IGCSE Scheme of Work

Fourth Year

Theme & Topic Learning Objectives What pupils need to know & possible

activities

Skills

The Natural

Environment

– Coasts

(4.5 weeks)

Understand the different types of waves – constructive and destructive and their components – swash and backwash, fetch (1 lesson)

To be able to describe and explain the work of the sea and wind in eroding and weathering (1 lesson)

Pupils should define the term ‘coast’

They could produce diagrams to show how waves

are formed, including the key terms of

constructive, destructive waves, swash and

backwash. Board works ‘marine processes’ is

useful here. Also AQA text book p.144-145 has

good diagrams.

Define in a glossary the key terms –

Coastal erosion, hydraulic action,

abrasion/corrasion, attrition and

corrosion/solution.

Understand the process of transportation of material – traction, saltation, suspension, solution and longshore drift. (1 lesson)

To describe and explain the formation of bay-headland systems. (1 lesson)

To describe and explain the formation of erosional features such as cliffs, wave-cut platforms, caves,

Weathering, physical weathering, freeze thaw,

exfoliation, chemical weathering, acid rain,

oxidation, biological weathering

Produce an A4 cliff diagram and include the key

weathering and erosional processes in the correct

places. They should be fully explained.

Define in a glossary the key terms –

Traction, saltation, suspension and solution (in

relation to coasts)

Students should be able to explain with the use of

a diagram the process of long shore drift. Could

write a concise 7 marker answer to describe this.

Pupils could produce a diagram explaining the bay-

headland system, including key labels such as

resistant rock, less resistant rock, differential rates

of erosion, wave types, erosion, deposition etc.

arches, stacks and stumps. (1 lesson plus homework)

To understand why deposition occurs and explain the formation of depositional features such as beaches and spits. (1 lesson)

To be able to apply coastal understanding to map work skills (1 lesson)

Pupils to either label a diagram or draw and fully

label a step-by-step diagram to explain the

formation of cliffs, wave-cut notches, caves,

arches, stacks, stumps and wave-cut platforms.

They could carry out some research to find

photographs giving examples of these features.

Playdough models/animations

Pupils should be able to explain why deposition

occurs.

Models can be made or dynamic diagrams to

explain the processes causing beaches and spits to

form.

In threes the class could build up understanding

and explanation of the formation of these features.

Map skills book- Blakeney Point Spit or AQA book,

Hurst Spit – Students can consolidate their

understanding of the main features of a spit as well

as practicing grid references, description work

To describe and explain the conditions required for the formation of sand dunes (1 lesson)

To describe coral reefs and the conditions required for their development

Understand the conditions required

for the formation of three types of

coral reefs – fringing reefs, atolls and

barrier reefs. (1 lesson plus

homework)

from map evidence, identification of symbols, use

of keys and direction.

IT Research – conditions in which they form, why

deposition occurs, source of material, how

vegetation builds up, how human activity might

affect the environment, diagram of formation

SWOP (Sand, Wind, Obstacle, Plant) acronym to

understand sand dune formation.

Coastal Biomes on Click View also useful

Sand dunes worksheet

Great Barrier Reef, episode 1- intro to coral reefs.

Map work on a blank map, mark on it where coral

reefs form and explanation of the conditions

needed for their formation, opportunities they

offer and threats posed by human activities to

coral reefs (Kelly pg 162)

Pupils should know the 3 types of coral reefs

To describe mangrove swamps and the conditions required for their development (1 lesson)

To understand that coasts present hazards (including coastal erosion and tropical storms) and offer opportunities for people (1 lesson)

To explain what can be done to manage the impacts of coastal erosion (1 lesson)

Could undertake IT research to find out about a

specific area of reef.

Could follow this up with an exam question on the

different types of coral reef formation.

Could write a letter or newspaper article called

‘Coral Grief’ or something like that to outline the

threats being posed by human activities to coral

reefs. They should consider the need for

protection and suggest methods to do so.

IT Research to find out about where mangrove

swamps form, conditions required for their

development and their importance (Kelly pg 157)

Brainstorm the opportunities and

problems/hazards (including coastal erosion and

tropical storms) posed by living on the coast.

Apply to examples/case studies

Pupils should know the methods of managing the

impacts of coastal erosion – hard and soft

engineering. IT research could allow students to

One Coasts Case Study – the opportunities presented by an area or areas of coastline, the hazards associated with it and their management (1 lesson plus homework)

create a table of the methods – photo/diagram

and explanation of how the method manages the

impact of coastal erosion (e.g. sea wall, groynes,

gabions, revetments, rock armour/rip rap, beach

replenishment/nourishment, beach reprofiling,

sand dune stabilisation, offshore breakwater) – 2

hard and 2 soft engineering

Pupils to create a factfile case study to include:

The opportunities presented by an area of coastline

The hazards associated with this area

The management in this area Possible case studies – Great Barrier Reef, Coral

Reef conservation in Fiji, Mangroves vs

development on Grand Cayman

Paper 4 –

Coasts –

Osmington

Bay

(2 lessons)

Pupils should be introduced to the location of Studland (0.25 lesson)

To create appropriate hypotheses for a sand dune study at Studland (0.75 lesson)

Show location of Studland using Google / Google

Earth

Osmington Bay booklet to fill in

Pupils should suggest hypotheses applicable to a

sand dunes study at Studland e.g.

To understand the key methods of data collection involved in carrying out a river investigation (0.75 lesson)

The % of vegetation cover will increase from the shoreline towards the back of the sand dune

The water absorption/infiltration rate will decrease away from the shoreline

The moisture content of the soil will increase away from the shoreline

The number of species will increase away from the shoreline

The pH level will decrease/become more acidic away from the shoreline

Osmington Bay booklet to fill in

Pupils should understand the methods/techniques

and equipment required to measure the following:

the profile of a sand dune/beach (ranging poles,

string, clinometer), vegetation cover (quadrat)

[also explain this is a method for selecting pebbles

to measure], wind speed (anemometer), pH levels

(soil sample, distilled water & universal indicator,

colour chart), infiltration rate (100ml water

absorption rate), moisture content of soil

(moisture probe), [the movement of beach

material and the direction of the waves – although

not applicable to thee hypotheses students still

need to know]

To understand appropriate sampling techniques (0.25 lesson)

Osmington Bay booklet to fill in

Pupils should understand appropriate sampling

techniques for a coasts – sand dune study. For

example: profile measurements at systematic

intervals and thus all measurements at systematic

intervals, use of quadrat

If time allows - could discuss data presentation &

limitations of methods (evaluation of methods)

Economic

Development

– Tourism

(3 weeks)

To understand what Tourism means and what the tourist industry entails (0.25 lesson)

To describe and explain the growth of tourism in relation to the main attractions of the physical and human landscape (0.75 lesson)

Define ‘Tourism’, ‘Tourist’, ‘Recreation’, ‘Leisure’

with class – brainstorm key ideas. Go over key facts

about the tourism industry. Use Growth of Tourism

ppt to help.

In pairs the class should write a list on one side of a

table the places they have been to on holiday and

on the other side, the attractions (‘resources’) that

made them go there. They should then categorise

the physical and human attractions/resources.

They could create A4 posters to show these key

To understand that the tourist industry is growing globally (1 lesson)

To evaluate the benefits and disadvantages of tourism to receiving areas – Two Case Studies

Benefits: Income, employment opportunities, an increase in foreign exchange, development of infrastructure and facilities which may be used by locals, cultural advantages

attractions for one of the places, as if to advertise

it.

Brainstorm reasons why the tourism industry is

growing globally e.g. increased disposable income,

paid holidays, online booking, improved transport,

cheap airlines, cultural holidays, retired travel, gap

years, long haul flights, exotic destinations,

ecotourism, adventure holidays, advertising etc

Use global growth of tourism data to describe and

explain the growth of tourism and the global shift

in market share of tourism (Fig. 1 & 3 pgs 130 &

131 in Guiness & Nagle)

Use Weymouth as a case study (to link to

Osmington Bay trip). IT research to look at the

timeline for growth of Weymouth. Resources for

tourism, locational factors and visitor numbers.

They could then include the impacts (positive and

negative) – social, economic and environmental.

