Geography bridging tasks

To help make sure you’re fully equipped for the A level course, we have created a series of tasks to embed what you already know and prepare you for the new topics we’ll be doing next year. You should collate the work you do in a folder so that we can look at it at the start of the year. This will help us to see whether you are ‘sixth form ready.’

Below is an overview of the A level course so you can see which topics we’ll be doing. If you want extra details about what is covered in each topic, have a look at the AQA website https://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037/specification-at-a-glance

Human geography

Changing places Population and environment Global systems and governance

Physical geography

Coasts Water and carbon cycle Hazards

The table below shows you what you’ll be working over the next 10 weeks. Details of exactly what you need to do each week are outlined in the remainder of this document. There are some additional files that you’ll need to complete the tasks, these are saved into this folder under the week they are relevant to. You’re expected to spend about four hours working through the tasks provided for each week. Do also look in the enrichment document for wider reading and activities, particularly if the work set doesn’t take the full four hours. Before you begin the work, look at what has been set for the whole week so that you can plan your time effectively.

If you have any questions, please do ask.

Week Topic Geographical skills Embedding learning

1 Coasts- Characteristics of coastlines- Coastal processes

Location quizzing Fundamental key terms

2 Coasts - Coastal landforms

Map skills Coasts diagrams

3 Coasts- Management- Holderness case study

Map skills Coasts key terms flashcardsCoasts diagrams

4 Coasts- Review

Map skills Coasts key termsExam question

5 Population - Population structure and

change- Population distribution and

Data analysis booklet Fundamental key terms

density6 Population

- Managing population change

Location quizzing Coasts diagrams

7 Population- Migration

Data analysis booklet Coasts key terms Population key terms

8 Water and Carbon cycle Location quizzing Fundamental key terms

9 Water and Carbon cycle Command words Water and carbon cycle diagram

10 Hazards Review Water and carbon diagram

Week 1

Coasts = 2 hours 30 minutes Geographical skills = 30 minutes Embedding learning = 1 hour

Coasts

This is a topic which you haven’t studied for GCSE but which is often included in A level geography courses (if you’re doing geography at KC1 it will be one of the first topics you study in year 12).

This work was set before the Easter holidays. However, we are aware that a number of students have not completed this yet. You must complete the work outlined below if you haven’t already done so. If you have competed this already, please use the coast extension activities at the end of this section to develop your thinking further.

As you work through the tasks, keep a glossary of any new terms you encounter.

Coastal processes: 2 hours

1. Waves have a significant impact of the coastline by causing both erosion and deposition. Read the information on this webpage which describes the two types of wave and how they affect the coast https://www.bbc.co.uk/bitesize/guides/zt6r82p/revision/1.

2. Watch this video to find out more https://timeforgeography.co.uk/videos_list/coasts/types-waves/3. Now draw two labelled diagrams to describe constructive and destructive waves.

4. Exposed rocks along the coastline are affected by processes of weathering. Read the information on this webpage which describes key processes of weathering https://www.bbc.co.uk/bitesize/guides/zt6r82p/revision/2

5. Now draw labelled diagrams to explain the processes of freeze thaw and biological weathering.

6. Read the information on this webpage which describes what mass movement is and how it affects the coastline https://www.bbc.co.uk/bitesize/guides/zt6r82p/revision/3

7. Watch this video to find out more about weathering and mass movement. https://timeforgeography.co.uk/videos_list/coasts/subaerial-erosion-processes/

Recap on coastal processes: 30 minutes

Answer the following questions.

Read page 28 in the revision guide (if you have it)…it gives a summary of everything you’ve just learnt.

1. Quiz on the definitions of the key terms you’ve added to your glossary so far.2. What are the main differences between constructive and destructive waves.3. Which type of wave (destructive or constructive) are most likely to erode beaches?4. Which processes affects rocks which are exposed along the coastline?5. What is the difference between biological and chemical weathering?

Coasts extension tasks - to do if you competed the work above before Easter.

Read the two Geofile articles [Basic coastal processes and Pressures on the coastline]. They are challenging articles, so take your time to work through the information. Then answer the questions at the end of each document.

Geographical skills

Spend 30 minutes starting practicing your knowledge of the location of European countries. You should do the quiz a number of times through the week rather than 30 minutes all at one time in order to help make the learning more effective.

