GCSE (Insert Subject)
REVISED GCEScheme of WorkGeographyThis is an exemplar scheme of work whichsupports the teaching and learning of theGCE Geography specification2222500339534500GCE GeographyContentsPageUnit AS 1: Physical Geography3Unit AS 2: Human Geography25Unit A2 1: Physical Processes, Landforms and Management Option A: Plate Tectonics: Theory and Outcomes40Unit A2 1: Physical Processes, Landforms and Management Option B: Tropical Ecosystems: Nature and Sustainability49Unit A2 1: Physical Processes Landforms & Management. Option C: Dynamic Coastal Environments58Unit A2 1: Physical Processes Landforms & Management. Option D: Climate Change – Past and Present68Unit A2 2: Processes and Issues in Human Geography Option A: Cultural Geography78Unit A2 2: Processes and Issues in Human Geography Option B: Planning for Sustainable Settlements88Unit A2 2: Processes and Issues in Human Geography Option C: Ethnic Diversity100Unit A2 2: Processes and Issues in Human Geography Option D: Tourism110IntroductionCCEA has developed new GCE specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.I hope you find this support useful in your teaching.Best wishes Margaret McMullanSubject OfficerGeographyE-mail mmcmullan@.ukTelephone 028 9026 1200 (2285)Exemplar Scheme of WorkGCE GeographyUnit AS 1:Physical GeographySpecification: GeographyUnit AS 1: Physical GeographyPrior Learning: This unit is concerned with physical processes and systems and human interaction with them. Students have the opportunity to study fluvial environments, local and global ecosystems and the processes that shape weather and climate. They study physical processes and environments at a range of scales and in a range of places. They have opportunities to use a range of technologies including GIS to enhance knowledge and understanding. Students should have a good foundation in Geography at GCSE in order to progress to this AS course. It would be advantageous if students have:studied Geography at GCSE level;previous experience in interpreting a variety of graphs and maps; andused a variety of statistical techniques to present and analyse data.Background Reading: It is important to note that a wide variety of texts and assessment activities are included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media channels such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example: tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.ukAssessment: External written examination 1 hour 15 minutes.Section A: Students answer three compulsory short, structured questions, one on each theme.Section B: There are three questions requiring extended writing, one on each theme. Students answer any two questions.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (a) Processes that shape fluvial environmentsStudents should be able to:For (i) to (iv) general reference to places for illustration purpose only(i) explain how the drainage basin operates as an open system with inputs, outputs, stores and transfers of energy and matter;To meet this learning outcome students should: explain what a system is;explain the difference between an open and closed system;define inputs, stores, transfers, outputs; andlearn hydrological processes such as precipitation, surface run off (overland flow), evaporation, condensation, interception, infiltration, throughflow, percolation, groundwater flow (baseflow) and water tableRecap on terminology from GCSE - drainage basin, watershed and all of the hydrological termsStudents match hydrological terms with their meaningsMap work – use a relief map to delimit the watershed and drainage basin of a nearby or local riverConstruct a systems diagram to illustrate the role of inputs, stores, transfers and outputs in an open system. Colour code the diagramDraw and label a hydrological diagram and explain the movement of water throughout itWatch YouTube clip showing water cycle and discussThom and Armstrong (2016) Geography for CCEA AS Level (pp 6–10)Ross, Morgan and Heelas Essential AS Geography (Ch 7, pp 221–225 and 229–233)McGuinness and Nagle AS Geography Concepts and Cases (Ch 1, pp 1–34)The Water cycle - National Science Foundation at:watch?v=al-do-HGuIkCards covering hydrological terms and their meaningsCCEA Past Questions Unit AS 1:June 2012 Q.2; andJune 2013 Q.2(a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (a) Processes that shape fluvial environments (cont.)Students should be able to:Fieldwork opportunities: Measuring the rate of infiltration at different parts of a slope or before and after rainfall(ii) understand storm and annual hydrographs (regimes) and explain the factors that influence them ? relief, basin size and shape, soil, geology, land use, drainage density and precipitation;To meet this learning outcome students should:define discharge and understand how it is calculated;draw and label a storm hydrograph;define river regimes;identify and explain how river regimes change over a year; andexplain each of the factors which influence discharge and regimes;Draw and explain the key elements of the storm hydrographContrast flashy and flat hydrograph forms – draw large hydrograph on A1 paper and labelDiscuss and explain the impact of urbanisation and afforestation on the features of storm hydrographsCompare various river regime graphs and explain the differencesUse living graph to explain changes in dischargeThom and Armstrong (2016) Geography for CCEA AS Level (pp 10–15)Roulston and Reid (Second ed 2008) Skills, Techniques and Decision Making (pp 26–36)Ross, Morgan and Heelas Essential AS Geography (pp 234–235)Geofile Series 26 (2007–8) No 556: Hillside HydrologyGeofile Series 25 (2006–7) No 542: Hydrographs: Physical and Human ImpactsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (a) Processes that shape fluvial environments (cont.)Students should be able to:Use statistical analysis to investigate relationships between lag time and: drainage basin area;stream slope;percentage urban; andpercentage forestGeo Factsheet No 20: The Role of Vegetation in the Hydrological CycleGeo Factsheet No 83: Storm HydrographsCCEA Past Questions Unit AS 1: Jan 2011 Q.2 (b);June 2011 Q.2;Jan 2012 Q.2 (a);Jan 2013 Q.2 (a);Jan 2014 Q.2 (a); andJune 2015 Q.2 (a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (a) Processes that shape fluvial environments (cont.)Students should be able to:(iii) understand river processes – erosion (abrasion/corrasion, attrition, hydraulic action, solution/corrosion), transportation (suspension, solution, saltation, traction), and deposition (Hjulstrom curves); andCreate PowerPoint/movie file of processes with diagrams, animation, music and written textLabel and explain velocity for erosion, transportation and deposition of various particle sizes on Hjulstrom curveThom and Armstrong (2016) Geography for CCEA AS Level (pp 15–18)Ross, Morgan and Heelas Essential AS Geography (pp 240–244)DVD: River Processes and Landforms. You can view an extract from this DVD at: .uk/shopDaydream interactive softwareCCEA Past Questions Unit AS 1: June 2012 Q.2 (b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (a) Processes that shape fluvial environments (cont.)Students should be able to:(iv) explain the formation of river landforms – waterfalls, rapids, meanders, pools and riffles, oxbow lakes, levees, floodplains and deltas (arcuate and bird’s foot).Create PowerPoint/movie file of