Edexcel International GCSE 2012 Geography - 4GEO and KGE0



Edexcel International GCSE 2012 in Geography (4GE0)

and Edexcel Level 1/Level 2 Certificate in

Geography (KGE0)

Editable scheme of work

Practical support to help you deliver these Edexcel qualifications

Scheme of work

We have produced this scheme of work to help you implement the Edexcel International GCSE and/or Certificate in Geography qualifications. It is an example of one possible model that you can adapt to meet your needs and is not intended to be in any way prescriptive. It is available in an editable format to make it easy for you to adapt.

Other support for planning a course

You will find other support for planning a course in the Teacher Support Material for these qualifications. This is a free downloadable resource that you can access at

Teaching resource exemplars

This scheme of work gives you suggestions for resources that you can use to support your teaching. You may also want to use a wider range of resources that meet the needs of your students.

Other Edexcel teaching resources include:

• Student Books – full colour textbooks matched to the specification.

• ActiveBook – a digital version of the Student Book.

• Revision guides – that help students to prepare for their examinations.

Further details can be found at pearsonschools.co.uk

Edexcel Subject Advisors

Edexcel has a team of specialist subject advisors who can help you to implement these qualifications. You can contact them by email or phone.

Email: GeographySubjectAdvisor@edexcelexperts.co.uk

Telephone: 0844 372 2185.

Edexcel additional support

Ask the Expert – puts you in direct email contact with over 200 of our senior subject experts.

Edexcel’s community forum – these message boards are designed to enable you to access peer–to–peer support from fellow Edexcel teaching and delivery staff in schools and colleges.

Health and safety

The practical work and fieldwork suggestions in this scheme of work are those that we believe are not restricted in any way and which are currently used in most schools and colleges.

The International GCSE and Certificate in Geography encourage fieldwork and the development of practical skills within the context of geographical enquiry. Assessment of geographical skills is part of the written examination for the qualifications.

We advise teachers and technicians to discuss the merits of the suggested practical work and fieldwork when deciding what to carry out and how.

You may have other ideas for practical work and fieldwork.

As in all practical work and fieldwork, risk assessments are an important precursor to ensure health and safety. Schools and colleges may refer to the CLEAPSS service: for guidance and support in conducting practical work and fieldwork. Health and safety in the field is referred to in the specification for these qualifications.

Edexcel International GCSE 2012 in Geography (4GE0) and

Edexcel Level 1/Level 2 Certificate in Geography (KGE0)

120–140 guided learning hours are required for these qualifications. This equates to approximately 2 hours per week over 60 weeks and reflects how centres will use time for practical activities differently. Guided learning hours are all the times when a teacher is present to give guidance to students.

Scheme of work overview:

The specification contains four sections :

• Section A: The Natural Environment

• Section B: People and their Environments

• Section C: Practical Geographical Enquiry

• Section D: Global Issues.

Within Sections A, B and D there are topic options as shown below:

|Section A |Choose 2 topics from |Topic 1 River environments |8 teaching weeks + 3 weeks on Section C + 1 |

|The Natural Environment | |Topic 2 Coastal environments |assessment week (12 weeks) x 2 |

|(24 weeks) | |Topic 3 Hazardous environments | |

|Section B |Choose 2 topics from |Topic 4 Economic activity and energy |8 teaching weeks + 3 weeks on Section C + 1 |

|People and their Environments | |Topic 5 Ecosystems and rural environments |assessment week (12 weeks) x 2 |

|(24 weeks) | |Topic 6 Urban environments | |

|Section D |Choose 1 topic from |Topic 7 Fragile environments |9 teaching weeks + 1 assessment week (10 weeks) |

|Global Issues | |Topic 8 Globalisation and migration | |

|(10 weeks) | |Topic 9 Development and human welfare | |

|2 weeks at the end of the 2–year course for final revision and exam preparation. Please note the 5 exam skills focus suggestions embedded in assessment weeks. |

For Section C, Practical Geographical Enquiry, students are advised to carry out two enquiries per Section A and Section B topic i.e. a total of 8 investigations.

In this scheme of work the time allocated to the Section C enquiries is integrated into the 12–week time periods for each topic in Section A and Section B. In this scheme of work ‘CS’ refers to case study; these are outlined in column 4 of the specification content. ‘Assessment’ refers to question numbers in the Sample Assessment Materials (SAMs) and the June 2011 IGCSE paper (NB the structure of the 2011 examination paper is slightly different to the SAMs for this specification (4GE0) but centres may find some of the questions are useful for preparing students.)

Section A: The Natural Environment, Topic 1 River environments

• The world’s water supply is contained within a closed system – the hydrological cycle. Water is transferred between its various stores (1.1 – 1.3).

• Running water has a significant influence on the development of landforms (1.4 & 1.5).

• Water is vital to people and varies in its availability and therefore needs careful management (1.6 – 1.8)

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 1.1 /1.2 |Students will be assessed on their ability to: |Labelling an outline hydrological cycle with flows and |Edexcel IGCSE Geography Student Book pages 1–5. |

| |The hydrological cycle and |Describe the components of the hydrological cycle; stores|transfers. | |

| |drainage basin characteristics |and transfers. |ActiveBook CD animation on precipitation. |BBC Bitesize Geography: |

| | |Explain how this is a closed system. |Card sorting: matching hydrological cycle key terms |BBC Bitesize rivers |

| | |Outline the processes of transfer between stores. |(stores and transfers) to their definitions. |Encyclopaedia of the Earth: |

| | |Name and describe the features of a drainage basin, |Labelling the channel network and watershed on an OS map |Hydrological cycle |

| | |including watershed and channel network (CS of a drainage|(use contours to define watershed). | |

| | |basin). | | |

|2 |Key idea 1.3 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q1a |Edexcel IGCSE Geography Student Book pages 5–7. |

| |Hydrograph and river regimes |Describe and label the component s of a hydrograph. |Labelling the components on an outline hydrograph. | |

| | |Explain the discharge of contrasting river regimes. |Drawing contrasting discharge lines for urban, forested, |USGS water cycle, streamflow and hydrographs: |

| | |Explain how precipitation, temperature, land use, water |steep drainage basins. |USGS streamflow |

| | |abstraction and dams can affect the shape of the |Matching river regime graphs to climate zones. | |

| | |hydrograph. | | |

|3 |Key idea 1.4 |Students will be assessed on their ability to: |Writing definitions of weathering types. |Edexcel IGCSE Geography Student Book pages 7–8. |

| |Physical processes in drainage |Describe and explain weathering processes (e.g. chemical,|Drawing a fully labelled diagram of a slump. | |

| |basins |biological and mechanical). |Spider diagram of factors affecting mass movement |BBC Bitesize weathering: |

| | |Describe and explain how material is moved downslope by |risk/rate. |Weathering |

| | |mass movement (e.g. creep, slumping). | | |

|4 |Key idea 1.4 |Students will be assessed on their ability to: |Card matching: definition of erosion and transportation |Edexcel IGCSE Geography Student Book pages 9–10. |

| |Physical processes in drainage |Describe and explain how sediment is eroded (abrasion, |processes to key terms. | |

| |basins |corrosion, hydraulic action), transported (traction, |Drawing a diagram of the four river transport processes. |BBC Bitesize erosion types: |

| | |saltation, suspension, solution) and deposited in rivers.|Considering how the relative importance of the processes |Erosion in rivers |

| | |Link these processes to differences in climate, stream |varies from source to mouth. | |

| | |velocity, slopes and geology. | | |

|5 |Key idea 1.5 |Students will be assessed on their ability to: |Assessment: SAMs Question 1b |Edexcel IGCSE Geography Student Book pages 10–14, |

| |River landforms formation |Describe landform change along a river long profile |ActiveBook CD animation on formation of oxbow lakes. |including a CS of the River Tay + map analysis skills. |

| | |(valley shape, interlocking spurs, waterfalls, meanders, |Labelling a river long profile outline with landforms and| |

| | |oxbow lakes, flood plains and levees. |mini–diagrams down its course. |Scottish Agricultural College on long profiles: |

| | |Explain how the named landforms are formed by physical |Use of OS maps to ‘spot’ landforms / valley shape from |Long profile |

| | |processes |source to mouth. | |

|6 |Key idea 1.6 |Students will be assessed on their ability to: |Assessment: SAMs Question 1a |Edexcel IGCSE Geography Student Book, pages 16–18, |

| |Human use of water supplies, and|Outline the different, and vital, uses of water |Spider diagram of personal water use over a week (+ |including the CS of water demand in the UK pages 18–20. |

| |supply variation |(agriculture, industry, human hygiene and leisure) |consider virtual water on page 21, Fig 1.29). | |

| | |Contrast the pattern of areas of water shortage with |Labelling a world map of water deficit / surplus (see |World Water Council: |

| | |those with a surplus e.g. globally and within a country. |page 18 in textbook) to explain the differences. |Water facts |

| | |Outline the rising demand for water, and its causes, in |ActiveBook CD animation on precipitation linked to |UNEP trends in water use: |