Disadvantages: seasonal unemployment, under-use of facilities, all inclusive hotels run by foreign companies – leakage, increased congestion, all types of pollution, shortage of services (e.g. water supply), social & cultural problems, damage to the physical landscape (4 lessons)

To demonstrate an understanding that careful management of tourism is required in order for it to be sustainable (2 lessons)

To summarise the topic and apply to examination questions (1 lesson)

Use a contrasting case study – e.g. Gambia

(Estream – Impact of Tourism – Gambia, West

Africa), Thailand

(https://www.youtube.com/watch?v=4i8idDF4cGc)

Maldives (YouTube clips) and again look at the

benefits and disadvantages of tourism – perhaps

create a picture board/cartoon strip/leaflet

Define ‘Sustainable tourism’ and discussion on why

this is important. Brainstorm ways in which

tourism can be managed to ensure it is

sustainable. Use selected examples to

demonstrate what has been done e.g. Heron Island

in Australia, the Galapagos Islands, Ecolodges in

Ecuador, Ecotourism in Dominica (Kelly & Fretwell

book), sustainable management of tourism in

Antarctica

Pupils should be able to apply their knowledge and

understanding to examination questions (in

particular 7 mark exam questions)

Ensure students have a glossary of all key terms

for this topic

Paper 4 –

Tourism/

Settlement –

Osmington

Bay

(1 week)

Pupils will be familiar with Weymouth from their Tourism work (0.25)

To create appropriate hypotheses

for a tourism study in Weymouth

(0.75 lesson)

To understand the key methods of data collection involved in carrying out a tourism investigation (1 lesson)

Recap location of Weymouth and why it is a

popular tourist destination. Discuss any limitations

to the location.

Osmington Bay booklet to fill in

Pupils should suggest hypotheses applicable to a

tourism study in Weymouth e.g.

The services/shops closer to the beach will be more for tourists than locals

There will be a great number of tourists near to the beach than in the centre of Weymouth

Osmington Bay booklet to fill in

Pupils should understand the methods/techniques

required: questionnaires (types of questions), land

use mapping, pedestrian counts (length of time)

The Natural

Environment

– Rivers

(4 weeks)

To explain the main hydrological characteristics and processes which operate within rivers and drainage basins (2 lessons)

Study the long profile of a river to understand how gradient, river width, depth, velocity/speed of flow and cross section of the river change from source to mouth (1 lesson)

Pupils should draw an annotated diagram of the

drainage basin to understand the key features

(including watershed, source, tributary,

confluence, floodplain, mouth)

Pupils should understand the hydrological cycle

and the processes which operate in a drainage

basin (including interception, infiltration,

throughflow, groundwater flow, evaporation,

transpiration, condensation, overland flow)

Draw a diagram of the long profile with key labels

(source, upper, middle, lower course, mouth etc).

Then produce a table of how different

characteristics change downstream (including

width, depth, gradient, speed of flow/velocity and

cross section [diagram]). Ppt to help. Use

Bradshaw model

Diagrammatic

representation

Learning new

terminology.

Understanding

sequence of

processes.

To understand the work of a river in eroding, transporting and depositing

Erosional processes in a river –

hydraulic action, abrasion/corrasion,

attrition and corrosion/solution.

Transportation processes – traction,

saltation, suspension, solution.

Where and why deposition takes

place in a river. (2 lessons)

Define in a glossary the key terms –

Erosion, hydraulic action, abrasion/corrasion,

attrition and corrosion/solution.

Transportation, traction, saltation, suspension,

solution

Deposition

Pupils to describe with the use of simple diagrams

the different processes of erosion and

transportation.

Pupils to be able to explain the conditions under

which a river will deposit material.

Play taboo as a class or in pairs to consolidate key

terms.

Making links

Learning new

terminology.

Explaining using

different words.

To describe and explain the formation of the landforms associated with these processes – waterfalls, potholes, meanders, oxbow lakes, deltas, levees and floodplains (2 lessons)

Identifying different river features on a map (1 lesson)

To understand that rivers present hazards and offer opportunities for people (1 lesson)

Produce computer animations or hand drawn step

by step diagrams to describe and explain the

formation of these, either in small groups or

individually. Ensure pupils know which section of

the river these landforms are found in

Pupils should use OS maps to measure river

gradients (either past paper maps, Map Skills

books or other). Pupils should describe and explain

the differences in the three stages of a river, using

map evidence. They should be able to give

bearings from place to place as well as being aware

of various methods used to show height on a map.

Could use Digi-map.

Pupils should know the opportunities of living on a

floodplain, a delta or near a river. Brainstorm the

opportunities (e.g. ways in which river deltas are

used for human activities) – flat land, mineral rich

& fertile soils, natural route ways, transport &

trade, water provision, fishing.

Showing

understanding of

sequence of

processes.

Paper 2 map skills

Writing concise

descriptions

To explain what can be done to manage the impacts of river flooding (1 lesson)

A River Case study – The opportunities presented by a river or rivers, the hazards (flooding & erosion) associated with it and their management (2 lessons)

Pupils should also know that floodplains and deltas

present problems – diseases, river erosion,

flooding

Pupils should understand the different factors

which cause flooding and river erosion. Describe

and explain the causes – rainfall, relief, weather

conditions, land use, rock & soil type

Pupils to list the methods of flood prevention and

defences and to find real examples of where these

have been put in – planting vegetation, reservoirs,

straightening the channel, dredging the channel,

artificial levees, bridge design and wash lands

Research a flood (in groups) and write a

newspaper report. Needs to include the

opportunities presented by the river, the causes of

the flood event, the impacts (social, economic and

environmental) on land, families, livelihoods,

business owners etc, responses to the flood, how

the river is being/has been managed

Web-based

research

Apply to examination questions (Homework)

Mixture of MEDC and LEDC floods would be good.

Distribute the different case studies amongst the

class

Pupils should be able to apply their knowledge and

understanding to examination questions (in

particular 7 mark exam questions)

Ensure students have a glossary of all key terms

for this topic

Research and

application of real

life examples

Paper 4 –

Rivers –

Osmington

Bay

(1 week)

Pupils should be introduced to the field trip to Osmington Bay in July (0.25 lesson)

To understand what a hypothesis is and apply to the River Wey (0.75 lesson)

Show location of field studies centre, surrounding

area and the River Wey using Google / Google

Earth

Osmington Bay booklet to fill in

Pupils should know what a hypothesis is and then

suggest hypotheses applicable to the River Wey

The river will increase in width from source to mouth

The river’s velocity will increase from source to mouth

To understand the key methods of data collection involved in carrying out a river investigation (1 lesson)

To understand appropriate sampling techniques (1 lesson)

The river’s load will decrease in size and become more rounded from source to mouth

The river’s depth will increase from source to mouth

Osmington Bay booklet to fill in

Pupils should understand the methods/techniques

and equipment that are required to measure the

following: a river cross section (wetted perimeter),

channel width, channel depth (identifying changes

across the channel), the gradient of a river’s

course, the speed of flow, and the size and shape

of bedload using callipers and Power’s index of

roundness. Classroom demonstrations to show

how to carry out these methods.

Osmington Bay booklet to fill in

Pupils should understand appropriate sampling

techniques for a river study. For example: points

downstream chosen systematically, systematic

sampling across the river channel, random

sampling selection of bedload material to measure.

If time allows - could discuss data presentation &

limitations of methods (evaluation of methods)

The Natural

Environment

–

Earthquakes

& Volcanoes

(4 weeks)

To show an understanding of the structure of the earth and of plate tectonics. (0.5 lesson)

Be able to describe the distribution of earthquakes and volcanoes in relation to movement at plate margins. (1 lesson)

Pupils to draw a labelled diagram to show the

structure of the earth. ‘Ferrero Roche’ analogy is

useful here.

Pupils understand that the earth’s crust is divided

into plates and produce a map to show the plates

and the direction of movement (use of atlases).

Pupils define the key term ‘plate boundary’. Board

Works ppt on Moodle is useful here.

Pupils can learn and explain to each other in pairs

the concept of convection currents in the mantle

and discuss the evidence to support this.

Tag and tail activity for key terms

Atlas work and

global mapping

Explaining

processes and

Know the different types of plate boundary – constructive/divergent, destructive/convergent and conservative plate boundaries (1.5 lesson)

To describe the formation, main types and features of volcanoes (1 lesson)

Pupils draw annotated diagrams to show the

different types of plate boundaries and use their

completed map to give examples of each.

Pupils explain as a flow diagram how earthquakes

and volcanoes are caused at the different plate

boundaries: volcanoes and earthquakes at a

constructive plate boundary, volcanoes and

earthquakes at a destructive plate boundary and

earthquakes at a conservative plate boundary.

Pupils should know how volcanoes form & their

main features including crater, vent, magma

chamber – this could be an annotated diagram.

Pupils must know the different types of volcanoes -

Annotated diagrams of the types of volcanoes

(including strato-volcanoes [composite cone] and

shield volcano) and the main features of

using new

terminology

Diagrammatic

representation of

landforms

Flow diagram for

each plate

boundary

Diagrammatic

representation

To describe the main features of an earthquake – including epicentre, focus, intensity (1 lesson)

To describe the effects of earthquakes and volcanic eruptions on people and the environment (1 lesson)

Two Case Studies needed – One earthquake AND One volcano (3 lessons)

volcanoes. Summary table to identify key

differences.

They should draw a step by step diagram of an

earthquake, labelling the key terms focus,

epicentre, intensity/magnitude, seismic activity.

Pupils should produce a copy of the Richter Scale

with an explanation to show their understanding of

how earthquake magnitude is measured.