landforms explaining formation and using good geographical terms. Share with rest of classOrCreate an animation on the iPad using iMovie or Explain EverythingSource online images of fluvial landformsThom and Armstrong (2016) Geography for CCEA AS Level (pp 18–25)Ross, Morgan and Heelas Essential AS Geography (pp 245–252)Geofile Series 25 (2006–7) No 529: River Channels FieldworkIMovie and Explain Everything apps on iPadArrange a field trip to study specific fluvial landformsDaydream interactive softwareCCEA Past Questions Unit AS 1: Jan 2011 Q.2 (a);June 2013 Q.2 (b);June 2014 Q.2 (b); andJune 2015 Q.2 (b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (b) Human interaction in fluvial environments Students should be able to:For (i) to (ii) general reference to places for illustration purpose only(i) explain why some rivers need to be channelised and how this is achieved through realignment, re ‐ sectioning and dredging;(ii) understand how and why environmentally sensitive and sustainable management strategies (washlands, afforestation and land use zoning) are needed to manage river channels;To meet this learning outcome students should:explain what is meant by environmentally sensitive;explain what is meant by sustainable;understand why some solutions are neither sustainable and sensitive; andexamine sustainable solutions;Decision making/group work: choose a river from a flooded urban area (pictures online); discuss why it needs to be channelized; and decide how it is to be doneGroup discussion on best strategy to followFollow on from DME activity by discussing alternative strategies to manage the flooding issueThom and Armstrong (2009) Geography for CCEA AS Level (pp 26–37)Ross, Morgan and Heelas Essential AS Geography (pp 253–257)Prepared resources for DME from previous activity: photo of flooded urban area;images and notes on channelisation techniques;map of river being used; andblank paper for annotationsGeofile Series 29 (2010–11) No 641: Floods and Their Management: National and Local Case StudiesGeofile Series 27 (2008–9) No 594: River Flood Management Strategies – a Decision Making ExerciseSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (b) Human interaction in fluvial environments (cont.)Students should be able to:Geofile Series 24 (2005–6) No 501: Large Scale River Management – The ColoradoGeo Factsheet 45: Flood Management in BangladeshGeo Factsheet No 42: River ManagementFor (iii) one case study from either an LEDC, for example Pakistan (2010) or from an MEDC, for example Somerset Levels (2014) (iii) investigate the causes of recent flooding and its effects on people, property and the land; andTo meet this learning outcome students should investigate: causes (physical and human);negative impacts effects/ consequences on people; property and land; andpositive impacts/effects/ consequences on people, property and land.Create a spider diagram of the causes/ impacts (physical and human) for the chosen case studyPut together a wall display for the flood eventsCreate a newspaper front page article or ‘News at 10’ style report on the flood eventThom and Armstrong (2016), Geography for CCEA AS Level (pp 38–45)Holmes, D. and Croot (2010), Flood Risk and Management, Top Spec Geography seriesGeography Review March (1996) (Bangladesh) (p 21)Geography Review November (1996) (Bangladesh)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (b) Human interaction in fluvial environments (cont.)Geofile Series 33 (2014–15) No. 734: Flooding of the River Thames in 2014Geofile Series 27 (2008–9) No 579: Flooding in Kingston Upon Hull and East Riding of YorkshireGeo Factsheet 301: Pakistan Floods of 2010 and 2011Geo Factsheet No 251: Summer Flooding in the UKGeo Factsheet No 71: FloodsGeo Factsheet 45: April Flood Management in BangladeshDVDs: Flooding in the UK: Tewkesbury 2007Flooding in Bangladesh: Causes, impacts and managementSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (b) Human interaction in fluvial environments (cont.)Students should be able to:You can view an extract from these DVDs at: .uk/shopbbc.co.uk/news/uk-england-somerset-26157538news/west/2014-02-07/flooding-on-the-somerset-levels-in-pictures/watch?v=0jm18rfECnE(BBC documentary)2 (a) Global biomesFor (i) general reference to places for illustration purpose only(i) identify the global distribution of biomes ? tundra, tropical rainforest, hot desert and temperate grasslandMap and describe the location of the biomes in relation to latitude. Refer to place names including names of biomes, for example AmazoniaThom and Armstrong (2016) Geography for CCEA AS Level (pp 47–53)Guinness and Nagle, AS Geography Concepts and Cases (Ch 2, pp 35–61)Bowen and Pallister, AS Level Geography (Ch 3, pp 94–95)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2 (a) Global biomes (cont.)Students should be able to:(ii) demonstrate knowledge and understanding of the climate and soils associated with tundra and temperate grassland biomes; andCreate a spider diagram of the climate and soils relating to each ecosystemUse climate data to produce climate graphs for tundra and temperate grassland areasUse an iPad to create a presentation on ‘Explain Everything’: Tundra climate and soils;Temperate grasslands and soilsThom and Armstrong (2016), Geography for CCEA AS Level (pp 53–61) (temperate grasslands)Bowen and Pallister AS Level Geography (Ch 3 pp 100–101) (tundra)Explain Everything app for iPad(iii) evaluate the actual and potential impacts of climate change on tundra ecosystems.Group work: Students research the actual and potential impacts of climate change using the Internet. They then create a PowerPoint presentation of their findings in relation to climate change and tundra ecosystems and present to rest of classThom and Armstrong (2016) Geography for CCEA AS Level (pp 62–72)Digby, Chapman, King, Hurst and Owen (2008) AS Geography for Edexcel (pp 38–40)wwf.what_we_do/where_we_work/arctic/(WWF website).uk/climate-guide/climate-change.uk/news/releases/archive/2015/arctic-sea-iceSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources2 (b) Small scale ecosystemsStudents should be able to:For (i) small scale case study of an ecosystem, for example Breen Wooddemonstrate knowledge and understanding of how ecosystems function, including:the biotic and abiotic components;inputs, outputs, transfers and stores of energy and matter;trophic structure: autotrophs, heterotrophs, decomposers, trophic levels and pyramids; andgeneral cycling of nutrients (including the nutrient cycling model); andHexbusters on key terminology using interactive whiteboardCreate systems diagrams of inputs, outputs, stores and transfersFieldwork Opportunity: Students research a local ecosystem such as a woodland or lake, drawing up trophic pyramids and food chains. Sketch mapsDraw and interpret trophic level pyramidsThom and Armstrong (2016) Geography for CCEA AS Level (pp 74–80)Ross, Morgan and Heelas Essential AS Geography (pp 76–81)CCEA Past Questions Unit AS 1: Jan 2011 Q.3 (b);June 2011 Q.3;Jan 2012 Q.3 (b);June 2013 Q.3 (b); andJune 2014 Q.3 (a)For (ii) one case study of plant succession at the small/regional scale, for example Umbra sand dunes(ii) demonstrate knowledge and understanding of plant succession:seral stages;climatic climax vegetation; andplagioclimax vegetationResource 54 on page 44 of Geography for CCEA AS by Thom and Armstrong provides