| | |one country (CS). |research into the UK CS. |Water statistics |

|7 |Key idea 1.7 |Students will be assessed on their ability to: |Assessment: SAMs Question 1c |Edexcel IGCSE Geography Student Book pages 21–25 |

| |Water quality variations and |Explain why water quality varies due to pollution |Assessment: SAMs Question 1d |including a CS of the Three Gorges Dam in China pages |

| |management |(sewage, industry, agriculture) |Draw a flow diagram summarising the supply of water from |25–26. |

| | |Explain how clean water is supplied (pipelines, treatment|source to tap. | |

| | |works), and how it is stored (dams and reservoirs) with |Use a table to evaluate the eco/soc/env costs and |International Rivers, Three Gorges Dam: |

| | |respect to a CS of a water storage project to include |benefits of a water storage project e.g. the Three Gorges|Three Gorges Dam |

| | |construction, management and impacts (e.g. Three Gorges |Dam. |China’s Three Gorges Corporation: |

| | |Dam) | |.cn |

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|8 |Key idea 1.8 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q1c |Edexcel IGCSE Geography Student Book, pages 26–31, |

| |Flooding: causes and control |Explain the causes of river flooding (rainfall intensity,|Rank the factors in Table 1.3 page 27 in order of |including the CS of Bangladesh on pages 30–31. |

| | |snowmelt, steep slopes, impermeable surfaces, human |importance in terms of flood risk. | |

| | |activities. |Classroom debate: can Bangladesh be protected from |Environment Agency flood management plans: |

| | |Outline ways in which flooding can be controlled. |floods? |Flood planning |

| | | | |The Geographical Association flood risk pages: |

| | | | |GA Floods |

|9 |Fieldwork investigations |Pre–fieldwork planning – designing a Fieldwork |(1) Measuring water quality |See pages 18 and 19 of Edexcel Teachers Guide for further|

| | |investigations, as per the qualification content. |(2) Measuring channel characteristics |details. |

| | | |Location (maps/GIS) and site choice |See pages 20–23 in the specification. |

| | | |Question and aims linked to theory |Assessment: SAMs Question 7 |

| | | |Background research | |

| | | |Equipment, recording sheets | |

| | | |Health and safety | |

|10 |Fieldwork investigations |Primary field skills – undertaking a field investigation;|(1) Range of indicators e.g. pH, turbidity/colour, |FSC fold–out key to rivers fieldwork and guide to water |

| | |the need for sampling, data collection and recording |nitrates, odour. Also kick sampling to determine |quality see – |

| | |techniques. |invertebrates. |BBC Bitesize for a useful introduction to rivers in the |

| | | |(2) Width, depth, discharge ,gradient, bedload etc. |landscape |

| | | | |Environment Agency online GIS maps for water quality |

|11 |Fieldwork investigations |Presentation, analysis, conclusions and evaluation skills|(1) |Controlled Assessment exemplars from Edexcel GCSE Spec A |

| | |– using the range of data presentation techniques; | |or B (see Edexcel website) are a good source of ideas for|

| | |analysis of data and drawing conclusions; evaluating the |(2) |presentation, analysis, conclusions and evaluation |

| | |techniques used and the conclusions drawn. | |techniques and ideas. |

|12 |Assessment week |Consolidation and assessment |Use some of the Examination questions indicated in the |Edexcel IGCSE Geography Student Book page 32. |

| | |Exam skills Focus 1: |table above. | |

| | |Focus on interpreting Figure (data stimulus skills) and |There are consolidation questions at the end of each | |

| | |answering short 1–2 mark questions, including multiple |chapter in the student book (also in the ActiveBook CD). | |

| | |choice questions. | | |

Section A: The Natural Environment, Topic 2 Coastal environments

• Physical processes give rise to characteristic coastal landforms (2.1–2.3).

• Distinctive ecosystems develop along particular stretches of coastline (2.4–2.6).

• Management of both physical processes and human activities is needed to sustain coastal environments (2.7 & 2.8).

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 2.1 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q2b |Edexcel IGCSE Geography Student Book, pages 33–35. |

| |Coastal processes: marine and |Explain the physical processes that affect and shape |ActiveBook CD animations of constructive and destructive | |

| |sub–aerial |coastlines including marine processes (wave action |waves. |BBC Bitesize coasts: |

| | |(constructive/ destructive), erosion, longshore drift, |Draw a fully labelled diagram of longshore drift. |Coasts |

| | |deposition). |Label a cliff cross section with the location of | |

| | |Explain sub–aerial processes of weathering and mass |weathering, mass movement and erosion processes. | |

| | |movement. | | |

|2 |Key idea 2.2 |Students will be assessed on their ability to: |Assessment: SAMs Question 2a and 2b |Edexcel IGCSE Geography Student Book pages 35–40. |

| |Coastal landforms: erosional and|Describe a range of erosion coastal landforms (headlands |Assessment: Edexcel IGCSE June 2011 Q2a | |

| |depositional |and bays, cliffs, wave cut platforms/notches, caves, |Assessment: Edexcel IGCSE June 2011 Q2d |University of Wisconsin coastal processes and landforms: |

| | |arches, stacks and stumps). |ActiveBook CD animations of the formation of a wave cut |UWSP Coasts |

| | |Describe depositional landforms (beaches, spits, bars). |platform and spit. | |

| | |Explain how these landforms are formed by physical |Use OS maps to identify coastal landforms. | |

| | |processes. | | |

|3 |Key ideas 2.3 |Students will be assessed on their ability to: |Use free internet map websites to view contrasting |Edexcel IGCSE Geography Student Book pages 40–43. |

| |Factors affecting coasts and |Outline the impacts of geology, vegetation, people and |coastlines (emergent/submergent). | |

| |coastal change |sea level change (submergent/ emergent) on coasts. | |European Environment Agency coasts pages: |

| | |Key ideas 2.1–2.3 should be studied with respect to two | |EEA coasts |

| | |geologically contrasting coastlines (CS). | | |

|4 |Key idea 2.4/2.5 |Students will be assessed on their ability to: |Use an outline world map to show the distribution of |Edexcel IGCSE Geography Student Book pages 43–48 |

| |Coastal ecosystems: physical |Define the terms ‘ecosystem’ and ‘biodiversity’. |coral reefs and mangroves; label to explain the | |

| |aspects |Describe the characteristics, distribution and |distribution. |‘Your climate your life’ coastal ecosystems: |

| | |biodiversity of coastal ecosystems (coral reefs, |Use a table format to compare coastal ecosystems in terms|Intro to coastal ecosystems |

| | |mangroves, sand dunes, salt marshes). |of vegetation types, position, threats, value to humans | |

| | |Explain the physical factors that affect the distribution|(also 2.6, below). | |

| | |of coastal ecosystems. | | |

|5 |Key idea 2.6 |Students will be assessed on their ability to: |Assessment: SAMs Question 2d |Edexcel IGCSE Geography Student Book pages 48–53 |

| |Coastal ecosystems: value and |Outline the value of coastal ecosystems to humans. |Consider Figure 2.27 on page 51 of the student book in |Reefbase– detailed info on reef threats: |

| |threats |Explain the threats to the survival of coastal ecosystems|terms of ‘who’s to blame’ for Mangrove destruction. |Reefbase |

| | |from tourism and other factors (industrialisation, |Use websites to research the CS in more depth. |National Geographic mangroves: |

| | |agriculture, deforestation). | |NG mangroves |

| | |Use a CS of one coastal ecosystem. | |Natural England sand dunes: |

| | | | |NatEng Ainsdale |

|6 |Key idea 2.7 |Students will be assessed on their ability to: |Use the St Lucia CS on pages 49–50 of the student book to|Edexcel IGCSE Geography Student Book pages 54–58: |

| |Coastal conflicts between users |Outline a range of conflicts between different users of |draw up a conflict matrix – a similar matrix could be |USGS coastal conflicts: |

| | |the coast. |used for Southampton Water on pages 54–55. |USA coastal conflicts |

| | |Examine the conflict between development on the coast and|Role play based on the group in Figure 2.35 to find ways |BBC Bitesize coastal conflicts: |

| | |the need for conservation. |of minimising conflicts. |Coastal conflicts |

|7 |Key idea 2.8 |Students will be assessed on their ability to: |Use Google Earth/Google Maps satellite images to view the|Edexcel IGCSE Geography Student Book pages 58–59, |

| |Coastal retreat |Outline the reasons for coastal retreat and the need for |coastlines mentioned in the student book. |including CS of Abbots Farm on pages 61–62 |

| | |management. |This works especially well for the Holderness Coast (Fig |East Yorkshire Coastal Observatory (Holderness): |

| | |With respect to a CS of retreating coastline – causes, |2.36). |Coastal Obs |

| | |impacts and management. |Explain the choice of actions for the Isle of Wight |Royal Geographical Society Jurassic Coast: |

| | | |coastline on Figure 2.40 page 61. |Jurassic Coast |

|8 |Key idea 2.8 |Students will be assessed on their ability to: |Assessment: SAMs Question 2c |Edexcel IGCSE Geography Student Book pages 59–62 |