Wideworld Magazine – April 2014 Vol25No4 –

page 12 & 13

Brainstorms x2 for social, economic and

environmental impacts of 1) earthquakes and 2)

volcanic eruptions on people and the environment

– use BBC news clips, estream clips, create QR

codes for websites (students to access via mobile

phones). Colour code and categorise

1 Case Study (either earthquake or volcano) –

classroom based – use of documentary and/or

powerpoint case study and create A3 factfile on

case study event (could provide template). Needs

to include: key facts, location, plate boundary

Categorising

Geography in the

news

Use of

documentary to

create factfile

To demonstrate an understanding that volcanoes present hazards but also offer opportunities for people (1 lesson)

To explain what can be done to reduce the impacts of earthquakes and volcanoes (1 lesson)

(cause), date, strength, effects (categorised into

social, economic, environmental), responses

1 Case Study (opposite to that done in classroom).

Carry out IT research about a recent earthquake or

volcanic eruption – create a fact file or newspaper

article. Needs to include: key facts, location, plate

boundary (cause), date, strength, effects

(categorised into social, economic, environmental),

responses

Think-Pair-Share – Brainstorm or cartoon strip why

people live near volcanoes. Geothermal power,

fertile soils, tourism, minerals and mining, creation

of new landmass (e.g. Iceland)

Pupils should know the main methods of

predicting volcanoes (seismometers, chemical

sensors – sulphur levels, lasers, ultrasound) and

how to reduce the risk (lava flow diversion,

mudflow barriers, building design, remote sensing,

hazard mapping and planning). Pupils should know

how people can deal with earthquakes (forecasting

& warning, building design, building location and

IT research –

selecting

information.

Keeping in touch

with Geography in

the news.

Diagrammatic

representation

To summarise the topic and apply to examination questions (1 lesson)

emergency procedures), earthquake prediction

(measuring crustal movement, electrical

conductivity, unusual animal behaviour, historic

evidence), and how building design can reduce the

impacts

Pupils should be able to apply their knowledge and

understanding to examination questions (in

particular 7 mark exam questions)

Ensure students have a glossary of all key terms

for this topic

Settlement

(6 weeks)

To know what is meant by the term settlement and be able to explain the patterns of settlement (1-2 lessons)

Pupils define the key term ‘settlement’ and discuss

the differences between urban and rural

settlement.

Pupils to define the three main types of settlement

pattern (dispersed, linear & nucleated) and explain

where and why they occur.

Board Works on Settlement Characteristics is

useful here. Look at different shaped settlements

and find examples from New Forest maps.

Identifying

settlement shape

on OS maps. Grid

reference practice

To describe and explain the factors which may influence the sites, growth and functions of settlements. (2 lessons)

To be able to give reasons for the hierarchy of settlements and services (1 lesson)

Pupils should understand the influence of physical

factors (including relief [altitude and gradient], soil,

water supply, aspect, drainage & flooding) and

other factors (including accessibility, resources,

situation, agriculture).

Draw an A3 spider diagram with site advantages

and diagrams to illustrate each. Summary sheet to

consolidate

p.30-32 of Guinness’ IGCSE text book, individuals

to read through the text and write a list of 12 key

words in a list on paper. Discuss with partner and

then close text book. Re-form the notes using the

key words to help. Should end up with concise

notes on key factors effecting growth of

settlements.

Define the term ‘settlement hierarchy’. Classify

mixed up settlement types as a class from the

board (hamlet, conurbation, megacity, city, village,

Active reading and

note taking

Case study of settlement and service provision in an area (1 lesson + homework)

To describe and give reasons for the characteristics of, and changes in, land use in urban areas (1-2 lessons)

small town, large town, isolated dwelling).

Summary sheet to follow up.

Ensure pupils know high-, middle- and low-order

settlements and services, sphere of influence &

threshold population

Southampton case study leaflet – settlement

pattern, description and explanation of factors

which influence the site, growth and functions,

where Southampton fits on the hierarchy, high-,

middle- or low-order services, sphere of influence

and threshold population

Explain what is meant by land use and then

introduce Burgess and Hoyt models – Car Chase

through a city, to gain cross-sectional transition

between different land uses. Illustrations in a story

board for this. Need to know the following land

uses: CBD, residential areas, industrial areas and

the rural-urban fringe, [and transport routes] in

Web-based

research to create

leaflet

Case study – An urban area or areas to show characteristics, changes, landuse, problems (causes & possible solutions) (2 lessons)

countries at different levels of economic

development

Draw and fully annotate Burgess’s concentric ring

model and Hoyt’s sector model of land use

(MEDC). Compare and contrast the 2 models.

Board Works on Urban land use to help.

Case study on the city of Southampton as it’s the

local area.

- Try to identify different land uses on a map and annotate. Use OS where’s the path website to help identify differences in land use. Will need an IT room. Could annotate a map showing different zones within the city.

- Draw a timeline of urban processes in Southampton, from when mass urbanisation took place to today’s urban regeneration schemes & identify how land use has changed over time

- Effects of urban sprawl in Southampton – rural-urban fringe development, Chandler’s Ford, Hedge End etc

Comparing skills.

Identifying features

from a map, using

layers within maps.

IT skills and

applying

understanding.

Sequencing

processes

IT research

Learning key terms

Paper 2 – Settlement map skills (1 lesson)

To be able to contrast and compare the structure of an MEDC city with an LEDC case study. (2 lessons)

To explain the problems of urban areas, their causes and possible solutions (1 lesson)

Speed dating using question and answer cards to

consolidate the key terms.

p.96 of Map Skills book – Urban Regeneration

Draw a diagram of an LEDC land use model and

compare and contrast it with the previous two

models.

Research an LEDC city (Mexico City, Rio de Janeiro,

Lagos,Cape Town etc) and create a picture and

map collage, with some headings of the different

land use zones of the city, evidence of urban

sprawl and the effects

Create a fact file on New York (Kelly & Fretwell pgs

79 – 84) to explain the problems of urban areas,

their causes and possible solutions. Different types

of pollution (air, noise, water, visual) inequality,

housing issues, traffic congestion and conflicts over

land use change.

Application of

knowledge to map

skills

Web-based

research

Selecting and

compiling

information –

reading and

summarising & IT

skills

To identify and suggest reasons for rapid urban growth (1 lesson)

Case Study – a rapidly growing urban area in a developing country and migration to it. To describe the impacts of urban

growth on both rural and urban

areas, along with possible solutions

to reduce the negative impacts. (3

lessons)

Brainstorm reasons for rapid urban growth – pupils

should understand physical, economic and social

factors which result in rural depopulation and the

movement of people to major cities. Push and pull

factors and examples of where this is happening

(YouTube clips)

Students should make group documentaries on a

particular urban area in a developing country e.g.

Rio de Janeiro, Mumbai, Mexico City, Lagos etc to:

- Background information about the urban area and how it has grown rapidly and why people are migrating there

- Describe the effects of urbanisation on the people and natural environment of the urban area

- Describe the characteristics of squatter settlements in the urban area

- Describe strategies which have been put in place to reduce the negative impacts of urbanisation in the urban area

Presentation skills

and group work.

Individual/group

research & filming

of documentaries

To summarise the topic and apply to examination questions (1 lesson)

Pupils should be able to apply their knowledge and

understanding to examination questions (in

particular 7 mark exam questions)

Ensure students have a glossary of all key terms

for this topic

Settlement

(2 week

version)

To be able to explain patterns of settlement (0.25 lesson)

To be able to describe and explain the factors which may influence the sites, growth and functions of settlements (0.75 lesson)

To be able to give reasons for the hierarchy of settlements and services (1 lesson)

Pupils should know dispersed, linear and nucleated

settlement patterns – provide a handout of these

for ease

Pupils should understand the influence of physical

factors (including relief [altitude and gradient], soil,

water supply, aspect, drainage & flooding) and

other factors (including accessibility, resources,

situation, agriculture).

Draw an A3 spider diagram with site advantages

and diagrams to illustrate each. Summary sheet to

consolidate

Define the term ‘settlement hierarchy’. Classify

mixed up settlement types as a class from the

board (hamlet, conurbation, megacity, city, village,

To describe and give reasons for the characteristics of, and changes in, land use in urban areas (1 lesson)

To be able to contrast and compare the structure of an MEDC city with

small town, large town, isolated dwelling).

Summary sheet to follow up.

Ensure pupils know high-, middle- and low-order

settlements and services, sphere of influence &

threshold population

Explain what is meant by land use and then

introduce Burgess and Hoyt models – Car Chase

through a city, to gain cross-sectional transition

between different land uses. Illustrations in a story

board for this. Need to know the following land

uses: CBD, residential areas, industrial areas and

the rural-urban fringe, [and transport routes] in

countries at different levels of economic

development

Give out annotated copies of Burgess’s concentric

ring model and Hoyt’s sector model of land use

(MEDC). Compare and contrast the 2 models.