detailed information about changes in ecosystem characteristics across a sand dune system. Students review the changes and discuss to what extent the information reflects the expected changesThom and Armstrong (2016) Geography for CCEA AS Level (pp 81–89)Ross, Morgan and Heelas Essential AS Geography (pp 82–92)geographyinaction.co.uk/Magilligan/Mag_intro.htmlSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources2 (b) Small scale ecosystems (cont.)Students should be able to:Fieldwork opportunity: Students collect data on plant succession in a sand dune area. Testing of soil moisture, composition, pH, organic content in the science laboratory. Analysis and interpretation of data using appropriate graphical techniques and statistical analysis using techniques such as Spearman’s rank correlation coefficient.Geofile Series 32 (2013–14) No 710: Functioning and Management of Psammoseres in Studland Bay, DorsetGeofile Series 26 (2007–8) No 560: Primary Succession – theory and case studiesCCEA Past Questions Unit AS 1: Jan 2012 Q.3 (a);Jan 2013 Q.3; andJan 2014 Q.3 (b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (a) The processes that shape our weather and climateFor (i) and (ii) study of global patterns of precipitation, surface temperature, pressure and winds(i) demonstrate knowledge and understanding of the global energy balance, including vertical and horizontal heat transfers in the atmosphere and the role of ocean currentsDraw and label diagram of heat transfersName and label key ocean currents (in the northern hemisphere) with their relative temperatures on blank world mapsUse online videos (see Met Office website) to demonstrate global circulation patternsStudents to discuss the role of ocean currents and in pairs interpret maps illustrating ocean currentsThom and Armstrong (2016) Geography for CCEA AS Level (pp 91–97)Ross, Morgan and Heelas Essential AS Geography (pp 179–195).uk/learning/learn-about-the-weather/how-weather-worksThere is a wealth of information on the Met Office websitewatch?v= DOAqECd70Ww(NASA heat transfers)watch?v= 6vgvTeuoDWY(NASA ocean currents)CCEA Past Questions Unit AS 1: June 2011 Q.4 (a);Jan 2012 Q.4 (a); andJune 2013 Q.4 (a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (a) The processes that shape our weather and climate (cont.)Students should be able to:(ii) demonstrate knowledge and understanding of the general circulation of the atmosphere, including:surface pressure belts;winds;the tri‐cellular model;jet streams; andupper westerly winds (in relation to the pressure gradient and Coriolis force); andUse maps to show surface circulation of atmosphere and pressure belts noting complexity of pattern due to land/sea differencesName pressure belts and wind areasDraw simple convection diagram and develop into vertical cells on global scale - start with the Hadley cellDiscuss wind patterns using: and Armstrong (2016) Geography for CCEA AS Level (pp 98103).uk/learning/learn-about-the-weather/how-weather-works/global-circulation-patterns.uk/learning/wind/what-is-the-jet-stream(Excellent for showing wind patterns)CCEA Past Questions Unit AS 1:June 2014 Q.4 (a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (a) The processes that shape our weather and climate (cont.)Students should be able to:For (iii) general reference to places for illustration purpose only (iii) explain the factors that influence air temperature, including:latitude;distance from the sea/continentality;altitude;ocean currents; andseasonality.In pairs students create a presentation using iPad app ‘Explain Everything’ to demonstrate the factors which influence temperatureGuinness and Nagle AS Geography Concepts and Cases (pp 64–68)iPad app - Explain Everything3 (b) Weather in the British Isles(i) explain the formation of precipitation:orographic or relief;frontal; andconvectional; andDraw and label diagrams to illustrate each type of precipitationIn pairs create a presentation using iPad app Explain Everything to demonstrate formation of rainfall;OrCreate a PowerPoint presentation to explain types of precipitationThom and Armstrong (2016) Geography for CCEA AS Level (pp 105–107)Ross, Morgan and Heelas Essential AS Geography (pp 200–203).uk/learning/rain/why-does-it-rainiPad and Explain Everything appSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (b) Weather in the British IslesStudents should be able to:(ii) demonstrate knowledge and understanding of mid‐latitude weather systems (depressions and anticyclones) and their formation with reference to air masses and the Polar Front Jet Stream; andUse animations from Daydream software to show weather systems; play interactive game to identify differencesConstruct and label a 3D model of a cross section through a depressionThom and Armstrong (2016) Geography for CCEA AS Level (pp 108–114)Ross, Morgan and Heelas Essential AS Geography (pp 204–210)Geofile Series 32 (2013–14) No 703: Depressions: Two Storms ComparedGeofile Series 29 (2010–11) No 624: Air Masses Affecting the British Isles and Their ImpactsGeofile Series 26 (2007–8) No 552: Anticyclones.uk/learning/learn-about-the-weather/how-weather-works/highs-and-lowsDaydream interactive softwareSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (b) Weather in the British Isles (cont.)Students should be able to:CCEA Past Questions Unit AS 1: Jan 2011 Q.4 (a);June 2012 Q.4;June 2014 Q.4 (b); andJune 2015 Q.4Spatial context requirement for (ii) and (iii) general reference to places in the British Isles for illustration purposes only (iii) interpret weather systems affecting the British Isles using surface pressure charts (synoptic charts) and satellite imageryUse the Internet to access relevant websites including the Met Office and BBC Weather. Collate weather reports and surface pressure charts. Students to use knowledge to explain cloud patterns, rainfall and identify frontal systemsThom and Armstrong (2016) Geography for CCEA AS Level (pp 114–116) ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (c) Global weather issuesStudents should be able to:Demonstrate knowledge of the changes to global weather patterns associated with the El Ni?o Southern Oscillation and La Ni?a events;Use maps and video footage to describe and understand El Ni?o and La Ni?a and their impactsStudents to discuss the impacts both events will have on wind and rainfall patterns globallyInterpret rainfall mapsThom and Armstrong (2016) Geography for CCEA AS Level (pp 119–121)Bowen and Pallister AS Level Geography (Ch 3, pp 80–85)Geofile Series 32 (2013–14) No 709: Update on El Ni?o, La Ni?a and the Southern OscillationGeofile Series 26 (2007–8) No 569: Impacts of El Ni?o and La Ni?a.uk/learning/learn-about-the-weather/what-is-el-nino-la-ninanews/climate/news/el-nino-noaa-update-august2015For (ii) and (iii) a national or regional scale case study of one hurricane, tropical cyclone or typhoon, for example Hurricane Katrina (2005) or Cyclone Haiyan (2013) (ii) understand how hurricanes, tropical cyclones or typhoons form and explain their structure; andLook at images of hurricanes online or in booksDiscuss how hurricanes formDraw a cross section through a hurricaneThom and Armstrong (2016) Geography for CCEA AS Level (pp 121–122)Bowen and Pallister AS Level Geography (Ch 3, pp 64–65).uk/weather/tropicalcyclone/Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (c) Global weather issues (cont.)Students