| |Coastal protection and |Describe a range of coastal protection measures both hard|Assessment: Edexcel IGCSE June 2011 Q2c | |

| |management |and soft engineering. |Use a table format to evaluate the costs and benefits of |Coastal portal with many pages on coastal management : |

| | |Explain how these protect the coast and evaluate their |different types of coastal protection. |Coastal Wiki |

| | |costs and benefits. | | |

|9 |Fieldwork investigations |Pre–fieldwork planning – designing a fieldwork |(1) Measuring beach profiles and sediment characteristics|See pages 20 and 21 of the Edexcel Teachers Guide for |

| | |investigation, as per the qualification content. |(2) Investigating the conflicts between development and |further details. |

| | | |conservation on a stretch of coastline |See pages 20–23 in the specification. |

| | | |Location (maps/GIS) and site choice | |

| | | |Question and aims linked to theory | |

| | | |Background research | |

| | | |Equipment, recording sheets | |

| | | |Health and safety. | |

|10 |Fieldwork investigations |Primary field skills – undertaking a field investigation;|(1) Transects up the beach (slope gradient), changes in |FSC coastal fieldwork website – particularly useful for |

| | |the need for sampling, data collection and recording |sediment size and shape. |fieldwork in relation to coasts |

| | |techniques. |(2) Views of different stakeholders, questionnaires, |Environment Agency shoreline management plans |

| | | |conflict matrices, photographic evidence. |–.uk/research/planning/10|

| | | | |4939.aspx |

| | | | |BBC Bitesize – coastal management |

|11 |Fieldwork investigations |Presentation, analysis, conclusions and evaluation skills|(1) |Controlled Assessment exemplars from Edexcel GCSE |

| | |– using the range of data presentation techniques; | |Geography specification A or B (see Edexcel website) are |

| | |analysis of data and drawing conclusions; evaluating the |(2) |a good source of ideas for presentation, analysis, |

| | |techniques used and the conclusions drawn. | |conclusions and evaluation techniques and ideas. |

|12 |Assessment week |Consolidation and assessment |Use some of the Examination questions indicated in the |Edexcel IGCSE Geography Student Book page 63. |

| | |Examination skills Focus 2: |table above. | |

| | |Focus on answering shorter 3 or 4 mark questions and |There are consolidation questions at the end of each | |

| | |drawing / labelling diagrams. |chapter in the student book (also in the ActiveBook CD) | |

Section A: The Natural Environment, Topic 3 Hazardous environments

• Some places are more hazardous than others (3.1–3.3).

• Hazards have an impact on people and the environment (3.4 and 3.5)

• Mitigating the consequences of hazards involves taking actions before, during and after the event (3.6–3.8).

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key ideas 3.1/ 3.2 |Students will be assessed on their ability to: |Card sorting: using cards with named hazards sorted into |Edexcel IGCSE Geography Student Book pages 64–68. |

| |Types of hazard and distribution|Define and classify different types of natural hazard |geological, climatic, biological and technological hazard|World Meteorological Organisation on natural hazards: |

| | |(climatic, tectonic). |types. |WMO hazards |

| | |Describe and explain the global distribution of tropical |Mapping (roughly) the distribution of earthquakes, active|USGS on natural hazards: |

| | |storms, earthquakes and volcanoes. |volcanoes and tropical storms onto an outline world map –|USGS Hazards |

| | | |consider areas of multiple risk as well as physical | |

| | | |explanations. | |

|2 |Key ideas 3.2 / 3.3 |Students will be assessed on their ability to: |Assessment: SAMs Question 3b |Edexcel IGCSE Geography Student Book pages 68–73 and for |

| |Hazard characteristics and |Explain the physical causes of volcanic eruptions and |Assessment: SAMs Question 3c |weather conditions 73–74. |

| |weather monitoring |earthquakes (plate tectonics, plate margin types) and the|Assessment: Edexcel IGCSE June 2011 Q3a & Q3b | |

| | |causes and development of tropical storms |ActiveBook CD animation of constructive, destructive, |BBC Bitesize natural hazards: |

| | |Outline a range of methods to monitor weather conditions |conservative and fold mountain plate margins. |BBC Bitesize |

| | |(satellites, radar). |Drawing labelled diagrams of different plate margins. |NASA Earth Observatory hazards pages: |

| | | |Viewing real time weather data using the MetOffice of |NASA EO hazards |

| | | |NOAA website. | |

|3 |Key idea 3.4 |Students will be assessed on their ability to: |ActiveBook CD animation of earthquake in California. |Edexcel IGCSE Geography Student Book pages 68–70. |

| |Natural disaster impacts |Contrast the impacts of natural disasters, both short and|ActiveBook CD animation of the 1995 Montserrat volcanic |If possible use YouTube for recent events, but view clips|

| | |long term, in countries at different levels of |eruption. |prior to showing them to a class to check content / |

| | |development with respect to earthquakes and volcanic |Using a table format to compare the impacts of named |language is suitable. |

| | |eruptions. |tectonic disaster impacts. |Montserrat Volcano Observatory: |

| | | | |MVO |

|4 |Key idea 3.4 |Students will be assessed on their ability to: |Assessment: SAMs Question 3d |Edexcel IGCSE Geography Student Book pages case studies |

| |Natural disaster impacts |Outline, as a CS, the comparative impacts of a tropical |Assessment: Edexcel IGCSE June 2011 Q3c |on Hurricane Mitch and Hurricane Floyd on pages 75–79 |

| | |storm on an HIC versus an LIC. |Wider research on chosen tropical storms using the |The BBC News online archive can be used to search for |

| | | |internet. |info/data on past tropical storms: |

| | | |Using a table to compare physical characteristics as well|BBC hurricane Mitch |

| | | |as economic and social impacts. |NASA and Oxfam have pages on Tropical cyclone Nargis in |

| | | | |2008: |

| | | | |NASA Nargis 2008 |

| | | | |Oxfam Nargis 2008 |

|5 |Key idea 3.5 |Students will be assessed on their ability to: |Assessment: SAMs Question 3a |Edexcel IGCSE Geography Student Book pages 79–81. |

| |Living with risk in hazard areas|Examine the reasons why people continue to live in areas |Produce a photo/ image storyboard to explain why people |‘How stuff works’ on Vesuvius with links to other sites:|

| | |at risk from hazardous events. |live in areas of risk e.g. close to Mt Etna or Mt |Vesuvius |

| | |Evaluate the benefits against the risks. |Vesuvius in Italy, or Iceland. | |

|6 |Key idea 3.6 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q3d |Edexcel IGCSE Geography Student Book pages 81–85 |

| |Prediction and preparation for |Explain how some hazards can be predicted (volcanic |Produce a list of the ‘top 10’ items to go into a | |

| |hazards |eruptions, tropical storm landfall) using early warning |personal earthquake survival kit. |USGS hazard preparation advice: |

| | |systems |Compare the degree to which different hazards can be |USGS prepare |

| | |Outline the role of education, shelters and defences in |predicted. | |

| | |hazard preparation. | | |

|7 |Key idea 3.7 |Students will be assessed on their ability to: |Produce a photomontage of different buildings that have |Edexcel IGCSE Geography Student Book pages 86–87 |

| |Coping during hazards |Explain how places cope during hazard events using |been damaged by earthquakes in LICs and HICs and explain | |

| | |evacuation and mitigation measures. |the differences. |Pacific Disaster Centre in Hawaii, including some details|

| | |Explain the management of one tectonic event (CS). |Design an earthquake–proof house for an LIC. |of evacuation and mitigation: |

| | | |Produce a flyer explaining evacuation procedures for |PDC |

| | | |residents in a tropical storm risk area. | |

|8 |Key idea 3.8 |Students will be assessed on their ability to: |Use Figure 3.30 on page 88; redraw the red line for named|Edexcel IGCSE Geography Student Book pages 87–89. |

| |Consequences of hazards: short |Outline the consequences of hazards both short term |disaster events to compare one to another. | |

| |and long term |(emergency aid & disaster relief) and long term (risk |Research disaster response using the ReliefWeb website. |The ReliefWeb can be used to search for maps and data on |

| | |assessment, rebuilding, view and adjustment; improving |YouTube has many videos of disaster events, e.g. the 2010|past natural disasters: |

| | |prediction and preparation). |Haiti earthquake and 2011 Japanese tsunami. | |

| | |With respect to a CS of either the management of river | | |

| | |flooding or coastal flooding. | | |

|9 |Fieldwork investigations |Pre–fieldwork planning – designing a fieldwork |(1) Measuring and recording weather data |See pages 22 and 23 of the Edexcel Teachers Guide for |

| | |investigation, as per the qualification content. |(2) Investigating people’s views on the management of a |further details. |

| | | |hazard event (river flooding, coastal retreat, tropical |See pages 20–23 in the specification. |