Board Works on Urban land use to help.

an LEDC case study. (1 lesson & homework)

To explain the problems of urban areas, their causes and possible solutions (1 lesson)

Case Study – a rapidly growing urban area in a developing country and migration to it. To describe the impacts of urban

growth on both rural and urban

areas, along with possible solutions

to reduce the negative impacts. (1

lesson & homework)

Give out diagram of LEDC land use model and

compare and contrast it with the previous two

models.

IT Research an LEDC city (Mexico City, Rio de

Janeiro, Lagos,Cape Town etc) and create a picture

and map collage, with some headings of the

different land use zones of the city, evidence of

urban sprawl and the effects

Summarise New York case study (Kelly & Fretwell

pgs 79 – 84) to explain the problems of urban

areas, their causes and possible solutions.

Different types of pollution (air, noise, water,

visual) inequality, housing issues, traffic congestion

and conflicts over land use change.

Students should make a factfile on a particular

urban area in a developing country (could provide

QR codes for students to read articles, website

links etc)

e.g. Rio de Janeiro, Mumbai, Mexico City, Lagos etc

to:

- Background information about the urban area and how it has grown rapidly and why people are migrating there (physical, economic and social factors)

- Describe the effects of urbanisation on the people and natural environment of the urban area

- Describe the characteristics of squatter settlements in the urban area

- Describe strategies which have been put in place to reduce the negative impacts of urbanisation in the urban area

Economic

Development

– Industry

(4 weeks)

To demonstrate an understanding of an industrial system: inputs, processes and outputs (products & waste) (2 lessons)

Define primary, secondary, tertiary and quaternary

industries. Students should understand how the %

of people employed in each sector changes

according to economic development.

Pupils must fully understand the industrial system

- Inputs – raw materials, water supply, site, labour, capital, energy

- Processes – R&D, production of raw materials, manufacturing of components, assembly, marketing & distribution, sales, service & parts

- Outputs – products and waste

To be able to describe and explain the factors influencing the distribution and location of factories and industrial zones (1 lesson)

To understand the combined influences of factors on the location, scale of production, methods of organisation and the products of the system. [Case Study – an industrial zone or factory] To know industrial zones and/or

factories with respect to locational

and siting factors (3 lessons)

Pupils define industry types: manufacturing,

processing, assembly and high technology industry.

Brainstorm and illustrate the influence of factors

(physical, human & economic) including:

- Physical - Raw materials, site/land, energy (fuel & power), water supply, natural harbours & route centres

- Human & economic – Capital, labour, transport, markets, political influence, quality of life

Pupils can understand the influence of factors

through use of case study examples.

Best case studies to use:

- The motor vehicle manufacturing industry (e.g. Toyota in Japan) – influence of capital, raw materials, labour, land, market, political influences, globalisation and processes undertaken

- High technology industry (e.g. Silicon Valley, Silicon Valley North – Ottawa, Jinan – China, Bangalore – India) – influence of

capital, raw materials, labour, land, market, transport, political influences, links to universities and science and technology institutions, pre-existing high-tech industries, processes undertaken and outputs

Produce a leaflet for 1 and design a

powerpoint/prezi presentation for the other

Independent IT

research on 1

manufacturing and

1 high technology

industry

Economic

Development

– Food

(2 weeks)

To be able to describe and explain the main features of an agricultural system: inputs, processes and outputs (1 lesson)

Define agriculture.

Pupils should be able to describe agriculture as a

system

Physical inputs: climate [temperatures, rainfall,

sunshine], soil, land & relief

Human inputs: capital [money], labour, machinery

& tools, seeds, social structures, government

influence, market influence, fertilisers, pesticides &

herbicides, irrigation

To understand the influence of natural and human inputs on agricultural land use. Their combined influences on the scale of production, methods of organisation and the products of agricultural systems – [Case Study – A farm or agricultural system]

Processes: preparation of the land [clearing

vegetation, providing terracing, drainage &

irrigation systems], ploughing, sowing, weeding,

application of fertilisers, pesticides, herbicides &

irrigation, harvesting, storage & transporting to

market

Outputs: crops, meat, milk, industrial products e.g.

cotton, rubber or leather

Compare commercial and subsistence farming

Distinguish between arable, pastoral and mixed

farming

Pupils should know the difference between

intensive and extensive farming

Pupils need to understand how natural and human

inputs influence the scale of production, methods

of organisation and products of agricultural

systems.

Possible case studies:

Large scale commercial sugar farming in Swaziland

Large scale commercial beef farming in Brazil

Large scale commercial wheat farming in Canada

Small scale subsistence farming in Swaziland

Large scale commercial plantation agriculture in

Sarawak, Malaysia

Small scale subsistence rice farming in Bangladesh

Fifth Year

Theme & Topic Learning Objectives What pupils need to know & possible

activities

Skills

The Natural

Environment –

Weather

(3 weeks)

To distinguish between weather and climate (0.25 lesson)

To understand what causes the change in weather (1-2 lessons)

Class to come up with definitions for each. Ensure

that they recognise key differences. Belfield et al

pages 90 & 91

Earth DVD – Atmosphere episode, good for intro

material

Introduce idea of air masses, high and low pressure

systems. Weather maps boardworks, Depressions

Research and Using

new terminology

To be able to describe how weather data is collected – describe and explain the characteristics, siting and use made of a Stevenson screen. (1 lesson)

and anticyclones may be useful. Students could

produce a beginners guide to weather forecasting

including: high and low pressure, anticyclones,

cyclones, synoptic charts (ICT)

Identify in pairs what elements of the weather can

be measured: precipitation, wind speed, cloud cover

and type, wind direction, humidity, atmospheric

pressure, sunshine – they should write a list. Discuss

as a class.

The following links, activities and worksheets may be

useful.

Weather stations BBC clip

http://www.bbc.co.uk/education/clips/zs46n39

Stevenson screen worksheet

Belfield et al page 92

Take class outside to the Stevenson screen in the

Eco Garden. Each student to draw a field sketch of it

and its location. Discuss key features of it and

explain what they are for (padlock key in H11 with

pink paper clip)

New terminology

Diagrammatic

representation

Observation

To be able to identify instruments and understand how they are used to measure weather characteristics – rain gauge, maximum-minimum thermometer, wet-and-dry bulb thermometer (hygrometer), sunshine recorder, barometer, anemometer and wind vane, along with simple digital instruments which can be used for weather observations (2 lessons)

To be able to observe types and amounts of cloud (1 lesson)

http://greenfieldgeography.wikispaces.com/IGCSE+a

nd+GCSE+Weather%2C+Climate+and+Ecosystems

BoardWorks on Measuring Weather is useful

Belfield et al pages 93-95

Show the different instruments to the class, pass

them around (can be found in H8 cupboard at front

of the room, key in H11). Rain gauge,

maximum/minimum thermometer, wet-and-dry

bulb thermometer, barometer, anemometer and

wind vane, Beaufort scale etc. Pupils should guess

what each instrument is and used for and explain

the optimum siting for each of the instruments.

Observe clouds and students to describe them. They

should draw a diagram with different main cloud

types (Belfield et al page 96-97)

Micro-climate activity

Analysis of objects

and application of

knowledge

Paper 4 Weather

investigation skills –

forming hypotheses

and collecting data

Paper 4 Weather

investigation skills –

forming

hypotheses,

collecting and

interpreting data

and evaluation

To be able to make calculations

using information from weather

instruments

To be able to use and interpret

graphs and other diagrams

showing weather and climate

data (2-3 lessons)

To summarise the topic and apply to examination questions (1 lesson)

Pupils should be able to apply their knowledge and

understanding to examination questions – Paper 1

(June 2011 Q3 a&B) & Paper 4 (June 2010 Q2)

Ensure students have a glossary of all key terms for

this topic

Application of

knowledge

The Natural

Environment –

Climate &

Natural

Vegetation

(5 weeks)

To be able to read and interpret climate graphs and understand the distribution of the world’s main climates (0.5 lesson)

Students should be able to read and interpret

climate graphs (Belfield et al page 91). Students

need to be able to identify and describe the

distribution of the world’s main climates – in

particular Equatorial (Belem) & Hot Desert (Aswan).

Give students a blank world map and using the

climate map (page 91) in their textbook they should

colour in the Equatorial and then Hot Desert/semi

desert as a contrast. Using the climate graphs above

the map they should find the ones (Belem and

Aswan) that relate to places in these regions and

describe the key characteristics of the climate in the

two zones. Students must be able to identify the

Graph reading &

map interpretation

Using map key

Case Studies needed – an area of tropical rainforest & an area of hot desert. For all the following lessons it may be worth getting the students to focus on 1 particular tropical rainforest (e.g. Amazon, Borneo etc) and 1 hot desert (Namib, Sahara etc) so they cover & incorporate all the points below for their case studies rather than doing case studies at the end of the topic.

To be able to describe and explain the characteristics of two climates: Equatorial & Hot Desert. Climate characteristics (including temperature [mean temperature of the hottest month, mean temperature of the coolest month, annual range]; and precipitation [the amount & seasonal distribution]) Factors influencing the characteristics of these climates (including latitude, pressure

main characteristics of temperature and rainfall of

an Equatorial and a Hot Desert climate.

