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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


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 [email protected] 028 9026 1200 (2285)


Exemplar Scheme of WorkGCE Geography


Unit AS 1:Physical Geography

3


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.

4


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)

5


6




Resources

1 (a) Processes that shape fluvial environments (cont.)


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


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

7


factors which influence discharge and regimes;

8




Resources



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


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)

9




Resources



(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



DVD: River Processes and Landforms. You can view an extract from this DVD at: www.geography.org.uk/shop

Daydream interactive software


June 2012 Q.2 (b)

10




Resources



(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



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



Jan 2011 Q.2 (a);June 2013 Q.2 (b);June 2014 Q.2 (b); andJune 2015 Q.2 (b)

11


12




Resources

1 (b) Human interaction in fluvial environments


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



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)

13


and examine sustainable

solutions;

No 594: River Flood Management Strategies – a Decision Making Exercise

14




Resources

1 (b) Human interaction in fluvial environments (cont.)


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)

15


property and land.

16




Resources


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

17


Flooding in Bangladesh: Causes, impacts and management

18




Resources



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


Guinness and Nagle, AS Geography Concepts and Cases (Ch 2, pp 35–61)

Bowen and Pallister, AS Level Geography (Ch 3, pp

19


94–95)

20




Resources

2 (a) Global biomes (cont.)


(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


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)

21


www.metoffice.gov.uk/climate-guide/climate-change

www.metoffice.gov.uk/news/releases/archive/2015/arctic-sea-ice

22




Resources

2 (b) Small scale ecosystems


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




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



www.geographyinaction.co.u

23


the expected changes k/Magilligan/Mag_intro.html

24




Resources

2 (b) Small scale ecosystems (cont.)


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


Jan 2012 Q.3 (a);Jan 2013 Q.3; andJan 2014 Q.3 (b)

25




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



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)


26


June 2011 Q.4 (a);Jan 2012 Q.4 (a); andJune 2013 Q.4 (a)

27




Resources

3 (a) The processes that shape our weather and climate (cont.)


(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)


June 2014 Q.4 (a)

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Resources

3 (a) The processes that shape our weather and climate (cont.)


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



www.metoffice.gov.uk/learning/rain/why-does-it-rain

iPad and Explain Everything app

29


30




Resources

3 (b) Weather in the British Isles


(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



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


31


32




Resources

3 (b) Weather in the British Isles (cont.)



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


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

33




Resources

3 (c) Global weather issues


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


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


34


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/

35




Resources

3 (c) Global weather issues (cont.)


www.nhc.noaa.gov/


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


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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37




Resources

3 (c) Global weather issues (cont.)

www.youtube.com/watch? v=4Fhc0oWxF1Q (Katrina)

www.youtube.com/watch? v=9_t_W0DMgQM (Haiyan)


Jan. 2012 Q.4 (c); andJune 2013 Q.4 (b)

38


Unit AS 2:Human Geography

39


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:


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.

40




Resources

1 (a) Population data


(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

41




Resources

1 (a) Population data (cont.)



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 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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Resources

1 (b) Population Change (cont.)


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


Summer 2013 Q.2(a); andJanuary 2014 Q.5

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Resources

1 (c) Population and resources


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


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

44


Geofile Series 33 (2014–15) No 717: China’s ‘One-Child’ Policy, Ageing Population and Related Issues

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Resources

2 (a) Settlement change


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


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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47




Resources

2 (a) Settlement change (cont.)


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


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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49




Resources

2 (b) Planning in rural environments


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


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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1761493.html

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Resources

2 (b) Planning in rural environments (cont.)


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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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)



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


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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AS Level (pp 203-212)

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Resources

3(a) Measuring development


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


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


Summer 2012 Q.4(a)(ii)

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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);



Resources

3 (b) Reducing the development gap


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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(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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http://www.globalgoals.org/




Resources

3 (b) Reducing the development gap (cont.)