| | | |storms or tectonic events) |Assessment: SAMs Question 8 |

| | | |Location (maps/GIS) and site choice | |

| | | |Question and aims linked to theory | |

| | | |Background research | |

| | | |Equipment, recording sheets | |

| | | |Health and safety. | |

|10 |Fieldwork investigations |Primary field skills – undertaking a field investigation;|(1) Recording local weather data, e.g. |XC weather live weather feeds

| | |the need for sampling, data collection and recording |pressure, temperature, rainfall; microclimate |Weather Underground alternative source of live feeds |

| | |techniques. |variability. Internet data sources. | |

| | | |(2) Questionnaire design for various stakeholders; past |Royal Horticultural Society – the factors that can |

| | | |records and evidence. |influence microclimate |

|11 |Fieldwork investigations |Presentation, analysis, conclusions and evaluation skills|(1) |Controlled Assessment exemplars from Edexcel GCSE |

| | |– using the range of data presentation techniques; | |Geography specification A or B (see Edexcel website) are |

| | |analysis of data and drawing conclusions; evaluating the |(2) |a good source of ideas for presentation, analysis, |

| | |techniques used and the conclusions drawn. | |conclusions and evaluation techniques and ideas. |

|12 |Assessment week |Consolidation and assessment |Use some of the examination questions indicated in the |Edexcel IGCSE Geography Student Book page 90. |

| | |Exam skills Focus 2 |table above. | |

| | |Focus on answering shorter 3 or 4 mark questions and |There are consolidation questions at the end of each | |

| | |drawing / labelling diagrams. |chapter in the student book (also in the ActiveBook CD). | |

Section B: People and their Environments, Topic 4 Economic activity and energy

• Economic activity sustains people and involves output from a number of different economic sectors (4.1–4.3).

• The location and growth of particular types of economic activity are influenced by a range of factors (4.4 & 4.5).

• Increased economic production creates a rising demand for energy and/or energy efficiency (4.6–4.8).

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 4.1 |Students will be assessed on their ability to: |Assessment: SAMs Question 4a |Edexcel IGCSE Geography Student Book pages 91–92. |

| |Economic sectors |Define and illustrate primary, secondary, tertiary and |Picture card matching activity: match pictures of jobs/ | |

| | |quaternary sectors. |workers to correct sector. |BBC Bitesize economic sectors |

| | |Give example of different jobs types. |Table of advantages and disadvantages of working in each |Sectors |

| | |Describe variations in sectoral balance between |sector. |BBC Bitesize economic change videos |

| | |countries. |Research to compare countries (HIC/MIC/LIC). |Economic change videos |

|2 |Key ideas 4.2/4.3 |Students will be assessed on their ability to: |Assessment: SAMs Question 4b |Edexcel IGCSE Geography Student Book pages 93–99, |

| |Sectoral change and informal |Describe how sectoral balance has changed over time |Using a version of Fig 4.2, add the current P/S/T/Q |including CSs of sectoral shifts in Ethiopia, China and |

| |employment |(pre–ind/industrial/post–ind). |balance for other countries to the graph and discuss |the UK on pages 95–97. |

| | |Use of a CS of sectoral shift in one HIC and one LIC. |their position. |Data source for sectors: |

| | |Explain the causes of informal employment and its |Write a letter to a government minister outlining the | |

| | |characteristics. |problems and abuses of informal employment. |WIEGO information on informal employment: |

| | | | |Women in informal employment |

|3 |Key idea 4.4 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q4a & 4c |Edexcel IGCSE Geography Student Book pages 99–103 |

| |Changing locations: quaternary |Describe and explain the growth of tertiary and |Use an OS or similar map of a city to identify the |including a CS of the biotechnology industry on pages |

| |and tertiary |quaternary sectors with reference to causal factors |advantages /disadvantages of the CBD versus the urban |102–103. |

| | |(prosperity, new technology, accessibility, transport, |fringe as a location. | |

| | |government policy). | |Website of Newcastle upon Tyne’s Centre for Life |

| | |Use of a CS of the factors affecting the development and | |(Biotech) and Science Village: |

| | |location of one hi–tech industry. | |–village |

|4 |Key idea 4.5 |Students will be assessed on their ability to: |Spider diagram of the advantages of the M4 corridor as a |Edexcel IGCSE Geography Student Book pages 103–105. |

| |Changing locations: |Describe and explain global shifts in manufacturing. |location. |Reading international business park |

| |manufacturing |Outline the factors affecting manufacturing location |Research Reading International Business Park. |Readinginternationalbusinesspark |

| | |change (TNCs, raw materials, labour, new technology, | | |

| | |government policy). | | |

|5 |Key idea 4.5 |Students will be assessed on their ability to: |Assessment: SAMs Question: 4d |Edexcel IGCSE Geography Student Book pages 96–97 (UK CS).|

| |Changing locations: |Use a CS of a de–industrialised area to show the causes |Research an area of deindustrialisation e.g. parts of the|CNN Assignment Detroit – journalists spent a year in the |

| |deindustrialisation |and consequences of change. |UK or Detroit. |declining city and posted many videos (both negative and |

| | |Outline subsequent development in the area. |Produce a factfile on the area focusing on causes of |about renewal) |

| | | |decline and evidence of renewal. |Assignment Detroit |

|6 |Key idea 4.6 |Students will be assessed on their ability to: |Use the maps on pages 106–107 to contrast areas of energy|Edexcel IGCSE Geography Student Book pages 106–108 |

| |Energy demand rising |Define primary, secondary, renewable, non–renewable and |consumption and production. | |

| | |sustainable energy. |Produce a personal energy audit of daily or weekly energy|Energy demand from ExxonMobil: |

| | |Describe trends in global energy demand, and the pattern |use (split into primary, secondary and specific sources).|ExxonMobil |

| | |of global energy production and consumption. |Assess the degree to which the UK has an ‘energy gap’ | |

| | |Illustrate the energy gap. |(pages 109–110). |BBC Global energy guide |

| | | | |BBC energy |

|7 |Key idea 4.7 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q4d |Edexcel IGCSE Geography Student Book pages 108–110. |

| |Finite energy and energy |Explain the need for energy efficiency. |Use the energy audit from 4.6 and consider ways of | |

| |efficiency |Outline the finite nature of some energy resources (coal,|reducing it. |Science Museum energy futures (quizzes on energy) |

| | |oil, gas, nuclear power). |Compare the remaining lifespan of fossil fuel and |Energy futures |

| | | |fuelwood resources. | |

|8 |Key idea 4.8 |Students will be assessed on their ability to: |Assessment: SAMs Question 4c |Edexcel IGCSE Geography Student Book pages 110–112 |

| |Evaluating renewable and |Outline the nature of non–renewable energy resources |Use a table format to compare (and also rank) different |BBC Bitesize energy |

| |non–renewable energy |(wind, tidal, solar). |energy resources in terms of their advantages and |Bitesize energy |

| | |Weigh up the relative merits of using renewable and |disadvantages. | |

| | |non–renewable energy sources. |Criteria might include cost, reliability, environmental | |

| | | |impact, social acceptability. | |

|9 |Fieldwork investigations |Pre–fieldwork planning – designing a fieldwork |(1) Investigating the location factors of factories or |See pages 24 and 25 of the Edexcel Teacher’s Guide for |

| | |investigation, as per the qualification content. |services. |further details. |

| | | |(2) Investigating people’s conflicting views on the use |See pages 20–23 in the specification. |

| | | |and impact of renewable and non–renewable energy. | |

| | | |Location (maps/GIS) and site choice | |

| | | |Question and aims linked to theory. | |

| | | |Background research | |

| | | |Equipment, recording sheets | |

| | | |Health and safety. | |

|10 |Fieldwork investigations |Primary field skills – undertaking a field investigation;|(1) Visits, interviews, questionnaires, |Report: attitudes and knowledge about renewables by the |

| | |the need for sampling, data collection and recording |distributions. Focus may be a single service e.g. banks |public +/ |

| | |techniques. |in a town. |Energy efficiency/awareness questionnaire |

| | | |(2) Questionnaires to various groups plus |

| | | |internet/newspaper search. |ponse.pdf |

|11 |Fieldwork investigations |Presentation, analysis, conclusions and evaluation skills|(1) |Controlled Assessment exemplars from Edexcel GCSE |

| | |– using the range of data presentation techniques; | |Geography Spec A or B (see Edexcel website) are a good |

| | |analysis of data and drawing conclusions; evaluating the |(2) |source of ideas for presentation, analysis, conclusions |

| | |techniques used and the conclusions drawn. | |and evaluation techniques and ideas. |

|12 |Assessment week |Consolidation and assessment |Use some of the Examination questions indicated in the |Edexcel IGCSE Geography Student Book page 113. |

| | |Examination skills Focus 3 |table above. | |

| | |Focus on the 6 mark questions , which often use the | | |

| | |command word ‘explain’ . |There are consolidation questions at the end of each | |

| | | |chapter in the student book (also on the ActiveBook CD). | |

Section B: People and their Environments, Topic 5 Ecosystems and rural environments

• Ecosystems exist at a range of scales and involve the interaction of living and non–living components (5.1–5.3)

• Farming is the principal means of livelihood in most rural environments (5.4–5.6).