Use either of these two websites:

http://www.sheppardsoftware.com/Europe/Eur_G0_1024_768.html (this may not work on a phone/tablet)

https://online.seterra.com/en/vgp/3007

Extension: learn the major landscapes of Europe http://www.sheppardsoftware.com/Europe/Europe-georegion-click.html

Embedding learning

Open the file ‘Week 1 Fundamental key terms’. Use the look, cover, quiz, check methods to test your knowledge. Repeat this with any of the key terms you didn’t know on the first attempt. Spend one hour doing this, but spread through the week.

Week 2

Coasts = 3 hours Geographical skills = 30 minutes Embedding learning = 30 minutes

Coasts

Erosional landforms: 1.5 hours

1. Read page 39 in your GCSE revision guide or https://www.bbc.co.uk/bitesize/guides/zyfd2p3/revision/1

2. Some useful videos: https://timeforgeography.co.uk/videos_list/coasts/formation-of-a-wave-cut-platform/ https://timeforgeography.co.uk/videos_list/coasts/formation-of-a-sea-stack/

3. Now find an image of a wave-cut platform, a headland and a headland with an arch and stack. Annotate each image to describe their key features.

4. Now create a step by step diagram to explain the formation of each of these landforms

Transportation: 30 minutes

1. You are already familiar with how sediment is carried in water (TSSS processes). Material is also transported along the coast in a process called longshore drift; the movement of material along the coastline under the influence of the prevailing (most common) wind.

2. Read page 40 of the revision guide or https://www.bbc.co.uk/bitesize/guides/zt6r82p/revision/5

3. Watch this explanation of longshore drift. https://www.youtube.com/watch?time_continue=37&v=U9EhVa4MmEs&feature=emb_logo

4. Now draw out the diagram below and add labels to explain the process of longshore drift.

Depositional landforms: 1 hour

1. Read page 41 of the revision guide or https://www.bbc.co.uk/bitesize/guides/zyfd2p3/revision/2

2. Find an example of a spit in the UK and an example of a bar. If you can, print a photograph of each, or alternatively draw a sketch of the photo.

3. Next, add labels to the pictures to explain how the landforms were created

Coasts extension tasks – to do if you competed the work above before Easter.

Read the two Geofile articles [Coastal systems, and lithology and coastal landforms]. Then answer the questions at end of the first article. As you read the second article, note down the definitions of any new key terms.

Geographical skills

Open up the Map skills booklet. Spend 30 minutes working through the first tasks in the booklet to revise what you have learnt previously. You can mark your work using the answer booklet – don’t cheat!

Embedding learning

Practice re-drawing the diagrams for the following landforms, with labels to explain how they form. After drawing each remember to check and correct your diagrams.

- Wave cut platform- Headlands and bays- Stacks and stumps

Week 3

Coasts = 1.5 hours Geographical skills = 30 minutes Embedding learning = 2 hours

Coastal management: 1.5 hours1. Read page 44 of the revision guide or

https://www.bbc.co.uk/bitesize/guides/z2234j6/revision/1, https://www.bbc.co.uk/bitesize/guides/z2234j6/revision/2, https://www.bbc.co.uk/bitesize/guides/z2234j6/revision/3

2. Now read page 45 or https://www.bbc.co.uk/bitesize/guides/z2234j6/revision/4

3. Sketch a copy of the map , make it as tall as a page of A4.4. Add labels to explain why the land is eroding and the impacts

this is having.5. Add labels to explain which coastal management strategies

are being used in different locations and why6. Write a paragraph to explain why the defenses used have

created conflict between different groups in Holderness7. Write a paragraph to explain whether the defenses used have

been successful – include both sides of the argument before coming to a conclusion.

Geographical thinking

Continue to work through the map skills booklet.

Embedding learning

Practice re-drawing the diagrams for the following landforms, with labels to explain how they form. After drawing each remember to check and correct your diagrams. You did this last week so hopefully your diagrams should be improving!

- Wave cut platform- Headlands and bays- Stacks and stumps

- Holderness map (annotations about coastal management)

Create a set of flashcards for each of the key terms listed in the coasts glossary definitions. Some of these words will be new to you but by creating the flashcards now you will ahead of the game when you start the A level course. If you don’t have any proper flashcards, just cut sheets of A4 into appropriately sized sections.

Spend time using your newly created flash cards to learn the definitions.