Peer teaching - Students to be allocated Equatorial

or Hot Desert climate. They should become ‘experts’

in the climate characteristics and factors influencing

the characteristics of these climates using both the

textbook (Belfield et al pages 98-99 & 104-105) and

internet research. Powerpoints and handouts to be

produced.

Homework: Questions in Belfield et al, pg 99 & 105

Interpreting and

describing climate

graphs

Web based

research

Explanation and

presentation skills

systems, winds, distance from the sea, altitude & ocean currents) (2-3 lessons)

To be able to interpret and understand climatic graphs showing the main characteristics of temperature and rainfall of the two climates (0.5 lesson)

To understand the meaning of the term ecosystem (0.25 lesson)

To be able to describe and explain the main characteristics of tropical rainforest & hot desert ecosystems. (2 lessons)

Find climate graphs for a chosen area of tropical

rainforest (Equatorial climate) and hot desert on the

internet and describe them in detail

In pairs, come up with a definition for ecosystems

and share with class (mini whiteboards). Discuss

formal answer (page 100)

Students need to understand the relationship in

each ecosystem of natural vegetation, soil, wildlife

and climate. Show part of Planet Earth ‘Desert’ and

then part of ‘Jungles’. Students should fill in a graffiti

board/page where they give an A4 page a colourful

border and then throughout the video, write key

words, facts and observations all over the page.

They should have one for each ecosystem.

Using textbook pages 100-101& 106-107 (and Kelly

& Fretwell pages 212-214 & 222-224) students

should create information leaflets about the

relationship between natural vegetation, soil,

wildlife and climate in tropical rainforests and hot

desert ecosystems

Web based

research and

interpreting graphs

Use of key terms

Observation and

listening

To be able to describe the causes and effects of deforestation of tropical rainforest (2 lessons)

Students to complete ‘Desert Life’ heads and tails

sheet.

Students need to understand the causes and the

effects on the natural environment (both locally and

globally) along with effects on people.

Students should research the causes and effects of

deforestation of tropical rainforests and write a

letter to the government of the country explaining

the causes and the effects (both locally and globally)

on the natural environment and on people.

Possible resources as well as internet research:

Kelly & Fretwell pages 215-218

http://greenfieldgeography.wikispaces.com/IGCSE+a

nd+GCSE+Weather%2C+Climate+and+Ecosystems

Students need a case study for both an area of

tropical rainforest and an area of hot desert.

Students should produce two A3 case study sheets

(this could be done in pairs and they share their

work with their partner). They should conduct

Application of

information and

summarising

Decision making

and sequencing

Web based

research and letter

writing

Depending on whether case studies are incorporated throughout or are done as standalone case studies at the end of the topic. Case studies needed – an area of tropical rainforest & an area of hot desert (2-4 lessons depending on time available)

internet research and use available textbooks

(Belfield et al, Kelly & Fretwell, Guinness etc) and

include the following information specific to their

named ecosystems:

- Climate characteristics (mean temp of

hottest & coolest months, annual range in

temp, amount of precipitation and seasonal

distribution of precipitation)

- Factors which influence the characteristics of

the climate for each named location

(latitude, pressure systems, winds, distance

from the sea, altitude and ocean currents)

- Climate graphs

- Natural vegetation, soil, wildlife & climate –

adaptations

- Threats to the ecosystem

Economic

Development –

Food

Production (2

weeks)

To be able to define food shortage and understand that it is the result of unequal distribution as opposed to lack of food (0.5 lesson)

Class to come up with definition for food shortage.

Students should discuss whether they think there is

a global lack of food or whether it is a result of

something else? (Unequal distribution) Belfield et al

page 138 – students to describe pattern of world

food supply on map

Map interpretation

and description

To be able to recognise and understand the causes of food shortages (0.5 lesson)

To understand the effects of food shortages and describe possible solutions to this problem (2-3 lessons)

Think-Pair-Share - Students to brainstorm causes of

food shortages

Students need to understand the natural problems

which cause food shortages (including drought,

floods, tropical storms, pests) along with economic

and political factors (including low capital

investment, poor distribution/transport difficulties,

wars) – images of each cause could be shown to

promote discussion.

Students could research examples

(countries/regions) for each cause e.g. Drought in

Ethiopia 2011

Belfield et al. page 139 and Kelly & Fretwell pages

251-252

Students need to understand the negative effects of

food shortages, but also the effects of food

shortages in encouraging food aid and measures to

increase output.

Students to research problems including: Protein-

energy malnutrition, micronutrient malnutrition,

Research

Research

Case study needed – a country or region suffering from food shortages (1-2 lessons)

marasmus, kwashiorkor, anaemia, vitamin A

deficiency, iodine deficiency.

Food aid – examples of countries (particularly in

Africa) which have received food aid for a variety of

reasons (conflict, drought, war, pests etc).

Problem of food aid – dependency government

drive to highlight the importance of improving food

security without relying on imports & help

Research of measures to increase output – The

Green Revolution (benefits & problems), Genetically

Modified Crops, Intermediate & appropriate

technology, Government action (infrastructure, food

reserves, avoidance of war, investment in farming,

land availability). Resources: Belfield et al,

Greenfield Geography

Possible examples: Bolivia, Swaziland, The Sahel

Students need to include: Cause, effects, solutions

Discussion

Research

Economic

Development –

Development

(5 weeks)

To be able to define development and understand how it is measured. (1-2 lessons)

To understand that population (over-, under-, optimum) can influence the level of development (0.25 lesson)

Biscuit game to start off the topic and get students

thinking about uneven development. Use the biscuit

game to promote discussion. Powerpoint goes

through the biscuit game, introduces the idea of

development, defining development, measuring

development, 80:20, unevenness of development

Students should understand that there are different

ways of measuring development – economic

development and human development

http://www.bbc.co.uk/schools/gcsebitesize/geograp

hy/development/contrasts_development_rev1.shtm

l

Biscuit game ppt, Guess the topic ppt

Students should understand the concept of the

poverty line. They should also be able to link back to

the population topic and understand the problems

of over- and under-population with regards to

development. Belfield et al. page 116

Students need to be able to use a variety of

indicators of development (including GNP per capita,

Introducing new

terminology

Making links with

previous topics

New terminology

To be able to use a variety of indicators to assess the level of development of a country (1-2 lessons)

literacy, life expectancy and composite indices e.g.

Human Development Index (HDI))

Development Indicators definitions worksheet

Development Graph work activity – possible

homework activity

Students need to understand the limitations of

single development indicators (Belfield et al. page

118)

Introduce the idea of the Human Development Index

(composite indicator- social and economic indicators

– life expectancy (health), adult literacy rate

(education), GNI per capita (wealth)) – students to

compose their own version of Table B in Belfield et

al. page 118 by researching HDI scores for countries.

Students should have an awareness of the Brandt

report of the 1980s and the North South divide. They

should recognise the outdated nature of this and

recognise the different categories of countries

regarding development (LDCs, LEDCs, NICs, MEDCs)

– students should also be made aware of BRICs.

Numeracy/Graph

work and

interpretation

Evaluation

Research

Mindmapping

To be able to identify and explain inequalities between countries (1 lesson)

Students should brainstorm factors which affect the

level of development and it should be discussed how

these factors will result in inequalities between

countries.

- Trade – primary vs secondary products

- Geography – natural hazards e.g. drought,

floods, EQs etc, landlocked

- History – many LEDCs were former colonies

controlled by MEDCs who used them a as a

source of raw materials & a market for

products but didn’t help them develop

- Population – number of

dependents/dependency ration

- Natural resources – availability of minerals,

ores, gas, oil, timber & fertile soils

- Workforce – level of skill, education and

health influences the produce

Using these factors which affect development

students could research examples of countries with

different levels of development based on these

factors and write a short explanation for the reasons

in the inequalities between these countries. E.g. UK

vs Nigeria – possible homework activity

Web-based

Research

To be able to understand what can be done to reduce the inequality between countries (1 lesson)

To be able to identify and explain inequalities within countries (1-2 lessons)

Students should be introduced to the idea of the 8

MDGs and that these were introduced to tackle

inequalities in development. Students could

research what they are and the progress made

towards achieving these goals

Addressing global inequalities poster – students

could make a poster similar to this

Students also need to identify and explain

inequalities within countries e.g. UK & Saudi Arabia.

The following links/articles/maps should help

students to identify the inequalities within UK and

Saudi Arabia.

UK: Education – A-level exam results inequalities

article and GCSE exam results article, Health - Life

expectancy map, Economic – GDP map, UK

Inequality article

Saudi Arabia – inequality article, gender inequality

article, Amnesty International gender inequality

Web-based

research

Read and

summarise

To be able to classify production into different sectors and give illustrations of each (1 lesson)

article, Rich nation poor people article, and Belfield

et al pg 119.