• Rural environments are changing (5.7 & 5.8)

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 5.1 |Students will be assessed on their ability to: |Use an outline world map to plot the distribution of |Edexcel IGCSE Geography Student Book pages 114–116 |

| |Biomes |Define key terms – biosphere, biomes, biodiversity, |major biomes (especially TRF and temperate grasslands – |Blue planet biomes: information on each biome type: |

| | |biomass. |see below). |Blueplanetbiomes |

| | |Describe the global pattern of biomes and their |Label the map to explain the biome locations in terms of |A more detailed site from UCMP Berkeley: |

| | |characteristics/ adaptations. |climate factors. |Berkeley biomes |

| | |Explain the pattern with reference to climate factors. | | |

|2 |Key idea 5.2 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q5a |Edexcel IGCSE Geography Student Book pages 116–118. |

| |Ecosystems & processes |Outline the components (living and non–living) (inputs, |Print out a picture of a small scale ecosystem e.g. dunes| |

| | |stores, outputs) of an ecosystem (rock, soil, climate, |or a pond and label its living and non living components |BBC Bitesize ecosystems |

| | |vegetation, fauna). |and the process links between them. |Bitesize ecosystems |

| | |Explain how key ecosystem processes operate (adaptation, |Draw a food chain for a small ecosystem and label the |Natural Resources Canada on forests and the value of |

| | |succession, zonation, food webs, and biodiversity) with |levels (see Fig 5.5). |forests: |

| | |reference to a CS of an ecosystem. | |NRCan |

|3 |Key idea 5.3 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q5b |Edexcel IGCSE Geography Student Book pages 118–120 |

| |Temperate grasslands |Outline the value of ecosystem goods and services. |Write a factfile on temperate grasslands including a soil|Grasslands Conservation Council of British Columbia: |

| | |Describe the characteristics of the temperate grassland |profile, labelled diagram of grasses, a climate graph and|bcgrasslands |

| | |biome. |human uses and environmental problems. |The Wild Classroom on temperate grasslands: |

| | |Outline the use of this biome for farming, and the issues| |Wild classroom grasslands |

| | |this has generated. | | |

|4 |Key idea 5.4 |Students will be assessed on their ability to: |Assessment: SAMs Question 5d |Edexcel IGCSE Geography Student Book pages 121–123 |

| |Rural environments |Outline the characteristics of rural environments |Use flashcards with rural and urban characteristics to |including a CS of the Lake District National Park. |

| | |(employment, population size and structure, land use |distinguish between rural and urban areas. |Website of the LDNP and useful factsheets: |

| | |(quarrying, recreation, tourism), accessibility, |Visit the Lake District NP website to contextualise the |Lake District NP |

| | |conservation). |CS and research how and why it is protected. | |

| | |Use a CS of a protected area to illustrate reasons for | | |

| | |protection and management. | | |

|5 |Key idea 5.5 |Students will be assessed on their ability to: |Assessment: SAMs Question 5a |Edexcel IGCSE Geography Student Book pages 123–127. |

| |The farm system |Outline the inputs, processes and outputs of the farm |Use photographs of different farming types and classify |BBC Bitesize farm system: |

| | |system. |them (see 2nd bullet, left) |Farming |

| | |Contrast different farming systems |Draw a farm system diagram (Figure 5.12) for a specific | |

| | |(arable/pastoral/mixed, commercial / subsistence, |type of farming e.g. wet rice or hill sheep. | |

| | |intensive / extensive). | | |

|6 |Key idea 5.6 |Students will be assessed on their ability to: |Assessment: SAMs Question 5b |Edexcel IGCSE Geography Student Book pages 128–131 |

| |Food shortages |Describe and explain two ways (CS) in which farm |Assessment: Edexcel IGCSE June 2011 Q5d |including a CS of GM crops in the USA and irrigation in |

| | |production can be raised e.g. irrigation, glasshouses, |Use a table format to weigh–up the costs and benefits |Bangladesh. |

| | |GM, HYV crops. |(soc/eco/env) of different ways to increase food |Edexcel IGCSE Geography Student Book pages 134–135. |

| | |Outline the causes and consequences of food shortages in |production. |International Food Policy Research institute 3 page |

| | |LICs. |Personal food audit (day or week) to judge how much food |summary of the Green Revolution. |

| | | |is local versus imported. |Green Revolution |

|7 |Key idea 5.7 |Students will be assessed on their ability to: |Assessment: SAMs Question 5c |Edexcel IGCSE Geography Student Book pages 136–138 |

| |LIC rural settlement change |Explain causes of rural settlement change in LICs – shift|Write the ‘life story’ of the girl on the railway line in|BBC Learning Zone rural urban migration |

| | |to cash crops |Figure 5.27; include reasons why she left a rural area as|India poverty rural urban |

| | |Explain causes of rural urban migration and its impacts. |well as her quality of life now. | |

|8 |Key idea 5.8 |Students will be assessed on their ability to: |Use Figure 5.29 on page 139; label a large version of the|Edexcel IGCSE Geography Student Book pages 138–143. |

| |HIC rural settlement change |Outline rural changes across different types of rural |diagram to compare the characteristics of the 4 rural | |

| | |area |areas. |BBC Bitesize rural areas |

| | |Explain the causes of counter–urbanisation in the |Consider population movements and structure as well as |HIC rural change |

| | |commuter belt; depopulation in some areas; changing |economic activities, services change. | |

| | |service provision. | | |

|9 |Fieldwork investigations |Pre–fieldwork planning – designing a fieldwork |(1) Investigating a small–scale ecosystem or rural aid |See pages 26 and 27 of Edexcel Teacher’s Guide for |

| | |investigations, as per the qualification content. |project |further details. |

| | | |(2) Investigating how a farm works as a system |See pages 20–23 in the Specification. |

| | | |Location (maps/GIS) and site choice |Assessment: SAMs Question 9 |

| | | |Question and aims linked to theory | |

| | | |Background research | |

| | | |Equipment, recording sheets | |

| | | |Health and safety. | |

|10 |Fieldwork investigations |Primary field skills – undertaking a field investigation;|(1) Pond, sand dune, salt marsh, heathland, scrubland etc|School grounds ecosystem survey instructions |

| | |the need for sampling, data collection and recording |– transects, soil, species diversity. |

| | |techniques. |(2) Interviews, land use/crop maps (including |ocal–learning/fieldwork–in–the–school–grounds/school–grou|

| | | |historical), soil characteristics surveys. |ndsecosystems–study/ |

| | | | |FSC urban ecosystems website |

| | | | |–studiescouncil. org/urbaneco/ |

| | | | |Farm business survey for background information |

| | | | | |

|11 |Fieldwork investigations |Presentation, analysis, conclusions and evaluation skills|(1) |Controlled Assessment exemplars from Edexcel GCSE |

| | |– using the range of data presentation techniques; | |Geography Spec A or B (see Edexcel website) are a good |

| | |analysis of data and drawing conclusions; evaluating the |(2) |source of ideas for presentation, analysis, conclusions |

| | |techniques used and the conclusions drawn. | |and evaluation techniques and ideas. |

|12 |Assessment week |Consolidation and assessment |Use some of the examination questions indicated in the |Edexcel IGCSE Geography Student Book page 144. |

| | |Examination skills Focus 4: |table above. | |

| | |Focus on the Section C questions. These combine data |There are consolidation questions at the end of each | |

| | |stimulus and data handling, as well as the need to relate|chapter in the student book (also on the ActiveBook CD). | |

| | |questions to personal enquiry skills. | | |

Section B: People and their Environments, Topic 6 Urban environments

• A growing percentage of the world’s population lives in urban areas (6.1 and 6.2).

• Urban environments can be characterised by the distribution of different land uses and of people of different economic status and ethnic background (6.3–6.5).

• Changes occur as urban environments age and the needs of people change (6.6–6.8).