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


Summer 2014 Q.4 (c)January 2014 Q.7; andSummer 2015 Q.4(b);

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Resources

3 (c) Emerging markets


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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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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Resources

1. Plate tectonics:margins and landforms


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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the Himalayas and Pacific USA

Geofile Series 25 (20067) No 526: Hot Spots in Plate Tectonics – evolution of a theory

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Resources

1. Plate tectonics:margins and landforms (cont.)


(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 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)



Resources

2. Volcanic activity and its management


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


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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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Resources

2. Volcanic activity and its management (cont.)


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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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)



Resources

3. Seismic activity and its management


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


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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


DVDs: Tectonics: The Haiti Earthquake: Impacts and Responses

The Christchurch Earthquake: A case study


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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Geo Factsheet No 289: Natural and Man-Made Disaster at Fukushima

Geo Factsheet No 285: Haiti Earthquake, 2010



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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Management:

Option B Tropical Ecosystems: Nature and Sustainability

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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:


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.

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Resources

1. Locations and climates of major tropical biomes.


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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Resources

1. Locations and climates of major tropical biomes (cont.)


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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Resources

2. Management and sustainability within arid/semi-arid tropical ecosystems


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.


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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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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Resources

3. Management and sustainability in the tropical forest environment


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


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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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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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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Management

Option C: Dynamic Coastal Environments

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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:



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Resources

1. Coastal processes and features


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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Resources

1. Coastal processes and features (cont.)


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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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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Resources

2. Regional coastlines


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



Resources

3. Coastal management and sustainability


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


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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



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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Management

Option D: Climate Change –Past and Present

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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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http://www.metlink.org/




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Resources

1. Natural Climate Change Processes


(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)



Resources

1. Natural Climate Change Processes (cont.)


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;


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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http://www.rgs.org/

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

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




Resources

1. Natural Climate Change Processes (cont.)


(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.


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,


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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Resources

2. Lowland Glacial Landscapes (cont.)


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.


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


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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.




Resources

2. Lowland Glacial Landscapes (cont.)


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


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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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Resources

3. Current Global Climate Change: Human Causes and Impacts (cont.)


(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.


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:


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



Resources

4. Managing global climate


(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


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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http://www.geography.org.uk/tg


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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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.


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Resources

1. Cultural Geography


(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.


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


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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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Resources

1. Cultural Geography (cont.)


(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.


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


Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 1(c)

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the landscape.

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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.


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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Resources

2. Migration (cont.)


(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.


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)



Resources

2. Migration (cont.)


(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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http://achilltourism.com/


(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.


Case Study – Canada (pp 253–258)

Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 2(c)

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Resources

3. The Geographies of Cyberspace


(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).


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’.



Resources

3. The Geographies of Cyberspace (cont.)


(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.


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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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:




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Resources

1. Sustainable development


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



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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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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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.


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:


Ellis, G. (2002) Planning for Sustainable Settlements

Cook et al Geography in Focus (pp 132137)

Prosser, R. (1994) Leisure, Recreation and Tourism


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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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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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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Resources

3. Traffic and transport


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


Ellis G. (2002) Planning for Sustainable Settlements

Flint, C. & Flint, D. (2000) Urbanisation: Changing Environments


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

146




Resources

3. Traffic and transport(cont.)


Group work: Plan a new traffic management strategy for your nearest urban area

Use the Internet to assess the impacts of traffic management strategies


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



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/

148

http://www.sustrans.org.uk/northern-ireland

http://www.sustrans.org.uk/northern-ireland


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)

149


150


Unit A2 2: Processes and Issues in Human Geography

Option C: Ethnic Diversity

151



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:



152




Resources

1. The definition of ethnicity


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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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)

154




Resources

2. The processes that create and maintain ethnic diversity


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-

155


immigrants-melting-pot

www.nihe.gov.uk/mapping_segregation_in_northern_ireland_-_northern_ireland_housing_executive_estates_outside_belfast.pdf

156




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/

157


medialibrary/briefingsupdated/how-are-ethnic-inequalities-in-education-changing.pdf

158




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


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)

159


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)

160




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:


www.bbc.co.uk/news/world-middle-east-14628835

www.theguardian.com/

161


world/israel

www.bbc.co.uk/news/world-middle-east-11103745



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


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);

162


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)

163


164


Unit A2 2:Processes and Issues in

Human Geography

Option D: Tourism

165



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.:




166




Resources

1. The changingnature of tourism


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

167


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



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

168


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)



Resources

2. Challenges andmanagement ofmass tourism


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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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



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


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)

171




Resources

3. Ecotourism: opportunities,challenges and regulation


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


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

172


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



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)

173


January 2014 Q.10(c)January 2013 Q.10(c)January 2012 Q.10(c)Summer 2011 Q.10(c)Summer 2010 Q.10(c)January 2010 Q.10(c)

174

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