should be able to:EA Past Questions Unit AS 1: June 2012 Q.4 (b);Jan. 2014 Q.4 (a) (iii) describe the impacts of a recent hurricane, tropical cyclone or typhoon and evaluate the management strategies that were in place to reduce its impacts on people and property.Watch video and take notes relating to one specific case study of a hurricane or typhoonCreate a spider diagram of the impacts of a hurricane or typhoon: Physical; Human; and EnvironmentalDiscuss impacts in relation to preparedness before the event: evaluate strategies put in place to reduce the impact of hurricanes on people and propertyThom and Armstrong (2016) Geography for CCEA AS Level (pp 123–129)DVD: Tropical Storms: Bangladesh’s Cyclone Aila. You can view an extract from this DVD at: .uk/shopGeofile Series 25 (2006–7) No 530: Hurricanes Katrina and Rita – The After-EffectsGeo Factsheet No 318: Super Typhoon HaiyanSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (c) Global weather issues (cont.)watch? v=4Fhc0oWxF1Q (Katrina)watch? v=9_t_W0DMgQM (Haiyan)CCEA Past Questions Unit AS 1:Jan. 2012 Q.4 (c); andJune 2013 Q.4 (b)Unit AS 2:Human GeographySpecification: GeographyUnit AS 2: Human GeographyPrior Learning: This unit is concerned with human systems and relationships across our world and how they change both over space and through time. Students investigate three themes covering key aspects of Human Geography. They will explore a range of places, at a variety of scales. Students also have opportunities to use a range of technologies including GIS to enhance knowledge and understanding. Students should have a good foundation in Geography at GCSE in order to progress to this AS course. It would be advantageous if students have:studied Geography at GCSE level;previous experience in interpreting a variety of graphs, maps; andused a variety of statistical techniques to present and analyse data.Background Reading: It is important to note that a wide variety of texts and assessment activities are included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events using global media channels such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example: tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.ukAssessment: External written examination: 1 hour 15 minutes.Section A: Students answer three compulsory, short, structured questions, one on each theme.Section B: There are three questions requiring extended writing, one on each theme. Students answer any two questions.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (a) Population dataStudents should be able to:(i) distinguish between:national census taking; andvital registration;Define key terms to differentiate between census and vital registrationThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 134–144)For (ii) two contrasting national case studies, one from an MEDC, for example UK and one from an LEDC, for example Kenya (ii) demonstrate knowledge and understanding of the contrasts between MEDCs and LEDCs in relation to:the reliability of data;how the data is collected; andthe use made of the dataLook at the questions on the most recent census form and allow students to discuss how the data could be used as well as any problems that could ariseUsing statistics and ICT, students analyse data from a chosen country, for example UK census over time, 2001 and 2011Census forms from 2011UK Census: nisranew..uk/census/start.html.ukPublications/Datasheets/2015/2015-world-population-data-sheet.aspxArticles/2007/ObjectionsOverNigerianCensus.aspxSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (a) Population data (cont.)Students should be able to:CCEA Past Questions Unit AS 2:January 2012 Q.2(b);Summer 2012 Q.2(b);January 2013 Q.2(b);Summer 2014 Q.2(a); andSummer 2015 Q.2(c)1 (b) Population Change(i) describe the main fertility and mortality measures ? crude birth rate, crude death rate, total fertility rate and infant mortality rate; and(ii) demonstrate knowledge and understanding of the demographic transition model and the epidemiological transition.Discuss the measures of fertility and mortalityAnalyse graphs of fertility and mortality in various countriesStudents prepare and deliver PowerPoint presentations on a chosen country:demographic profile;where they feel it fits on the DTM and the Epidemiological Transition; and how they justify their decisionThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 146–151)Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 152–157) (DTM and Epidemiological Transition)Geofile Series 27 (2008–9) No 580: Population Characteristics of Countries at Different Levels of DevelopmentSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (b) Population Change (cont.)Students should be able to:Geofile Series 27 (2008–9) No 578: Global Patterns of Death, Disease and Health Past Questions Unit AS 2: Summer 2013 Q.2(a); andJanuary 2014 Q.5Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1 (c) Population and resourcesStudents should be able to:For (iii) and (iv) one national case study of a fertility policy introduced in response to a population and resource imbalance, for example China(i) describe the differences between underpopulation, overpopulation and optimum population;(ii) evaluate the theories and issues of population sustainability put forward by Malthus and Boserup; and(iii) show knowledge and understanding of the need for fertility policies (anti-natalist and pro-natalist);(iv) evaluate the impact of one fertility policy (either anti-natalist or pro-natalist).Discussions on the balance between population and resourcesClass debates on Malthus v Boserup and the evidence for each theoryEssay preparation on the statement ‘The world today is overpopulated’ - Discuss. Alternatively students could debate the motion that ‘The world is underpopulated’Analysis of the need for fertility policies and the success and failings of one example, e.g. ChinaThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 160–170)Malthus:biography/Thomas-Robert-MalthusBoserup: content/107/51/21963.fullChina's one child policy: Series 33 (2014–15) No 717: China’s ‘One-Child’ Policy, Ageing Population and Related IssuesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources2 (a) Settlement changeStudents should be able to: For (i) and (ii) general reference to places for illustration purpose only(i) distinguish between rural and urban settlement, with reference to the rural–urban continuum; and(ii) show understanding of issues that impact the rural–urban fringe:greenfield developments;suburbanisation; andcounterurbanisation.Students use Census data to establish % rural and urban, for example Northern IrelandResearch articles on media websites to gain understanding and examples of the tensions that can arise in rural-urban fringe areasIdentify areas of suburbanisation and counterurbanisation in Northern Ireland and provide evidence using census data and styles of property available Organise a field visit to a greenfield developmentOrganise a field visit to a suburbanised area such as StranmillisThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 173–175)Geofile Series 25 (2006–7) No 547: A Decision Making Exercise - The Rural-Urban FringeThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 176–179) ContentLearning OutcomesTeaching and Learning ActivitiesResources2 (a) Settlement change (cont.)Students should be able