Week 4

Geographical skills = 1 hour 30 minutes Embedding learning = 2 hours 30 minutes

Geographical skills

Work through the map skills booklet. Hopefully you’ll be able to finish the remaining activities in this time.

Embedding learning

Use the flashcards you made last week to learn the key terms.

Then attempt the F9 quiz 3 times. You’ll be doing this in coming weeks so don’t worry if you can’t remember every word at this stage.

Compete the Coasts question in the 2018 Paper 1 exam (you will need to use the insert to see a copy of the map).

Week 5

Population = 3 hours Geographical skills = 30 minutes Embedding learning = 30 minutes

Population

Most GCSE courses don’t include population as a specific topic. We have covered some of the main ideas scattered through our GCSE course, for example the demographic transition model and migration. Over the next couple of weeks you’ll be doing some further work to remind and draw together what you already know and add in some extra bits of theory.

1. Read this web page https://www.bbc.co.uk/bitesize/guides/zpgjk2p/revision/12. Start to make flashcards for the key terms from this topic. Make a new flashcard for every

term you encounter through the rest of this topic.3. Look at the table at the bottom of the page, describe the differences between more and less

developed countries.

4. Now use your existing knowledge to explain the differences between the population change in more and less developed countries.

5. Read this we page https://www.bbc.co.uk/bitesize/guides/zpgjk2p/revision/2 to remind yourself about the demographic transition model.

6. Now practice drawing out the model from memory three times. Underneath each stage, add bullet points to explain what is happening to the birth and death rates.

7. Read the information on the following two webpages, and add the new key terms to your glossary (population density, population distribution). https://www.bbc.co.uk/bitesize/guides/z2gbp39/revision/1 https://www.bbc.co.uk/bitesize/guides/z2gbp39/revision/2

8. Read this webpage which gives a range of factors that affect population densityhttps://www.bbc.co.uk/bitesize/guides/z2gbp39/revision/3

9. For each factor listed, create a flow diagram to explain the impact this would have upon population density e.g. temperate climate easier to grow crops more food is produced better diets lower death rate natural increase as more people can live in one area.

10. Describe the pattern of population density shown on the map below. Pick out the overall pattern and exceptions.

11. Now explain the pattern of population density you have just escribed e.g why is there a densely populated area running through north east Africa? Why is population density low in northern Russia?

12. Read the information on this webpage https://www.bbc.co.uk/bitesize/guides/ztr2w6f/revision/1

13. Add these terms to your glossary: population pyramid, dependent population, economically active population

14. Read this webpage https://www.bbc.co.uk/bitesize/guides/ztr2w6f/revision/2 15. Use this site https://www.populationpyramid.net/united-kingdom/1950/ to look at the

population pyramid for the UK. Look at how it changes over time by using the -/+ 5 year buttons to clicking on the graph. Then do the same thing for China’s population pyramid https://www.populationpyramid.net/china/1985/

Geographical skills

Spend time practicing your knowledge of the location of European countries. You should do the quiz a number of times through the week time in order to help make the learning more effective.

Europe

http://www.sheppardsoftware.com/Europe/Eur_G0_1024_768.html OR

https://online.seterra.com/en/vgp/3007 - you can download an App from this site

Africa

https://online.seterra.com/en/vgp/3163 OR

http://www.sheppardsoftware.com/Africa/Africa_G0_1024_768.html

Extension: learn the major landscapes of Europe http://www.sheppardsoftware.com/Europe/Europe-georegion-click.html

Embedding learning

Open the file ‘Week 1 Fundamental key terms’. Use the look, cover, quiz, check methods to test your knowledge. Repeat this with any of the key terms you didn’t know on the first attempt.

Week 6

Population = 3 hours Geographical skills = 30 minutes Embedding learning = 30 minutes

Population

1. Read these pages https://www.bbc.co.uk/bitesize/guides/ztr2w6f/revision/4 and https://www.bbc.co.uk/bitesize/guides/ztr2w6f/revision/4