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 6.1 |Students will be assessed on their ability to: |Assessment: SAMs Question 6b |Edexcel IGCSE Geography Student Book pages 145–152 |

| |Urbanisation |Define urbanisation and urban areas. |Use flashcards with rural + urban characteristics to |BBC News urbanisation change and interactive graphic: |

| | |Outline the factors causing urbanisation (and |distinguish between rural and urban areas. |BBC urbanisation |

| | |suburbanisation; counter–urbanisation) and affecting its |Use % urbanisation data from the CIA World Factbook |CIA World Factbook data: |

| | |rate. |website to plot specific countries onto a copy of Figure |CIA World Factbook |

| | |Explain the emergence of megacities. |6.5 (page 147). |Megacities map from National Geographic: |

| | | |Use a world outline map to plot the distribution of |NG megacities map |

| | | |megacities and label it to explain the pattern. | |

|2 |Key idea 6.2 |Students will be assessed on their ability to: |Research the problem of living in a rapidly urbanising |Edexcel IGCSE Geography Student Book pages 152–153 |

| |Urbanisation problems |Outline a range of problems linked to rapid urbanisation |area e.g. Mumbai. | |

| | |(congestion, transport problems, employment issues, crime|Watch the opening scenes of Slumdog Millionaire. |UNEP urban issues homepage: |

| | |and environmental quality). | | |

|3 |Key idea 6.3 |Students will be assessed on their ability to: |Use OS or similar maps (or Google Earth, which can show |Edexcel IGCSE Geography Student Book pages 154–156 |

| |Urban landuse |Outline the factors causing some land uses to concentrate|services) of a local city to consider the location of the|including a CS of Newcastle–upon–Tyne (Figure 6.14) |

| | |(locational needs, accessibility, land values in the |PLVI. | |

| | |CBD). |Write an advert for a vacant CBD property stating its |BBC Bitesize urban environments: |

| | |Use a CS of one city to show the pattern of land use |locational advantages. |BBC bitesize urban |

| | |(relate to urban zones). |Compare the CS city to the model of urban land use shown | |

| | | |in Figure 6.16 on page 155. | |

|4 |Key idea 6.4 |Students will be assessed on their ability to: |Consider the relative importance of the factors shown in |Edexcel IGCSE Geography Student Book pages 156–159 |

| |Landuse & social issues |Illustrate the processes and consequences of segregation |Figure 6.18 on page 157. |including a CS of Zomba, Malawi. |

| | |e.g. by socio–economic group and ethnicity. |Produce a photomontage of housing types in different |The US Census American Factfinder website can be used to |

| | |Use a CS to illustrate the distribution of social / |areas of the CS city to compare conditions (size, |digitally map ethnic and social segregation in US cities:|

| | |ethnic groups. |density, building materials). |American Factfinder |

|5 |Key idea 6.5 |Students will be assessed on their ability to: |Assessment: SAMs Question 6a |Edexcel IGCSE Geography Student Book pages 159–161 |

| |Urban issues in LICs |Outline the consequences of rapid urbanisation in LICs |Assessment: SAMs Question 6d |including a CS of Sao Paulo. |

| | |e.g. shanty towns/ squatter settlements. |Assessment: Edexcel IGCSE June 2011 Q6d |UN Habitat – for information on urban areas in the |

| | |Use a CS to illustrate the location, growth, problems and|Draw a diagram of a typical shanty town/squatter |developing world: |

| | |management (e.g. self help) of shanty towns in a LIC; |settlement house as well as an improved (self–help) one. | |

| | |contrast with unmanaged shanties. |Use Google Earth to find the locations of such |BBC News online, Brazil’s shanty towns 2010: |

| | | |settlements in a named city e.g. Sao Paulo’s favelas. |BBC Brazil shanties |

|6 |Key idea 6.6 |Students will be assessed on their ability to: |Assessment: SAMs Question 6c |Edexcel IGCSE Geography Student Book pages 161–165 |

| |Urban change in HICs |Outline the changes taking place at the edge of HIC |Assessment: Edexcel IGCSE June 2011 Q6a & 6b |including a CS of Southampton. |

| | |cities (retail complexes, business parks, industrial |Use OS or similar maps, or Google Earth, to view the edge| |

| | |estates) (CS). |of an HIC city and examine the mixed nature of the land |BBC Bitesize cities: |

| | |Explain the advantages and disadvantages of Greenfield |use. |Bitesize urban |

| | |and Brownfield sites. |Use a table format to compare the advantages and | |

| | | |disadvantages of greenfield and brownfield sites. | |

|7 |Key idea 6.7 |Students will be assessed on their ability to: |Label Figure 6.26 (or a similar map of deprivation/the |Edexcel IGCSE Geography Student Book pages 166–172 |

| |Deprivation and poverty in HICs |Describe the pattern of deprivation/poverty in an HIC |IMD) to explain the reasons for high levels in inner city|including a CS of the pattern of deprivation/ poverty in |

| | |city (CS). |and city edge locations. |Birmingham Figures 6.26/7. |

| | |Explain the symptoms and locations of deprived areas. |Draw a version of Figure 6.28 on page 169 and add to it |The UK Census Neighbourhood Statistics website Map Viewer|

| | | |ways to ‘break the cycle of poverty’ in inner city areas.|can be used to map deprivation and poverty: |

| | | | |Neighbourhood statistics |

|8 |Key idea 6.8 |Students will be assessed on their ability to: |Draw a push–pull diagram to explain why people and |Edexcel IGCSE Geography Student Book pages 172–174 |

| |Urban regeneration |Examine the factors leading to inner city decline and |businesses were pushed away from inner cities and pulled |including a CS of re–imaging Bradford. |

| | |change. |towards the city edge. | |

| | |Explain the role of decision makers (planners, |Research an example of regeneration/ rebranding using the|Salford City Council section on regeneration: |

| | |politicians, developers and industrialists) in urban |internet. |Salford regeneration |

| | |regeneration and rebranding (CS). |Focus on decision makers and outcomes. |Pdf document showing the history of renewal in Salford |

| | | | |since the 1980s |

| | | | |Salford Quays milestones |

|9 |Fieldwork investigations |Pre–fieldwork planning – designing a fieldwork |(1) Investigating change in environmental quality survey |See page 28 and 29 of Edexcel Teachers Guide for further |

| | |investigation, as per the qualification content |(2) Investigating change in land use |details. |

| | | |Location (maps/GIS) + site choice |See page 20–23 in the Specification. |

| | | |Question and aims linked to theory |Assessment: SAMs Question 10 |

| | | |Background research | |

| | | |Equipment, recording sheets | |

| | | |Health and safety. | |

|10 |Fieldwork investigations |Primary field skills – undertaking a field investigation;|(1) Transect through two areas, various EQAs and photos. |Neighbourhood statistics for population data |

| | |the need for sampling, data collection and recording | |

| | |techniques. | |UpMyStreet for geo–demographic data |

| | | |(2) Systematic transect from outer to inner CBD recording|FSC fold–out key to CBD fieldwork |

| | | |changes at intervals. |–publications/pubsinfo|

| | | | |.aspx?Code=OP114 |

|11 |Fieldwork investigations |Presentation, analysis, conclusions and evaluation skills|(1) |Controlled Assessment exemplars from Edexcel GCSE Spec A |

| | |– using the range of data presentation techniques; | |or B (see Edexcel website) are a very good source of |

| | |analysis of data and drawing conclusions; evaluating the |(2) |ideas for presentation, analysis, conclusions and |

| | |techniques used and the conclusions drawn. | |evaluation techniques and ideas. |

|12 |Assessment week |Consolidation and assessment |Use some of the examination questions indicated in the |Edexcel IGCSE Geography Student Book page 175. |

| | |Examination skills Focus 4: |table above. | |

| | |Focus on the Section C questions. These combine data |There are consolidation questions at the end of each | |

| | |stimulus and data handling, as well as the need relate |chapter in the student book (also on the ActiveBook CD). | |

| | |questions to personal enquiry skills. | | |

Section D Global Issues, Topic 7 Fragile environments

• Environmental abuse has serious consequences. Its causes need to be tackled to ensure a more sustainable future.

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 7.1 |Students will be assessed on their ability to: |Brainstorming a definition of sustainability and then |Edexcel IGCSE Geography Student Book pages 176–179 |

| |Fragile environments and |Outline the reasons for increasingly fragile environments|comparing it to the Brundtland definition (page 177). |WWF Living Planet report 2010 |

| |sustainability |(population growth; resource consumption). |Calculating personal ecological footprints using a |Living Planet 2010 |

| | |Define and explain the term sustainability (link with |website. |Ecological footprint calculator: |

| | |ecological footprints). |Comparing per capita country footprint and explaining the| |

| | | |differences using the WWF Living Planet Report. | |

| | | |Redrawing the cartoon Figure 7.5 on page 179 to show a | |

| | | |‘sustainable future’. | |

|2 |Key idea 7.2 |Students should be able to, with reference to a CS: |Assessment: Edexcel IGCSE June 2011 Q7a |Edexcel IGCSE Geography Student Book pages 180–185 |

| |Soil erosion & desertification |Outline the processes contributing to soil erosion and |Produce a flow diagram to show the causes and |including a CS of desertification in the Sahel, Africa. |

| | |the meaning of desertification and its causes (drought, |consequences of soil erosion and/or desertification. | |

| | |population pressure, fuel supply, overgrazing, |Use the internet to find images of eroded and desertified|USGS desertification pages: |

| | |migration). |areas and labelling these to explain the processes. |USGS desertification |

| | | | |Also see YouTube for videos of desertification and its |

| | | | |impacts. |

|3 |Key idea 7.3 |Students should be able to, with reference to a CS: |Assessment: SAMs Question 11c |Edexcel IGCSE Geography Student Book pages 185–187 |

| |Consequences & management |Explain the consequences (reduced agricultural output, |Add to the Sahel CS through research. |Practical Action’s work in Darfur, Sudan: |

| | |malnutrition, famine, refugees). |Use the Famine Early Warning Systems Network (FEWSNET) |Greening Darfur |