Students need to be able to explain the reasons for

these inequalities – students could Think-Pair-Share

to start with. See also Wealth and Health

Inequalities website for good explanations for UK

Students to define economic activity – ‘ways in

which people can earn a living and help their

country’s economy’.

Students should understand that economic activity

involves different types of industry (the ways in

which products & services are made). Use example

e.g. Car industry – all businesses & people involved

in making cars, from designers to people putting the

parts together in factories and those selling the

finished models in large showrooms.

Students need to know the 4 classifications of

industry/sectors:

- Primary (extractive) sector

- Secondary (manufacturing) sector

- Tertiary (service) sector

Summarising and

applying

- Quaternary (knowledge & information)

sector

Belfield et al pages 120-121 – Read information,

complete activities 1-3.

Students may already be thinking of jobs they may

do when they leave school. Use local newspapers &

other sources to produce a list of local companies

that are recruiting right now. Students should then

try to fit the available jobs into the 4 main

classifications using Worksheet 3.3 page 5. Which of

the 4 categories seems to be providing most of the

jobs in the local area?

Have a look at the job advertisements again. What

are the skills being asked for by local employers? Are

some skills asked for more often than others?

Get students to think about how geography can help

to develop these skills. Use worksheet 3.4 page 6 to

annotate the outline of the person with the qualities

that they think employees want and the skills that

studying geography can help develop.

Students should read through the opening

paragraphs on page 122 on how industrial

Local area study

Applying relevance

of subject

To be able to describe and explain how the proportions employed in each sector vary according to the level of development (2 lessons)

development and employment structures change

over time. They should analyse the flow diagram A

and use it to explain, in 3 or 4 paragraphs, the

process of industrial development (they should

include examples of specific countries mentioned on

page 122)

Presenting and interpreting data: Students could use

information in table C to draw a multiple bar graph

showing the % of people employed in different

industries for a range of countries

Students should read through the information about

the informal sector on page 122. Display Image 3.6

page 8 and get students to discuss and write

answers to the following questions:

- What informal jobs do you see people doing

in your local area?

- How much would you expect to earn if you

did those sorts of jobs?

- What are the main differences between the

informal and formal sectors and what are the

problems for people working in the informal

sector?

Flow diagram

interpretation

Data presentation

& interpretation

Analysis of images

Data presentation and interpretation skills – pie

charts, divide bar graphs and triangular graphs. See

Belfield et al. pages 122 & 123. Pages 7-9

(worksheets 3.5, 3.6 & 3.7) of the Economic

Development worksheets will help you especially

with outline of triangular graph.

Students should describe and explain their pie

charts, bar graphs and triangular graphs. They

should compare countries at different levels of

economic development

Students should describe the positive and negative

aspects of the 3 different data presentation

techniques they have used

Students could list 10 LEDCs. They should look at

their list & consider if some of the countries are

significantly wealthier than others (could use the

World Bank list of GDP for individual countries).

Read introductory section on page 124 and discuss

why some countries in their original list may be

richer than others?

Graph work – data

presentation

Data and graph

interpretation

Evaluation of data

presentation

To be able describe and explain how the proportions employed in each sector change over time – Newly Industrialised Countries (1 lesson & homework or 2 lessons)

Locate NICs in introductory section on a blank map

(page page 10, worksheet 3.8) using an atlas.

Annotate map with common characteristics of NICs

listed on page 124. Add any other known NICs

Read information on Brazil pages 124 & 125 –

answer questions 2 & 3

Internet research exercise (possible homework

activity): using the example of Brazil as a basis for

the type of investigation needed, students can

research and complete a brief project on another

NIC of their choice. They should look at the reasons

for economic growth and the benefits and problems

it is bringing.

Students to look at lables on clothes & belongings to

see how many countries have been involved in the

production of these. Point out that the raw materials

used to make these items may well have come from

several locations around the world.

Defining globalisation – use the paragraph on page

126 to write their own succinct definition of

globalisation which could be used in a glossary or

geographical dictionary.

Prior knowledge

Map work

Web based

research

Investigation

To be able to describe and explain the process of globalisation – role of technology and TNCs in globalisation along with economic factors which give rise to globalisation (1-2 lessons)

Map interpretation (map A) global internet use–

- Type of map? (choropleth i.e. shaded, map

showing value by depth of colour)

- Why is this style of data presentation used on

this occasion?

- Describe and explain pattern of internet use.

Emphasise link between level of

development and internet use; level of use

could be considered as remarkably high even

in the poorest countries – clear link to

potential development

- What is the link between internet use and

globalisation?

Spider diagram – causes of globalisation

Introduce idea of transnational corporations e.g.

McDonalds, Nike etc & their organisation (HQs, R&D,

Branch Factories)

Table B – which companies have been heard of and

anything which is noticed? (dominance of oil & gas

companies)

Use website which gives more information, including

nationality of company, city of HQ, nature of

business.

Summarising and

defining

Map work

https://en.wikipedia.org/wiki/List_of_largest_compa

nies_by_revenue What do students notice? (TNCs

are based in MEDCs or NICs; again, importance of oil

& gas; growing importance of China, an NIC, with 3

in the top 10 companies)

Images 3.8, 3.9 & 3.10 pages 10-12

- What does HSBC stand for? (Hong Kong &

Shanghai Banking Corporation)

- Why is the London location significant?

- BP refinery in Kwinana – what do students

notice? – large-scale, British owned,

Australian location

- Identify Wal-Mart’s business and location?

(Retail, HQ USA)

- Describe Wal-Mart’s growth since 1962 and

its place in a globalised economy

Think-Pair-Share positive and negative effects of

globalisation/TNCs on economic development.

Notes using page 127 - Divide into positive and

negative AND local, national and global.

Assimilation of

information

Image

interpretation

To be able to describe and explain the impacts of globalisation – local, national and global scale (1 lesson)

Questions:

Explain the multiplier effect. How can it be both

positive and negative?

Do advantages tend to be for national economies,

but the disadvantages tend to be for individual

workers?

Do you think that globalisation is a good thing or a

bad thing? Consider its effects on different groups of

people

Students to undertake a case study on a TNC

- Background information about the company

e.g. date established, revenue, numbers

employed, location of HQ, number of

factories, number of countries operating in,

products, regional HQs

- Factors affecting location (factories (e.g. raw

materials, cost & location, labour force, skills

& cost, market etc – bullet point list pg 128

to help)

Idea of scale

Case study needed – a Transnational Corporation and its global links (e.g. Nike) (1-2 lessons)

- Map to show countries where TNC has

factories – describe distribution – consider

LEDC/NIC/MEDC balance of these countries –

may not always just go for cheap labour, but

also manufacture close to its markets

- Consider balance between manufacturing &

market: an LEDC might be chosen as a

manufacturing base due to very cheap labour

even though the people there are generally

too poor to afford the products. On the other

hand, it may be worth employing more

expensive labour in an NIC or MEDC because

that places the product within its market

area (e.g. USA or China)

- Has the TNC moved some factory locations

since it first set up e.g. Nike has moved

factories from China to Vietnam and

Indonesia as the cost of transporting goods

back to China is less than the amount saved

in labour costs (labour costs high in China

due to ageing population and lack of supply

of workforce)

- Positive and negative impacts of the TNC in

countries of location

Web based

research

Mock

Examinations

Paper 4 – in lesson before Christmas Paper 2 – in lesson before Christmas Paper 1 – January – 1 hour 45 minutes, students to answer 3 questions

Economic

Development –

Energy and

Water

(4 weeks)

To understand the reasons behind differing levels of energy consumption around the world and how this has changed over time (1 lesson)

Discussion – what do we use energy for? Students to

make a list of everything that have already used

energy for today.

Discussion – where does this energy come from?

How is energy produced and what methods (e.g.

coal, solar etc) are used to produce it?

Read Energy use around the world ‘talking heads’

(page 158) – which one are they most like in terms

of their family’s energy usage? Which one would it

be better for more of us to be like? Which would be

bad news for the world if more of us were like

them?

Students could write their own ‘talking head’ – main

ways they use energy in the house and brief

description of their family’s energy use. How would

they rate themselves on a scale of 1 to 10, 1 = very

energy efficient and 10 = very energy wasteful?

Graph B page 159 – global energy consumption over

time. Using the graph and information in the text,

Discussion

Application

Connection to own

lives

To have an understanding of the importance of non-renewable fossil fuels including coal, oil and natural gas globally & in different countries at different levels of development. To understand their contribution to energy security with specific references to their use in a case study country (1-2 lesson) Case study needed – energy supply in a country or area

students should write a detailed description of the

changes shown. Note: students should use details of

specific fuel types in their answer.

Pie chart – use data in table C to create a pie chart

Internet research (possible homework activity) –

research the energy sources used in UK and % of

each different energy type. Use this information to

draw a divided bar graph.