to:telegraph.co.uk/news/earth/greenpolitics/planning/10763789/Local-authorities-hustled-into-passing-greenfield-planning-permissions.mentisfree/2014/jan/19/housing-crisis-brownfield-greenfield-sitescoolgeography.co.uk/A-level/AQA/Year%2013/World%20Cities/Suburbanisation/Suburbanisation.htmCCEA Past Questions Unit AS 2: January 2012 Q.6Summer 2012 Q.3(a) (i) (ii) and (iii); Summer 2013 Q.3(a) (ii) and (iii); andJanuary 2014 Q.3(b);Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2 (b) Planning in rural environmentsStudents should be able to:For (i) general reference to places for illustration purpose only (i) understand why planning is important to protect the countryside and explain how different measures can be used to manage it: ASSIs or SSSIs, AONBs and National Parks; andDefine and outline the planning procedures in Northern Ireland and what ASSIs/SSIs, AONBs and National Parks areUse the protected areas map on the Northern Ireland Environment Agency’s webpage to identify these areas and the characteristics that made them worth protectingThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 183187).uk/.uk/browse/environment-countryside/countryside(ii) evaluate the arguments for and against the development of a National Park in Northern Ireland.Students can role-play the various interest groups in the Mournes area to debate the creation of a national parkThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 188–190)A National Park for Northern Ireland:.uk/national-parks-of-northern-ireland.htmlindependent.co.uk/news/uk/home-news/northern-irelands-national-park-back-in-the-wilderness-1761493.htmlSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources2 (b) Planning in rural environments (cont.)Students should be able to:bbc.co.uk/news/uk-northern-ireland-19998105CCEA Past Questions Unit AS 2: Summer 2012 Q.6(b)January 2013 Q.3(b); Summer 2015 Q.6(b); andSummer 2015 Q.6(b);2 (c) Urban challengesFor (i) reference to one MEDC inner city case study, for example Belfast(i) explain the main issues and challenges found in the MEDC inner city in relation to economic and social deprivation, re‐urbanisation and gentrification; andIn groups look at photos and data on different inner city electoral wards in Belfast to find evidence of social deprivation or gentrificationOrganise a field visit to an inner city areaThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 192–202)Geofile Series 33 (2014–15) No 720: Understanding the Multi-Dimensional Nature of Urban PovertySocial deprivation in Belfast:.uk/globalassets/documents/raise/knowledge_exchange/briefing_papers/series3/gaffikin241013.pdfbbc.co.uk/news/uk-northern-ireland-21506734.uk/CCEA Past Questions Unit AS 2: January 2012 Q.3(a) (i) and (ii)Summer 2012 Q.3(b);Summer 2013 Q.6; andSummer 2015 Q.3(a) (i) and (ii)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2(c) Urban challenges (cont.)For (ii) reference to one LEDC urban case study, for example Nairobi(ii) explain the main issues and challenges found in the LEDC city, including the growth of informal settlements, service provision and economic activity.For a chosen LEDC city create a map overlaid with information and images to illustrate informal settlements, service provision and economic activitywho.int/ceh/indicators/informalsettlements.pdftelegraph.co.uk/finance/property/pictures/9478023/The-worlds-10-worst-cities-to-live-in.html?frame=2311098CCEA Past Questions Unit AS 2: January 2012 Q.3(b)January 2013 Q.6Summer 2013 Q.3(b)January 2014 Q.3(a)Summer 2014 Q.6Thom, M & Armstrong, E. (2016) Geography for CCEA AS Level (pp 203-212)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3(a) Measuring developmentStudents should be able to:For (i) and (ii) general reference to places to illustrate global contrasts(i) discuss the problems associated with defining ‘development’; andClass discussion: What is meant by development, and why do perceptions of development differ?Produce two choropleth maps to show world variations in development using a social and an economic indicatorThom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 148–157)Defining development:docs/up/easypol/882/defining_development_paradigms_102en.pdf(ii) explain and evaluate two economic, two social and two composite measures of pare world maps of different indicators e.g. GNI, PPP, PQLI, and HDIThom, M & Armstrong, E. (2016) Geography for CCEA AS Level (pp 215–223)World development indicators: Past Questions Unit AS 2: Summer 2012 Q.4(a)(ii)January 2013 Q.4(a) (i) and (iii);Summer 2013 Q.4(b);January 2014 Q.4 (a) (i) and (ii);Summer 2014 Q.4(b); andSummer 2015 Q.4 (a) (i) and (ii);Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (b) Reducing the development gapStudents should be able to:For (i) general references to places to illustrate global contrasts(i) understand the aims of the Millennium Development Goals and evaluate the impact of any two of them as a means of improving global development;Discuss the Millennium Development Goals:how realistic were the goals?;how useful were the goals?;what problems did countries face in achieving them?; andwhat impact did the goals have on development?Thom, M & Armstrong, E. (2016) Geography for CCEA AS Level (pp 225–230)mdgPost 2015 development goals:content/undp/en/home/mdgoverview/ world leaders and hold a world summit on development to highlight different viewpoints on world development post 2015(ii) understand the aims of the 2030 Agenda for Sustainable Development and explain how the Global Goals build on the Millennium Development Goals; andThom, M & Armstrong, E. (2016) Geography for CCEA AS Level (pp 231–235) ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (b) Reducing the development gap (cont.)Students should be able to:For (iii) reference to one national LEDC case study, for example Uganda(iii) explain the different roles that globalisation and aid can have in influencing development in LEDCs.Students complete an essay discussing the benefits and disadvantages of providing aid to LEDCs. Alternatively students debate the motion: Aid does more harm than goodGlobalisation and aid:Thom, M. & Armstrong, E. (2016) Geography for CCEA AS Level (pp 236–249)DVDs: Issues in Globalisation: Environmental impacts and sustainabilityIssues in Globalisation: How fair is fashion?Note: you can view an extract from these DVDs at: .uk/shopGeo Factsheet No 243: Measuring globalisationCCEA Past Questions Unit AS 2: Summer 2014 Q.4 (c)January 2014 Q.7; andSummer 2015 Q.4(b);Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3 (c) Emerging marketsStudents should be able to:For (ii) reference to one national case study of a BRICS country, for example Brazil, or a MINT country, for example Mexico(i) describe and explain ‘emerging markets’ in the context of LEDCs; and(ii) show knowledge and understanding of how and why emerging markets such as Brazil, Russia, India, China and South Africa (BRICS) and Mexico, Indonesia, Nigeria and Turkey (MINT) markets have grown in recent years.Students research emerging markets and prepare a presentation on one of the BRICS or MINT countries for the class:why they are considered emerging?;what is their greatest economic asset for trade?; anduse figures to illustrate the growth of their economy in the last 10 yearsThom, M & Armstrong E. (2016) Geography for CCEA AS Level (pp 250–258)Geo Factsheet No 278: Here comes the ‘BRICs’ics/emerging-ics/emerging-marketsterms/b/brics.aspterms/m/mints-mexico-indonesia-nigeria-turkey.aspbusiness/2014/jan/09/mint-condition-countries-tipped-economic-powerhousesUnit A2 1: Physical Processes, Landforms and ManagementOption A: Plate Tectonics:Theory and OutcomesSpecification: GCE GeographyUnit A2 1: Physical Processes, Landforms and Management Option A: Plate Tectonics: Theory and OutcomesPrior Learning: This option enables students to develop an understanding of the dynamic nature of crustal movement and related events. Students increase their knowledge of the processes of tectonic activity and appreciate the potential beneficial and detrimental outcomes of natural hazards. This unit also provides an opportunity for students to evaluate the effectiveness of management strategies in preparing and responding to selected tectonic hazards. It is helpful if students have:background knowledge relating to the theory of plate tectonics;some knowledge of seismic and/or volcanic events; and an awareness that some tectonic events have a greater impact than others.Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.ukAssessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPlate tectonics:margins and landformsStudents should be able to:For (i) to (iii) general reference to places for illustration purposes(i) demonstrate knowledge and understanding of the evidence for and the theory of plate tectonics;Students use an App such as Quakewatch to plot earthquakes for a given period of time. They can then describe the pattern. Students use this information together with other evidence from the Atlantic Ocean to support the theory of Plate TectonicsThom, M. & Armstrong, E. (2017), Geography for CCEA A2 Level,(pp 613)Dunn, C. and Degg, M. (2012) Tectonic Hazards, Top Spec Geography series(ii) demonstrate knowledge and understanding of plate and sub‐plate processes at constructive, conservative, destructive and collision plate margins; andStudents label a world map highlighting the main plate boundaries and direction of movementsIn groups students create presentations for the class on a particular type of plate margin. This could include some 3D modelling or computer graphics to show what happensThom, M & Armstrong E. (2017) Geography for CCEA A2 Level (pp 1419)DVD:Tectonics: Processes and Landforms.Note: you can view an extract from this DVD at .uk/shopGeofile Series 29 (201011) No 638: Ocean Ridges and Rift ValleysGeofile Series 26 (20078) No 554: Two Plate Boundaries: the Himalayas and Pacific USAGeofile Series 25 (20067) No 526: Hot Spots in Plate Tectonics – evolution of a theorySpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPlate tectonics:margins and landforms (cont.)Students should be able to:(iii) demonstrate knowledge and understanding of resultant landforms ? ocean ridges, rift valleys, deep sea trenches, island arcs and fold mountains.Using photographs or video footage, show students the various landforms created by tectonic movement. Then task each student to use 100 words to summarize what the landform is and how it formed. (Bonus points for using key terms)Thom, M. & Armstrong, E. (2017), Geography for CCEA A2 Level, (pp 1524)Plate Tectonics:bbc.co.uk/science/earth/surface_and_interior/plate_tectonics Factsheet No 319: Volcanic Activity and Landforms of the Hawai’ian hot spotCCEA Past Questions: Unit A2 2 Section A:Summer 2015 Q.5 (b)Summer 2014 Q.5 (b); Q.6(a)Summer 2013 Q.5(a); Q.6(b)Summer 2012 Q.5(a)Summer 2011 Q.5(a)Summer 2010 Q.5(a) and (b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesVolcanic activity and its managementStudents should be able to:For (i) and (ii) general reference to places for illustration purposes(i) demonstrate knowledge and understanding of volcanic activity at constructive and destructive plate margins and at hot spots;(ii) demonstrate knowledge and understanding of the socioeconomic and environmental hazards and benefits of volcanic activity; andEngage students by using up-to-date world data on volcanic activity from websites such as . Allow them to guess how many have occurred that year/week etc.Provide students with a list of active and dormant volcanoes; they can plot the locations on a world map and compare with a map showing plate boundariesThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 2635)DVDs: Tectonics: Geohazards: Monitoring and predictionIceland: Living with volcanoesMontserrat: Living with volcanoesNote: you can view an extract from these DVDs at: .uk/shopGeofile Series 32 (201314) No 694: Living on a Plate Margin: economic opportunities and reducing riskGeofile Series 26 (20078) No 559: SupervolcanoesGeo Factsheet No 271 Tourism and Vulcanicity in Hawai’i – a symbiotic relationshipSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesVolcanic activity and its management (cont.)Students should be able to:For (iii) a small scale case study of volcanic activity for example Pinatubo (1991) orMontserrat (1995 onwards)(iii) evaluate how a country prepares for and responds to volcanic activity.Students research a volcanic area and identify the benefits and hazards of living thereDebate: The benefits associated with volcanic activity are greater than the hazardsStudents debate how they would manage Montserrat differently if they were in chargeThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 3543)Geo Factsheet No 275: Tectonic Hazards in New Zealand of volcanic activity: 14603-pinatubo-eruption-20-anniversary..uk/government/uploads/system/uploads/attachment_data/file/67965/ev635s.pdfCCEA Past Questions: Unit A2 2 Section A: Summer 2015 Q.6Summer 2014 Q.6 (c)Summer 2013 Q.6(a) and (c)Summer 2012 Q.6(b) and (c)Summer 2011 Q.5(b); Q.6(a)Summer 2010 Q. 5(c)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSeismic activity and its managementStudents should be able to:For (iii) a small scale case study of seismic activity, for example Tohoku (2011)(i) demonstrate knowledge and understanding of the nature of seismic events and their impact ? p, s and l waves, seismic shaking, liquefaction and tsunamis; Use active learning to illustrate wave movement by getting students to move around the classroomThom, M. & Armstrong, E. (2016) Geography for CCEA A2 Level (pp 4552)(ii) demonstrate knowledge and understanding of the attempts to predict seismic events ? seismic gap theory, dilation; and Allow students to research topics such as seismic gap theory and come prepared to give a summary to the class in the next lessonDiscuss benefits of GIS in helping to map and predict seismic movements in the futureThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 5255)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSeismic activity and its management (cont.)