2. Create flashcards for any new key terms – remember to do this through the rest of this topic.3. Using what you have read, write an answer to this question ‘To what extent does an aged

dependency population have more significant implications than a youthful population.’ a. Intro – define key terms in the questionb. Paragraph 1 – social implications of an aged dependency populationc. Paragraph 2 - economic implications of an aged dependency populationd. Paragraph 3 – social implications of a youthful populatione. Paragraph 4 - economic implications of a youthful populationf. Conclusion – which population has the most significant implications and why (think

about scale, severity, can the issues be managed)4. Read https://www.bbc.co.uk/bitesize/guides/z3grsg8/revision/3 and

https://www.britannica.com/topic/one-child-policy5. Explain why the One Child Policy was introduced in China. Use as many key terms from this

topic as you can6. Make a table to outline the positive and negative impacts of the policy. Group the impacts

into social, economic, environmental and political issues.7. Overall, explain whether or not you think the One Child Policy was a success given what you

have learnt about it.8. Read this web page https://www.bbc.co.uk/bitesize/guides/z3grsg8/revision/5 9. Explain why France has the highest fertility rate in Europe?

Geographical skills

Use the data analysis booklet, spend 30 minutes working through the first few tasks which build on the analysis skills you have learnt as part of the GCSE course.

Embedding learning

Practice re-drawing the diagrams for the following landforms, with labels to explain how they form. After drawing each remember to check and correct your diagrams. You did this last week so hopefully your diagrams should be improving!

- Wave cut platform- Headlands and bays- Stacks and stumps- Holderness map (annotations about coastal management)

Week 7

Population = 3 hours Geographical skills = 30 minutes Embedding learning = 30 minutes

Population

1. Read through this page and add any new key terms to your glossary https://www.bbc.co.uk/bitesize/guides/z3p4b82/revision/1

2. Read through the following pages on the types of migration. Draw out the table below and fill it in for each type of migration flow that is described.

Push factors - things which make someone want to leave an area

Pull factors - things which attract people to an area.

Scale – consider how far the migrant is travelling e.g. within one continent = regional, within the same country - domestic. Remember some types of migration could occur at multiple scales.

Category – consider the underlying reasons for the migration e.g. fleeing a natural disaster is an environmental reason. You may need to find your own examples

https://www.bbc.co.uk/bitesize/guides/zcx6wxs/revision/1https://www.bbc.co.uk/bitesize/guides/zcx6wxs/revision/2 https://www.bbc.co.uk/bitesize/guides/zcx6wxs/revision/3https://www.bbc.co.uk/bitesize/guides/zcx6wxs/revision/1 4

Type of migration

Description/definition Push and pull factors involved

Scale (domestic, regional international, global international)

Category (social, economic, political, environmental)

Example

Short term: medical treatmentRetirementEconomic Refugee

3. Make a list of all the barriers to migration (things that can make it difficult) Include examples wherever possible.

4. Now read this page and add to your notes. https://www.bbc.co.uk/bitesize/guides/z3p4b82/revision/2

5. Read https://www.bbc.co.uk/bitesize/guides/zggbxfr/revision/2 on the impacts of migration into the UK.

6. You are going to look at migration from Poland to the UK, and migration from Syria. First complete the table below – you will need to use the internet to find the data https://www.cia.gov/library/publications/the-world-factbook/ allows you to look at reliable statistics about all countries. Do remember that because of conflict in Syria the data may not be upto date.

GNI/capita Literacy rate Life expectancy Birth rate Describe the location of the country – continent etc

UK

Poland

Syria

7. Use this article to create a spider diagram showing the causes of migration from Poland to the UK, the impacts on the sending country (Poland) and the impacts on the receiving/host country (UK). Use as many key terms as you can in your workhttps://www.bbc.co.uk/bitesize/guides/zggbxfr/revision/3

8. Now do the same thing but for migration from Syria to Turkey and Europe https://www.bbc.co.uk/bitesize/guides/z3p4b82/revision/5

Geographical skills

Use the data analysis booklet, spend 30 minutes working through more tasks which build on the skills you have learnt as part of the GCSE course.

Embedding learning

Use your flashcards from the coasts topic and the ones you have created through the population topic to revise the key terms.

Week 8

Water and carbon cycle = 2 hours 30 minutes Geographical skills = 1 hour Embedding learning = 30 minutes

Water and carbon cycle

The water and carbon cycle is a topic you will study at A level. Over the next two weeks you will explore some of the basics which will build on your existing knowledge from geography and science lessons.

1. Why does water matter for life and the climate? Use your existing knowledge and the first half of this webpage to help you answer the question http://coolgeography.co.uk/advanced/Major_Stores_Water.php

2. Copy out the water cycle as shown on this web page. Add annotations to explain each process (the words in the green boxes) https://www.bbc.co.uk/bitesize/guides/z72v4wx/revision/3 Extension: what factors affect these process e.g. what could affect the amount of transpiration?