What are fossil fuels? Students to write down 3 main

types of fossil fuels. Use following website to

describe how fossil fuels were formed

http://www.fossil.energy.gov/education/energyless

ons/coal/gen_howformed.html

Students could draw a series of sketches to show

how fossil fuels are formed.

Internet research:

- Which country has the most coal/oil/gas?

- Where are the world’s largest coal and

oilfields?

- Which country sells the most oil overseas?

Graph work

Pie charts

Research

Key terms

Diagrammatic

representation

- Which countries buy the most coal/oil/gas?

Investigate a coal mine/oil or gas field in the UK –

where is it located, what are the positive and

negative effects that these businesses have

Read information on page 160. Question: Why is it

important for governments to ensure that their

countries have an adequate supply of energy? What

kinds of problems do you think countries will face if

they do not have an adequate supply? – students

should focus on the problems of dependence for

countries that do not have adequate supplies of

their own.

Research task (possible homework activity): China

faces problems brought by its increasing energy

demands. Read information on paged 161 as a

starting point and students should then make 2 lists

showing the benefits and problems of fossil fuel use.

Discuss significance of fossil fuels in the UK and for

the world as a whole. On a local level is the UK’s

energy secure? Is this due to fossil fuels? What

benefits does the exploitation of fossil fuels bring for

those countries that have them?

Web based

research

Discussion

Research

To understand the fuelwood crisis and the environmental damage that collection of fuelwood causes with respect to a specific country (1 lesson)

Show students deforestation for fuelwood use

image (Image 3.28 page 30) – typical scene in some

areas of the world especially in parts of Africa south

of the Sahara. What is happening in the scene? Why

have trees been cut down? Trees used as fuelwood –

what does this mean?

Read page 162.

Send students out into school grounds foraging for

wood! Explain they need to get enough to cook a

meal but must only collect what is lying on the

ground! They will need around 4 good-sized logs or

something of similar volume. Likely to come back

with very little!

Discussion – what their options would be once the

foraged wood supplies were exhausted? If they have

to cut wood from living trees, what impact will that

have?

Spider diagram – problems that fuelwood collection

can cause (page 162 to help)

One way to reduce the amount of wood that is being

used for fuel is to design and make available more

efficient stoves. Advantages include the fact that

Application to own

lives/country

Image

interpretation

Team work

they produce less smoke and reduce the impact of

that smoke on people’s health, particularly for

women. Use worksheet 3.39 page 41 and research 1

of the following stove types and complete factfile.

Darfur stove: www.stovesonline.co.uk/darfur-

stove.html

Chulha stove:

www.geography.org.uk/cpdevents/onlinecpd/geogr

aphyoffood/cookingupastorm

Toyola stove:

https://www.ashden.org/winners/toyola11

Using pie chart C and graph D on page 162: describe

the pattern of global consumption of fuelwood and

describe the distribution of the use of fuelwood in

Africa.

Possible homework activity - Read the example of

fuelwood problems in West Bengal, India. Using the

internet, students should research the fuelwood

crisis in a country in Africa shown in graph D and

write a 1 page report on the country chosen. E.g.

Burkina Faso http://solarcooking.org/Crisis.htm

Summarising

Research & fact

files

Data interpretation

To have an understanding of how the different types of renewable energies work and the ways in which they can reduce the worldwide dependence on fossil fuels – geothermal, wind, HEP, wave, tidal, solar and biofuels. To be able to evaluate the benefits and disadvantages of renewable energy sources (1-2 lesson)

Define renewable energy (page 164) – idea of

sustainability

2 mindmaps – advantages & disadvantages

Reading through the different kinds of renewable

energies available on pages 164-5 which would be

most suitable in the local area?

Students could draw a sketch of the school &

grounds and then go outside and investigate where

would be the best places to locate certain types of

renewable energies on the school grounds e.g. areas

that are sunniest, windiest etc and mark on map

Map of UK – mark on where certain renewable

energies are and should be located

Graph A – which is the most important source of

renewable energy? Why?

Complete table on how the energy types work,

advantages and disadvantages using the information

sheets and information in textbook pages 164-5

(geothermal, wind, HEP, wave, tidal, solar &

biofuels)

Debate/Discussion/Questions (possible homework

activity): Can renewable energies be the answer to

Research

Key terms

Application

Sketch maps

Map work

To understand how thermal power stations generate electricity from fossil fuels, where they are located and their importance in the context of global production of electricity. (1 lesson)

the world’s dependence on fossil fuels? What

advantages do fossil fuels have over the renewable

energies? What barriers are there to an increase in

our use of these sustainable technologies?

Energy sources revision quiz (worksheet 3.41 page

43)

Answers:

1. Oil/gas/coal

2. 88%

3. Solar energy

4. Population growth/increased number of

electrical gadgets

5. China

6. Saudi Arabia

7. When a country produces enough energy to

meet its own needs

8. Mining deaths/coal seam fires/air pollution

9. 2.4billion

10. Personal safety of

women/desertification/soil

erosion/respiratory diseases

Data interpretation

Debating

Revision of topic

11. Renewable energies

12. Geothermal

13. Wind/wave/tidal/HEP/solar/biofuel

Map page 166 – describe the pattern of world

electricity consumption

Discussion – importance of reducing energy. Which

subjects/departments in school use most energy &

why?

Letter writing – write to the Headmaster suggesting

why it is important to reduce energy. Include

information on the impact on the school’s finances

and on a larger-scale the problems such as global

climate change and countrywide energy security.

How is electricity produced – notes

Fossil fuel power stations – compare and contrast

the location factors needed for their sites

Guess the topic! Video -

http://www.bbc.co.uk/news/world-asia-pacific-

13055446 - Fukushima power station in Japan

following the tsunami in 2011. Problems posed.

Map work

Discussion

Letter writing

To understand the nuclear power industry, the reasons why nuclear power stations are located in certain areas and their dangers with respect to a specific case study. To evaluate the benefits and disadvantages. (1-2 lessons)

Read page 168 & then research where uranium

comes from, world’s biggest producers and methods

for getting it out of the ground

Using information on page 168, identify best

location(s) for nuclear power station in the UK –

name of site, advantages and disadvantages

(worksheet 3.43 page 45)

Possible homework activity/Research activity –

Half the class investigate nuclear reactors at

Fukushima in Japan which are likely to remain a

problem for the next few thousand years. Students

should find out the latest news on the reactors, and

the progress that is being made to make the area

safe for people to live in.

Half the class investigate Chernobyl. The Chernobyl

area is still at the centre of a 30km exclusion zone

after the 1986 accident at the nuclear power station.

Recently there have been signs of recovery in the

wildlife around the station. Students should find out

about the current state of the environment around

the Chernobyl station.

Summarising

Visual

interpretation

Research

Mapping

Research

To understand how hydro-electric stations generate electricity, their specific location

http://www.dailymail.co.uk/news/article-

3193355/Protests-Japan-opens-nuclear-power-

plant-time-Fukushima-disaster.html

http://www.dailymail.co.uk/news/article-

2568430/Three-years-Fukushima-disaster-

prompted-Japanese-vow-abandon-nuclear-energy-

country-plans-reopen-power-plants-possibly-build-

MORE.html

Students report back to each other on their findings

2 mindmaps – advantages and disadvantages of

nuclear power

Recap how hydro-electric power works. Discuss

advantages and disadvantages – page 170 –

mindmap

Location factors for HEP

Show photo of 3 Gorges Dam on Yangtse River in

China

http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/06/

asia_pac_three_gorges_dam/html/1.stm - one of

the world’s most controversial HEP projects. In

groups students should research the history and

Peer teaching

Mindmapping

factors and their advantages and disadvantages with reference to specific examples (1 lesson)

Case study needed – energy supply in a country or area (1 lesson)

present situation on the building of the dam, & put

together an information poster. Look into history of

flooding on the river as well as the need for

increasing electricity as reasons behind the dam’s

construction.

Pico Hydro systems – factfile – (worksheet 3.45 page

47)

Depending on how the above points have been

taught, students could spend 1 lesson pulling

together and focusing on the energy supply in 1

particular country looking at all the different energy

sources

Read speech bubbles A & B page 172 comparing the

water availability & use of water by people of

students’ age in the USA & Ghana. Situations are as

contrasting as possible: MEDC/LEDC;

temperate/tropical climates; urban or well-serviced

rural/remote rural.

Research

To be able to describe the proportions of water used for agriculture, domestic and industrial purposes in countries at different levels of economic development (1 lesson & homework)

Students give opinion on the contrasts in water use

for 2 people (quote figures to illustrate). Activity 3a –

2 spider diagrams, 3b&c.

Worksheet 3.46 page 48- ‘Does rainfall affect water

supply?’

Table D page 173 – Question 2a&b

Homework/Research activity – Using water

sustainably in areas of water deficit.

1. Arizona (SW desert region of USA) article –

unsustainable use of limited water resources.