(iii) evaluate how a country prepares for and responds to earthquake activity.Analyse the response to the Tohoku earthquake (2011) and write an essay outlining the strengths and weaknesses of how the event was managedThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 5562)DVDs: Tectonics: The Haiti Earthquake: Impacts and ResponsesThe Christchurch Earthquake: A case studyNote: you can view an extract from these DVDs at: .uk/shopGeofile Series 32 (201314) No 694: Living on a Plate Margin: economic opportunities and reducing riskGeofile Series 24 (20056) No 510: The Asian Tsunami: 26 December 2004Geo Factsheet No 289: Natural and Man-Made Disaster at FukushimaGeo Factsheet No 285: Haiti Earthquake, 2010Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSeismic activity and its management (cont.)Geo Factsheet No 275: Tectonic Hazards in New Zealandgeo.mtu.edu/UPSeis/waves.html of Tohoku:ncbi.nlm.pmc/articles/PMC3469005/27776-tohoku-two-years-later-geology.htmlCCEA Past Questions: Unit A2 2 Section A:Summer 2015 Q.5(a) and (c) Summer 2014 Q.5 (a) and (c); Q.6(b)Summer 2013 Q.5(b) and (c)Summer 2012 Q.5(b) and (c); Q.6(a)Summer 2011 Q.6(b) and (c)Summer 2010 Q.6 (a) and (b)Unit A2 1: Physical Processes, Landforms and Management:Option B Tropical Ecosystems: Nature and Sustainability Specification: GCE GeographyUnit A2 1: Physical Processes, Landforms and Management Option B: Tropical Ecosystems: Nature and SustainabilityPrior Learning: In this option, students have the opportunity to develop their understanding of the physical systems and processes operating in tropical environments. They will gain knowledge and understanding of these distinctive environments created by the interaction of natural factors and human activity. Students will also investigate the threat posed by human activity in modifying tropical ecosystems through attempts to develop their resources along with the need to find sustainable management strategies in these fragile environments. Students also have the opportunity to develop their investigative skills by collecting and processing data from relevant secondary geographical sources. Students should have a good foundation in Geography at AS levels in order to progress to this A2 course. Having completed AS Geography Unit 1, students will have relevant knowledge of the following:Global distribution of tropical rainforest and hot desert biomes;How ecosystems function including trophic structure and nutrient cycling; andThe general circulation of the atmosphere including the tri-cellular model.Background Reading: It is important to note that a range of resources and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events using global media channels such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.ukAssessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesLocations and climates of major tropical biomes.Students should be able to:Spatial Context requirement:For (i) global distribution, location and nature of biomass(i) demonstrate knowledge and understanding of the distribution, climatic and biomass (flora and fauna) characteristics of tropical forest, tropical grassland and desert ecosystems; and(ii) demonstrate knowledge and understanding of the role of the Hadley Cell, including the Inter Tropical Convergence Zone (ITCZ), in the location and climate characteristics of tropical forest, tropical grassland and desert ecosystems.The topic could be introduced by reviewing the factors that affect tropical climates, for example latitude, pressure belts, prevailing winds and the annual migration of the ITCZ within the Hadley CellStudents complete a blank world map to illustrate the location and distribution of the three tropical biomes:tropical forest;tropical grassland; andhot desertsStudents name the main tropical rainforest, tropical grasslands and desert areasStudents give a brief explanation of the operation of the Hadley Cell and the migration of the ITCZ. Students discuss the effect of the migration of the ITCZ onseasonal rainfallThom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 6477)Waugh, D. (1995, 3rd ed) Geography: An Integrated Approach, (pp.178-179; pp 121132 and pp.121132)Money, D. C. (2000) Weather and Climate, NelsonNagle, G (2000) Advanced Geography, Chapter 10, (pp 210216)Cook et al (2000) Geography in Focus, (pp 552557)Geofile Series 28 No 615: Causes of AridityGeo Factsheet No 24: The Causes of AriditySpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesLocations and climates of major tropical biomes (cont.)Students should be able to:Students compare a world climatic map with a map showing the major world biomesStudents use climate data (average monthly rainfall and temperature) to create climate graphs for each tropical ecosystemStudents discuss and take note of the relationship between climate and vegetationVideo clips can be used to provide a visual impression of the differences in each ecosystemCCEA Past Questions Unit A2 2 Section A: Summer 2015 Q.3(a)Summer 2014 Q.4(a) and (b)Summer 2013 Q.4(b)Summer 2012 Q.3(a); Q. 4(a)Summer 2011 Q.3(a)(i) and (ii)Summer 2010 Q.3(a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and sustainability within arid/semi-arid tropical ecosystemsStudents should be able to:Spatial Context Requirement:For (i) to (iii) one regional case study, for example a region in Pakistan or Sudan(i) demonstrate knowledge and understanding of the use of irrigation in arid/semi-arid tropical environments;(ii) demonstrate knowledge and understanding of the environmental and socio-economic benefits and problems associated with the use of irrigation; and (iii) demonstrate knowledge and understanding of possible solutions to the problems of using irrigation in arid/semi-arid tropical environments.For the selected case study region, students complete a map exercise to show key physical characteristicsStudents use pictorial resources to discuss the value and limitations of irrigation. Reference should be made to their chosen case studyDiscuss the benefits and problems arising from irrigation including: salinization;water-logging;increased fertility;increased productivity, andsocial and economic benefits.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 7892)Geofile Series 28 No 609: Case Studies of Hot Desert Environments: Land Use and Agriculture StrategiesGeo Factsheet No 116: Environmental Issues on the SahelGeo Factsheet No 226: DroughtCCEA Past Questions Unit A2 2: Summer 2015 Q.3(b) and (c) Summer 2014 Q.3(c)Summer 2013 Q.3(a)Summer 2012 Q.4(b) and (c)Summer 2011 Q.4(b) and (c)Summer 2010 Q.4(c)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and sustainability within arid/ semi-arid tropical ecosystems (cont.)The above to be discussed in relation to their regional scale case studyStudents independently research possible solutions to the problems arising from irrigationStudents give a presentation on possible solutions to the problems associated with irrigationSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and sustainability in the tropical forest environmentStudents should be able to:Spatial Context Requirement:For (i) one regional scale case study of a tropical rainforest ecosystem, e.g. Amazon Basin(i) demonstrate knowledge, understanding and evaluation of the threat of large-scale development to the trophic structure, nutrient cycle and zonal soil of the tropical forest ecosystem; andTraditional techniques are succinctly covered on p.44 of Bishop and Prosser, but the best resource of all is pp 174195 of Digby. Notes and diagrams adapted from p. 182 give excellent background to slash and burn and ties in well with the introductory lessonsDescribe large scale deforestation in AmazoniaDraw diagrams of impactsThom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 93104)Ecosystems and Human Activity, RSPB, Collins EducationalGeofile Series 29 No 640: Case Study of a Rainforest Zone: AmazoniaGeo Factsheet No 2: Managing Tropical Rainforest – Ecosystem ApproachGeo Factsheet 25: Energy and Nutrient Cycling – Tropical RainforestsFor (ii) one