| | |Explain ways of managing soil erosion e.g. terracing. |website to examine current areas of drought and potential|Famine early warning system website: |

| | | |food shortage. | |

| | | |Research ways of managing soil erosion using the | |

| | | |Practical Action NGO website. | |

|4 |Key idea 7.4 |Students will be assessed on their ability to: |Using Google Earth to look for evidence of forest |Edexcel IGCSE Geography Student Book pages 187–190 |

| |Deforestation |Outline the causes of deforestation (commercial timber, |clearance in the Amazon and other areas. |including a CS of deforestation in the Amazon (Part 1) |

| | |agriculture, mining, transport, settlement). |Researching Amazonia in detail (also for 7.5 and 7.6). |The Mongabay website on deforestation in Amazonia: |

| | |CS of an area of threatened tropical forest. | | |

|5 |Key idea 7.5 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q7b |Edexcel IGCSE Geography Student Book pages 190–194 |

| |Consequences |Explain the consequences of deforestation (loss of |Draw a labelled diagram of the layers in a TRF i.e. the |including Amazon CS Part 2. |

| | |biodiversity, contribution to global warming, economic |biodiversity. |Rainforest concern website: |

| | |development). |Use a table to categorise the consequences of | |

| | |Use of a CS of a tropical forest area (see 4, above). |deforestation as local or global. | |

|6 |Key idea 7.6 |Students will be assessed on their ability to: |Assessment: SAMs Question 11d |Edexcel IGCSE Geography Student Book pages 194– 196 |

| |Managing rainforests |Outline ways of managing rainforests in sustainable ways |Write an explanation, based on Figure 7.25 on page 195, |Worldland Trust – details of rainforest reserves: |

| | |e.g. agroforestry, with respect to a CS. |of how rainforests can be managed in sustainable ways. |Ecuador reserves |

| | |Describe how international programmes and treaties can |For methods A–E on Fig 7.25 use a table to examine the |WWF work on protecting rainforests: |

| | |help manage deforestation. |soc/eco/env benefits of each strategy. |WWF rainforests |

| | | |Use websites to research international actions. | |

|7 |Key idea 7.7 |Students will be assessed on their ability to: |Assessment: SAMs Question 11a |Edexcel IGCSE Geography Student Book pages 197–199. |

| |The Global Warming debate |Explain what global warming is (enhanced greenhouse |Assessment: Edexcel IGCSE June 2011 Q7c |National Geographic online content on global warming: |

| | |effect). |Draw a fully labelled diagram of the greenhouse effect. |NG global warming |

| | |Outline the main causes (deforestation, fossil fuels, air|Formal classroom debate for and against global warming |BBC Bitesize content on climate change: |

| | |pollution, agricultural change). |following research; pairs or individuals take the role of|Bitesize climate change |

| | |Outline the natural causes of climate change (orbital |key players. | |

| | |changes, volcanic activity, solar output). | | |

|8 |Key idea 7.8 |Students will be assessed on their ability to: |Assessment: SAMs Question 11b |Edexcel IGCSE Geography Student Book pages 200–206 |

| |Consequences |Explain the consequences of global warming (rising sea |Spider diagram of expected impact in an LIC such as |including a CS of the consequences for Bangladesh. |

| | |levels, more hazards, ecosystem change, employment |Bangladesh compared to an HIC such as the UK. |Websites of the IPCC and UNEP: |

| | |opportunities, changing settlement patterns, health and |Use key websites to research impacts on one named country| |

| | |wellbeing, food supply) |e.g. IPCC, UNEP. | |

| | |The above with respect to one country CS. | |Oxfam slideshow on the impact of climate change on |

| | | | |Bangladesh: |

| | | | |Oxfam Bangladesh |

|9 |Key idea 7.9 |Students will be assessed on their ability to: |Assessment: SAMs Question 11b |Edexcel IGCSE Geography Student Book pages 206–211 |

| |Managing the causes and adapting|Explain how global warming might be managed by |Assessment: Edexcel IGCSE June 2011 Q7d |including a CS of international cooperation. |

| | |anti–pollution legislation, alternative energy, |Draw up a table of management options for the UK, | |

| | |adaptation (CS of one country). |including ways to reduce emissions and adaptation. |US Environmental Protection Agency website for kids: |

| | |Explain how international cooperation could contribute |Produce a timeline of international actions from Montreal| |

| | |(CS of international attempts to tackle global warming). |to Copenhagen; include an evaluation of each key | |

| | | |agreement/summit. | |

|10 |Assessment week |Consolidation and assessment |Use some of the Examination questions indicated in the |Edexcel IGCSE Geography Student Book page 212. |

| | |Exam skills focus 5: |table above. | |

| | |Focus on the longer 9 mark questions, which require |There are consolidation questions at the end of each | |

| | |longer answers and can use the command word ‘discuss’. |chapter in the student book (also on the ActiveBook CD). | |

Section D Global Issues, Topic 8 Globalisation and migration

• Globalisation is making the nations of the world increasingly interdependent. Major movements of people are both a cause and a consequence of this interdependence.

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 8.1 |Students will be assessed on their ability to: |Assessment: SAMs Question 12c |Edexcel IGCSE Geography Student Book pages 213–215 |

| |Global economy |Define the term ‘globalisation’. |Ignition activity: students look at ’made in’ labels on | |

| | |Outline the growth of the global economy in terms of |bags, books, clothes, phones etc to see the extent of |BBC Bitesize globalisation video |

| | |production and commodity chains. |globalisation. |Globalisation video |

| | |Explain how a range of factors (trade, foreign |Drawing flow diagrams of production chains including | |

| | |investment, aid, labour, transport and IT) have |commodity sources and components; mapping production | |

| | |contributed to the growth of the global economy. |chains on outline world maps. | |

|2 |Key idea 8.2 |Students will be assessed on their ability to: |Labelling production chains on maps (see above) to |Edexcel IGCSE Geography Student Book pages 215–217 |

| |Global Shift |Describe the global shift in manufacturing. |explain the advantages of different locations for |TUC (UK union organisation) web pages on globalisation: |

| | |Outline the reasons for this (labour costs, resources, |different types of production. |TUC globalisation |

| | |profiteering). |Factfile on India and China (outsourced IT in India |BBC Bitesize globalisation: |

| | |Use of a CS of China and India’s role in the global |versus manufacturing in China). |Globalisation |

| | |economy; reasons and consequences. | | |

|3 |Key idea 8.3 |Students will be assessed on their ability to: |Assessment: SAMs Question 12a |Edexcel IGCSE Geography Student Book pages 217–221 |

| |TNCs |Define the term ‘TNC’ and how TNCs are organised (CS of |Assessment: Edexcel IGCSE June 2011 Q8c |including a CS of Tesco and Rio Tinto, both TNCs. |

| | |the global operations of a TNC or a TNC’s operations in |Brainstorming the names of TNCs then classifying them by |Rio Tinto website: |

| | |an LIC). |HQ country and business sector. | |

| | |Outline the role of TNCs in the global economy. |Research into the global operations of a TNC using a |Website of Tesco (corporate website) |

| | |Examine of the benefits and costs of TNCs. |corporate website e.g. Tesco, Apple. | |

| | | |Use a table format to examine the costs and benefits of | |

| | | |TNCs (soc/env/eco) | |

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|4 |Key idea 8.4 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q8d |Edexcel IGCSE Geography Student Book pages 221–223 |

| |Global tourism |Describe the growth of global tourism. |Class mapping activity; places visited and aspirations; |BBC Bitesize tourism: |

| | |Explain the causes of this growth (leisure time, package |illustrate the degree to which tourism is common/global. |Bitesize tourism |

| | |holidays, transport, marketing). |Spider diagram of social, economic and technological |Website of the world travel and tourism council (WTTC) |

| | | |changes in last few decades that have contributed to the | |

| | | |growth and global spread of tourism. | |

|5 |Key idea 8.5 |Students will be assessed on their ability to: |Assessment: SAMs Question 12b |Edexcel IGCSE Geography Student Book pages 223–227 |

| |Impact of mass tourism |Define ‘mass tourism’. |Investigation the websites of package holiday companies |BBC Learning Zone impacts of migration in Spain (video): |

| | |Outline the impacts of mass tourism on the environment, |for images, prices. |Spain mass tourism |

| | |economy and people of a destination area. |Use of Google Earth to examine locations e.g. Spanish | |

| | | |Costas. | |

| | | |Table of positive and negative (soc/eco/env) impacts of | |

| | | |mass tourism on a named destination. | |

|6 |Key idea 8.6 |Students will be assessed on their ability to: |Assessment: SAMs Question 12b |Edexcel IGCSE Geography Student Book pages 227–229 |

| |Sustainable tourism |Define sustainable and ecotourism. |Draw up a list of opposite adjectives to contrast mass |including a CS of ecotourism in Bhutan. |

| | |Explain the nature of one sustainable tourism project |tourism with sustainable / ecotourism. |The International Ecotourism Society website: |

