
| | |The US Geological Survey website contains news on the most recent earthquakes. | |

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Beatrice, Much Ado About Nothing

...Beatrice is a strong-willed, independent woman. How far do you agree with this statement? I would agree for the most part with this statement. Beatrice is indeed strong-willed, but her independence has its limitations. As with many Shakespearean characters, appearance can be deceptive, and what we see is only a facade, a mask to hide their true character or feelings. I believe that Beatrice uses her cleverness and quick wit to hide her real feelings, and that although she is independent to a certain extent, she is aware that she has limitations because of her gender. Although Beatrice states ‘I would rather hear my dog bark at a crow than hear a man swear he loves me’ she is ultimately fooled into believing that Benedick loves her. The fact that she is tricked so easily, and subsequently admits her reciprocal love, tells us that she views marriage in a more favourable light than she had previously led us to believe. Whether she gave in to the ‘social construct’ demanded by the patriarchal society in which she lived is questionable. What we do know is that Shakespeare has presented her as a wilful, self-confident, autonomous woman who appears to revel in her single status. In contrast we have Hero, the antithesis of Beatrice. She is meek, obedient and completely dominated by the men in her life. She is the perfect foil for Beatrice, her willingness to please further enhancing Beatrice’s character. It is clear from the start of the play that Beatrice is not an...

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