3. What is carbon and why does it matter to life and the climate? Use your existing knowledge and the first half of this webpage to help you answer the question http://coolgeography.co.uk/advanced/Stores_of_Carbon.php

4. Use this web page to draw out a copy of the carbon cycle combining all found stages of the cycle onto one diagram. Add annotations to explain each process. https://www.bbc.co.uk/bitesize/guides/z72v4wx/revision/1Extension: what factors affect these process e.g. what could make decomposition happen more quickly in some areas?

5. Make flashcards for all the new key terms you have encountered so far in this new topic.

Geographical skills

Finish any tasks you have left in the data analysis booklet the spend time continuing to practice your knowledge of the location of European countries. You should do the quiz a number of times through the week time in order to help make the learning more effective.

Europe

http://www.sheppardsoftware.com/Europe/Eur_G0_1024_768.html OR

https://online.seterra.com/en/vgp/3007 - you can download an App from this site

Africa

https://online.seterra.com/en/vgp/3163 OR

http://www.sheppardsoftware.com/Africa/Africa_G0_1024_768.html

If you’re confident with these continents try some of the others….

Embedding learning

Open the file ‘Week 1 Fundamental key terms’. Use the look, cover, quiz, check methods to test your knowledge. Repeat this with any of the key terms you didn’t know on the first attempt.

Week 9

Water and carbon cycle = 2 hours Geographical skills = 1 hour

Embedding learning = 1 hour

Water and carbon cycle

1. Read the document Week 9 Water and carbon overview. It is a challenging A level read so don’t worry if you find it difficult, however, don’t give up! Read through and make Cornell notes to pick out the main points. To structure the notes use the sections shown in the image. In the summary section just write down four things you have learnt about the water and carbon cycle from having read the document.

2. As part of the water and carbon cycle topic, we will look at climate change. Think about what you already know about climate change, write down 5 questions climate change that you’d like to learn more about (perhaps use the headings evidence, causes, environmental effects and socio-economic effects to help structure your questions if you’re stuck for ideas) Use this website https://climate.nasa.gov/ which has lots of information to help answer your question.

Geographical skills

Use the document entitled Week 9 Command word table to go through the different terms that will be used in A level questions. Many are the same as those used at GCSE. Make a set of flashcards with the term on one side and either the AQA definition OR the simplified definition on the other side.

Embedding learning

Practice drawing out the annotated diagrams of the water and carbon cycle that you completed last week. Use the look, cover, quiz, check, correct method.

Week 10

Hazards = 2 hours Geographical skills = 1 hour Embedding learning = 1 hour

Water and carbon cycle

In the A level course you will be looking further at natural hazards. To make sure you’re fully prepared this week you’ll be revising some of the things we did in the GCSE course.

1. Use these pages to remind yourself of what we covered in the tectonic hazards topic. https://www.bbc.co.uk/bitesize/guides/z2vjxsg/revision/1

https://www.bbc.co.uk/bitesize/guides/z2vjxsg/revision/2 https://www.bbc.co.uk/bitesize/guides/z2vjxsg/revision/3

2. From memory, draw a labelled diagram for the following plate boundaries: conservative, constructive and destructive (between an oceanic and continental plate). Check and correct your diagrams. Repeat this until the diagrams are perfect.

3. Extension: add annotations to explain why volcanoes and/or earthquakes occur at each boundary

4. Now use these pages to remind yourself of what we learnt about the formation of tropical storms. https://www.bbc.co.uk/bitesize/guides/zpxgk7h/revision/1 https://www.bbc.co.uk/bitesize/guides/zpxgk7h/revision/2

5. From memory, draw a labelled diagram to explain the formation of a tropical storm. Check and correct your diagram and labels. Repeat this until the diagram is perfect.

Geographical skills

Use your command word flashcards to refresh your memory on what they mean for 15 minutes.

Spend time going over the location quizzes you have done previously – however try to move onto looking at other continents – South America is relatively straight forward, but Asia is more of a challenge!

Embedding learning

Look through the flashcards you have made for each topic. Sort them into piles of words you can define and words you cannot. Spend time learning the definitions that you find more difficult to define.