| | |(CS) and the reasons for its development. |Research using the International Ecotourism Society | |

| | | |website. | |

|7 |Key idea 8.7 |Students will be assessed on their ability to: |Assessment: Edexcel IGCSE June 2011 Q8a |Edexcel IGCSE Geography Student Book pages 230–231 |

| |Migration |Define migration. |Use examples of migrant stories and key word cards |Migration Information website: |

| | |Explain migration’s role as a component of population |(voluntary, forced, economic, refuge) to help cement key | |

| | |change and the concept of net migration. |migration terminology. |BBC Bitesize migration: |

| | | |Examine graphs of UK immigration /emigration over time |Bitesize migration |

| | | |(or another country)to explore the concept of net | |

| | | |migration. | |

|8 |Key idea 8.8 |Students will be assessed on their ability to: |Assessment: SAMs Question 12d |Edexcel IGCSE Geography Student Book pages 232–235 |

| |Types of migration |Explain a range of migration types e.g. voluntary versus |Assessment: Edexcel IGCSE June 2011 Q8b |Migration Observatory (Oxford Uni) |

| | |forced. |Draw push / pull diagrams (Figure 8.23) for specific |Migration Observatory |

| | |Explain how push and pull factors contribute to |migrant types e.g. refugee, economic migrant, retiree. |Stalker’s guide to international migration: |

| | |migration. |Research a recent international flow e.g. Poles moving to| |

| | |Use of a CS of one international migration flow in terms |the UK. | |

| | |of causes and consequences. | | |

|9 |Key idea 8.9 |Students will be assessed on their ability to: |Brainstorm in class to draw up a list of positive and |Edexcel IGCSE Geography Student Book pages 236–237 |

| |Managing migration |Outline ways in which migration can be managed, including|negative impacts of immigration (soc/cult/eco/ env). |including a CS of UK international migration flows and |

| | |issues of asylum seekers and refugees. | |management (also links to 8.8, above). |

| | |Consider the case for managing migration. | | |

| | | | |BBC News migration report: |

| | | | |BBC News migration |

| | | | | |

| | | | |UK Borders Agency homepage: |

| | | | | |

|10 |Assessment week |Consolidation and assessment |Use some of the examination questions indicated in the |Edexcel IGCSE Geography Student Book page 238. |

| | |Exam skills focus 5: |table above. | |

| | |Focus on the longer 9 mark questions, which require |There are consolidation questions at the end of each | |

| | |longer answers and can use the command word ‘discuss’. |chapter in the student book (also on the ActiveBook CD). | |

Section D Global Issues, Topic 9 Development and human welfare

• Differences in development and human welfare exist on a range of scales and are subject to change over time.

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Key idea 9.1 |Students will be assessed on their ability to: |Brainstorm synonyms for development (progress, wealth, |Edexcel IGCSE Geography Student Book pages 239–240 |

| |Development |Define development and quality of life. |moving forward) and combine into a definition. |Time magazine photo essay ‘What the World Eats’ is a |

| | |Outline the nature of development as a complex, |Consider development from economic, cultural, social and |strong visual contrast from around the world: |

| | |multi–strand process with many facets. |political perspectives. |Time what the world eats |

| | | |Use images of people from around the world to contrast | |

| | | |development levels. | |

|2 |Key idea 9.2 |Students will be assessed on their ability to: |Assessment: SAMs Question 13a |Edexcel IGCSE Geography Student Book pages 240–242 |

| |Development indicators |Describe a range of development indicators (per capita |Explore websites of development indicators showing e.g. |World Bank data website: |

| | |GDP/GNI, employment by sector, energy use, birth/death/IM|UNDP or World Bank and discuss which work best. | |

| | |rates, life expectancy). |Produce comparative bar charts of GNI, HDI, life |Earthtrends data from the WRI: |

| | |Explain how these indicate levels of development. |expectancy etc for contrasting countries (HIC, MIC, LIC +| |

| | | |Cuba). | |

|3 |Key idea 9.3 |Students will be assessed on their ability to: |Assessment Edexcel IGCSE June 2011 Q9a & 9b |Edexcel IGCSE Geography Student Book pages 242–247 |

| |Quality of life indicators |Describe a range of QoL indicators (housing, health and |Produce comparative bar charts of GNI, HDI, life |World Bank data website: |

| | |healthcare, access to services, diet, literacy, security |expectancy etc for contrasting countries (HIC, MIC, LIC +| |

| | |and safety, political freedom and HDI). |Cuba). |Earthtrends data from the WRI: |

| | |Explain how these indicate quality of life. |Map selected indicator on outline world maps. | |

|4 |Key idea 9.4 |Students will be assessed on their ability to: |Use tables of development indicators ‘blind’ i.e. without|Edexcel IGCSE Geography Student Book pages 248–249 |

| |Country classification |Explain how countries are classified as LICs, MICs, and |the country named and get students to classify them. |World Bank country classification by income: |

| | |LICs. |Visit the World Bank country classification web pages. |World Bank countries |

| | |Describe the global pattern of countries at different |Label a map of HIC/MIC/LIC countries to describe and | |

| | |levels of economic development. |explain the pattern. | |

|5 |Key idea 9.5 |Students will be assessed on their ability to: |Assessment: SAMs Question 13b |Edexcel IGCSE Geography Student Book pages 249–251. |

| |Changing global development |Outline the changing pattern of global development – the |Assessment: Edexcel IGCSE June 2011 Q9c | |

| | |emerging economies, NICs and BRICs. |Map the emerging economies, NICs and BRICs on a world map|BBC Bitesize development |

| | |Consider the global north–south divide in terms of its |and the north–south divide line – consider the validity |Bitesize development |

| | |causes and symptoms. |of the NS line. | |

| | | |Spider diagram of causes of the divide. | |

|6 |Key idea 9.6 |Students will be assessed on their ability to: |Assessment: SAMs Question 13c |Edexcel IGCSE Geography Student Book pages 251–255 |

| |The development gap |Outline regional disparities within one country (core and|Use the data on pages 252–253 to produce an annotated map|including a CS of Italy (national) and London |

| | |periphery, growth versus decline) and explain the causes,|of Italy’s NS divide. |(local/urban) |

| | |consequences and management of these regional disparities|Use the internet (e.g. Google Streetview) to add images | |

| | |(CS). |to a map of London’s pattern of deprivation (page 254) to|Greater London Authority website: |

| | |Outline the disparity between deprived and affluent urban|visually illustrate differences. | |

| | |areas. | | |

|7 |Key idea 9.7 |Students will be assessed on their ability to: |Draw a line graph of world population growth from 1900 to|Edexcel IGCSE Geography Student Book pages 256–257. |

| |Rapid population growth |Outline trends in global population growth. |2050. |Worldometers population clock: |

| | |Consider how population growth places pressure on QoL |The data in table 9.5 on page 256 could also be graphed | |

| | |(poverty, unemployment, inadequate housing and physical |to show the changing balance between births and deaths | |

| | |infrastructure). |(and hence total population growth). | |

| | | |Visit a population clock website. | |

|8 |Key idea 9.8 |Students will be assessed on their ability to: |Produce a spider table to examine the benefits and costs |Edexcel IGCSE Geography Student Book pages 257–259 |

| |Managing population |Explain how government policies attempt to manage |(soc/eco/cult) of China’s one–child policy. |including a CS of China’s one–child policy. |

| | |population change. | |BBC News online article of the one–child Policy: |

| | |Use of a CS of population change management in one | |One Child Policy |

| | |country. | | |

|9 |Key idea 9.9 |Students will be assessed on their ability to: |Assessment: SAMs Question 13d |Edexcel IGCSE Geography Student Book pages 260–264 |

| |Managing disparities |Outline ways in which development and quality of life |Assessment: Edexcel IGCSE June 2011 Q9d |including a CS of the United Nations (UN) and Oxfam (NGO)|

| | |disparities are managed (appropriate aid, intermediate |Produce a factfile on ways of managing disparities |projects. |

| | |technology, fair and free trade, debt relief). |including pros and cons of each. | |

| | |CS of one UN Aid Agency project in an LIC. |Visit the website of Practical Action to note down |The UN website, and the website of the UN Development |

| | |CS of one NGO project in an LIC. |details of one NGO–led project in an LIC. |Programme: |

| | | | | |

| | | | |UNDP |

| | | | |Practical Action’s website has many examples of small |

| | | | |scale, intermediate technology development projects |

| | | | |worldwide: |

| | | | | |

|10 |Assessment week |Consolidation and assessment |Use some of the Examination questions indicated in the |Edexcel IGCSE Geography Student Book page 265. |

| | |Exam skills focus 5: |table above. | |

| | |Focus on the longer 9 mark questions, which require |There are consolidation questions at the end of each | |

| | |longer answers and can use the command word ‘discuss’. |chapter in the Student Book (also on the ActiveBook CD) | |

-----------------------

Learning outcomes

Week by week content coverage

Exemplar resources

Content coverage

We have given you this scheme of work to amend and adapt to suit your teaching purposes.

We hope you find it useful.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download