Read and summarise key problems & what

sustainable use would mean for the area

2. Improvements in water supply in Ghana -

http://www.africaheartwoodproject.org/wat

er/index.php#sthash.ymZ5L0rm.dpbs –

summarise key points and what has been

achieved

Introduce idea of water shortage/meeting the

demand for water, the future of water supply and

need for water transfer – notes from page 174

Spider diagrams

Data interpretation

Research

To be able to describe methods of water supply (reservoirs/dams, wells & bore holes, desalination, rainwater harvesting)

To be able to explain why there are water shortages in some areas and demonstrate that

Aral Sea – highlighting the consequences of overuse

of water

Research Methods of water supply – define,

advantages and disadvantages, example

- Reservoirs/dams

- Aquifers – bore holes & wells

- Desalination plants – Saudi Arabia, Dubai,

California

- Rainwater harvesting (large scale & small

scale – Burkina Faso)

Students need to understand the impact of lack of

access to clean water on local people and the

potential for economic development

Using maps A & B on page 174 and map C on page

26 – discuss and make notes on why there are water

shortages in some areas.

Discussion and notes – impact of lack of access to

clean water on local people and potential for

economic development

Research

careful management is required to ensure future supplies (1-2 lessons) Case study needed – Water supply in a country or area

Read Sawadogo’s story page 176 – list advantages

for people in Burkina Faso of having safe, clean

water supplies.

Case study - water supply in Northern India. Also

think about future demand for water (link to

growing population and rural-to-urban migration)

Example: Competition for water in the Nile Basin

Nile river system is the lifeblood of the region –

without the rivers, it would be impossible for such a

large population to be supported: 96% of the

Egyptian population lives on the 4% of the country

that is close to the Nile.

Describe Nile’s valley location – direction (south to

north), countries through which the river flows,

nature of landscape etc

Read page 177 and answer question 1a&b

Future of water supplies

Aswan High Dam – how has this changed the lives of

Egypt’s population?

Explain tensions between neighbouring countries

over the use of the Nile’s water.

Map work

Summarising

Economic

Development –

Environmental

Risks of

Economic

Development

(3 weeks)

To be able to describe and understand how economic activities may pose threats to the natural environment including soil erosion, desertification, enhanced global warming and pollution (water, air, noise & visual) locally and globally. (6 lessons)

Ask students to think about their local area. What

are the problems and opportunities presented by

the natural environment? E.g. weather –

opportunities for solar power, wind power etc

Page 178 – list of basic needs for people to make a

living (low, flat land with deep fertile soils etc)

Discussion – do harsh environments always mean

that conditions are difficult? E.g. Fantastic fact on

page 179 about Dubai- difficult environments can be

overcome by people’s ingenuity and technology

Consider tropical rainforest and hot desert

environments – list the economic opportunities of

such places.

Local application

Discussion

Use of prior

learning

Diagrammatic

representation

In some parts of the world, the difficulties of the

environment are extreme – notes page 179 diagram

B

Case study 1 – Aral Sea Desertification

Size of lake has diminished (it used to be 4th largest

lake in the world) -

http://www.dailymail.co.uk/news/article-

1263516/How-Aral-Sea--half-size-England--dried-

up.html

Discuss and notes on

- Climate of the area – aridity. Climate graph

and identify any climatic characteristics that

lead to aridity (continental climate – extreme

temperatures; distance from the sea – lack of

rain-bearing winds; very high temperatures

leading to serious evapotranspiration; very

low temperatures leading to dry air)

- Causes of the crisis –

physical factors: difficult to find as the

system was previously in equilibrium (natural

climate change – precipitation levels and

temperature however could be suggested)

Case study research

human factors: human over-exploitation of

the Aral Sea’s resources; over-population –

too many people trying to live off too few

resources; diverting water to other projects

- Effects on people and the environment –

spider diagram (could use worksheet 3.49

page 51) – highlight desertification

- Signs of recovery – initiatives taken to try to

reverse some of the damage done to the Aral

Sea – assess success of these measures

Case Study 2 – Greenland – exploitation in a fragile

environment

- Polar regions – location, landscape

characteristics, population, economic

possibilities.

- Greenland – main features

- Ways of making a living in Greenland in the

past

- Sustainability of traditional Greenland

economy?

- Are population and resources in balance?

- Development of ecotourism in Greenland –

potential tourist attractions

Case study factfile

- Developing mineral deposits – distribution of

known mineral wealth, potential problems of

mining

Pollution – water, air, noise, visual – use pages 184-

5 & internet research to look at pollution from the 3

areas below

- Agriculture

- Tourism

- Industry

Enhanced global warming

http://www.telegraph.co.uk/news/earth/environme

nt/climatechange/11286404/Watch-Climate-

change-explained-in-60-second-

animation.htmlhttp://www.telegraph.co.uk/news/e

arth/environment/climatechange/11286404/Watch-

Climate-change-explained-in-60-second-

animation.html

Read information and make notes and a copy of

Diagram page 186

Negative effects of climate change and impacts of

these

Research

To understand the need for sustainable development and management and understand the importance of resource conservation (3 lessons)

Any positive effects?

Case Study - Carteret Islands – effects of climate

change & sea level rise

https://journeytothesinkinglands.wordpress.com/

http://www.bbc.co.uk/programmes/b00mcwv1

Deforestation & soil erosion

List all reasons why people use forests

Case study factfile – Borneo (worksheet 3.54 page

56)

Environmental effects of soil erosion

Define – environmental protection and sustainable

development

How could students be more sustainable?

Design posters to encourage others to take part in

campaigns – ‘Think global, act local’ and ‘Reduce,

Re-use, Recycle’

Senegal – examples of how recycling can lead to the

development of other economic activities.

Summarising

information

Factfile creation

Possible homework activity – find examples of this

type of recycling in the local area

Case Study – Great Barrier Reef

Questions 1 & 2 on page 193 (data) – use worksheet

3.58 page 60

Threats to the GBR

Read and notes on management strategies for the

GBR – highlight numbers visiting still causes

environmental problems. Should we avoid visiting?

Write a brief report on how the livelihoods of people

are affected by the various activities on the GBR –

tourism, agriculture, industry and urban growth.

Include details on both the advantages and

disadvantages of the different activities

Define National Parks (page 194)

Aims of National Parks

Case Study - Yorkshire Dales National Park factfile

(use worksheet 3.60 page 62)

Visual

representation

Summarising

Report writing

Key terms

Factfile

Revision Paper 2

Paper 1,2 & 4 Paper 4

Know the sequence of investigation

Be able to form a hypothesis

Understand the key forms of data collection

Section 4 of Belfield et al. pages 196 – 233, map

skills books & past papers

Section 5 of Belfield et al. pages 234-313 & past

papers

Discuss the sequence of investigation, reiterating ideas of aims, hypotheses, methods, data collection, presentation of data, analysis and evaluation.

The hypotheses worksheet is useful here

Students should understand that there are two main

types of data - primary and secondary - and define

each term with examples. Pupils understand that the

questionnaire is one of the most widely used form of

primary data collection and discuss their advantages.

They can carry out the Design a Questionnaire task.

The River Studies Techniques ppt is useful to show

aspects of collecting data for a river study. They should

Geographical investigation skills:

Creating

hypotheses

Data collection

techniques

Understand sampling strategies

Understand that observation is also a key

Be aware of the different ways of presenting data and be able to do so effectively

be able to carry out counts as part of an enquiry, for

example pedestrian counts, traffic counts, visitor

numbers to a tourist facility etc.

Introduce students to the key terms - sample and sampling - and brainstorm the reasons why we need to sample e.g. to save cost, to save time, it is often unnecessary to measure every item etc. Pupils need to understand how to select a sample size for a questionnaire survey and that questionnaires should be asked at a variety of different times and on different days of the week to avoid bias. Pupils are introduced to the main sampling techniques - random, stratified and systematic - and understand how these can be used to select both the sample population and sample sites. They could then work in small groups to devise a

sampling strategy for their previous hypotheses.

Pupils should be introduced to the methods of observation as an enquiry technique e.g. field-sketching, recording land use but can also make use of secondary sources such as photographs and land use maps. As with other enquiry skills, pupils should be made aware of the link to aims, hypotheses, data collection, analysis and conclusions.

Pupils should be familiar with line graphs, bar graphs, divided bar graphs, histograms and maps (choropleth maps and drawing spheres of influence etc). Each

Sampling

techniques

Observation skills

Data presentation

skills

Understand that it is important to analyses findings and make conclusions

Understand the importance of evaluation

student should be given a card from the data presentation cards and explain it to the rest of the class, using the board and diagrams to help. Students should also have opportunities to analyse the data collected and draw conclusions from it. The conclusions should be related back to the original aim of the investigation. This can be done in the context of any of the different opportunities for investigation.

Students should evaluate the methods of data

collection and identify ways of improving these in

future.

Description,

analysis and

conclusion

Evaluation

Revision/exam

tips/

techniques

Practice examination technique and learn case studies

Revision lists – topics & case studies

Useful revision resources: Greenfield geography,

Geographypods, textbooks etc

Case study questions

Past papers