small scale case study, for example agroforestry in Tome-A?u(ii) demonstrate knowledge and understanding of attempts to achieve sustainable development (environmental and socio-economic) in the tropical forest ecosystem.Study detail of one small scale study such as:Gola Forest, Sierra Leone (pp 3236), RSPB; orAmazonia deforestation (pp.3738) (Kidd)Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level, (pp 106114) ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and sustainability in the tropical forest environment (cont.)This can be reinforced using the web site and an atlas. For selected study:draw a location map;list reasons for clearance, nature and scale; anddescribe impacts at various scalesGeneral discussion on developments in Amazonia. The last two programmes provide a good introduction to the dichotomy between small and large scale destruction. Place names mentioned should be located/annotated on a blank Amazonia map adapted from an atlasExamine the variety of attitudes regarding tropical forest management. Use chart from p.29, RSPBDiscussion and note taking to highlight “changing attitudes” with regard to the use of tropical forest resourcesChannel 4 series on Amazonia, 5 programmes:How the forest works;City in the forest (Manaus);Large scale development;Small scale development; andFinal discussionExercise 3 and 4 from p.30 of ‘Ecosystems and Human Activity’, RSPBCCEA Past Questions Unit A2 2:Summer 2015 Q.4(a), (b) and (c)Summer 2014 Q.3(a) and (b); Q.4(c)Summer 2013 Q.3(b) and (c); Q.4(a) and (c)Summer 2012 Q.3(b) and (C)Summer 2011 Q.3(b) and (c); Q. 4(a)Summer 2010 Q.3(b); Q.4(a)(i) and (ii) and (b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and sustainability in the tropical forest environment (cont.)Discussion is essential as the only way to explore these values and attitudes. The last programme in the Amazonian series is a good stimulus for discussion. After discussion, an extended essay should consolidate all the points raised Actual small scale case studies to elucidate the notion are as follows:the Korup project (SW Cameroon); andCoca Agroforestry Project (Ecuador)Unit A2 1: Physical Processes, Landforms and ManagementOption C: Dynamic Coastal EnvironmentsSpecification: GCE GeographyUnit A2 1: Physical Processes Landforms & Management. Option C: Dynamic Coastal EnvironmentsPrior Learning: This option enables students to gain a deeper understanding of coastal systems and processes by developing their understanding of the nature and potential threat of dynamic adjustments to coastal environments over time. Students investigate the changing role and nature of management in coastal environments and evaluate the effectiveness of management strategies. Finally students consider the need for sensitivity and sustainability of human activity in coastal environments. It is helpful if students have some knowledge of coastal processes and landforms gained from their study of Geography at GCSE level. Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media and such as BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example:tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.ukAssessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. Coastal processes and featuresStudents should be able to:For (i) and (ii) general reference to places for illustration purposes(i) demonstrate knowledge and understanding of coastal processes: wave action, refraction, erosion, transport, swash and drift‐aligned coasts;(ii) demonstrate knowledge and understanding of the formation of landforms at:high energy coasts: headlands, cliffs, arches, stacks and stumps; andlow energy coasts: beaches and dunes, spits, tombolos and bars.Students take notes and consider the factors which influence dynamic coastsDraw diagrams of different wave types and actions and make notes on how they influence coastal environmentsDraw diagrams and make notes on the processes of wave refraction and longshore driftDraw summary diagrams of the main erosional processes along high energy coastsVideo footage of different erosional features is very useful in this sectionDraw labelled diagrams of the main erosional coastal landforms and make notes on their formationDraw diagrams on the main depositional coastal landforms and make notes on their formationThom, M and Armstrong, E. (2017) Geography for CCEA A2 Level (pp 117135)Knight, J. (editor) (2002) Field Guide to the Coastal Environments of Northern IrelandGeo Factsheet No 311: The Pembrokeshire Coast – processes and landforms of coastal erosionNote: the following are older texts which include relevant material which is still valid: Charlton, R. & Orford, J. (2002) Managing Fluvial and Coastal EnvironmentsNagle, G. (2002) Advanced GeographyCook et al (2000) Geography in FocusWaugh, D (4th edition, 2009) An Integrated ApproachSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. Coastal processes and features (cont.)Students should be able to:Fieldwork opportunities: the Northern Ireland coastline provides excellent opportunities for fieldwork visits. Students can visit headlands, cliffs, arches, beaches and spitsGuinness P. & Nagle, G. (2002) AS Geography Concepts and CasesManual, Mc Elroy and Smith (1995) Coastal ConflictsProsser, R. (1996) Natural Systems and Human ResponsesHill, M. (1999) Advanced Geography Case StudiesDVD: Coastal Processes and Landforms Note: you can view an extract from this DVD at: .uk Classic Landform Guides (Geographical Association): Smith, B. and Warke, P. Antrim Coast Lawson, T. Assynt and Coigach Coast Pringle, A. Coast of the East Riding of YorkshireSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. Coastal processes and features (cont.)Goudie, A. and Brunsden, D. East Dorset CoastBridges, E. M. Gower CoastBridges, E. M. North Norfolk CoastMottershead, D. South Devon CoastBrunsden, D. and Goudie, A. West Dorset CoastCCEA Past Questions Unit A2 2 Section ASummer 2012 Q.1(b); Q.2(a)Summer 2011 Q.1(b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. Regional coastlinesStudents should be able to:For (i) general reference to places for illustration purposesFor (ii) one regional or national scale study of a coastline under threat from sea level rise in a LEDC, for example Kiribati(i) demonstrate knowledge andunderstanding of the processes (eustatic and isostatic) and features (fjords, rias, raised beaches and relict landforms) associated with coastlines of submergence and emergence; and(ii) demonstrate knowledge and understanding of the threat of rising sea levels due to climate change on the human and physical environment.Using maps identify features associated with eustatic and isostatic upliftCreate a photo montage of examples of the features and categorise them into features of submergent and emergent coastlinesStudents make notes and consider the issues associated with rising sea levelsStudents read the web pages listed and imagine they are farmers in Kiribati. They write diary entries describing their thoughts about what is happening to their areaClass discussion about how to resolve the issues facing Kiribati residents and compare them with the issues that are facing the coast of the UK resulting from sea level risesFieldwork opportunities: the Northern Ireland coastline provides excellent opportunities for fieldwork. Students can visit raised beaches and relict landforms associated with an emergent coastline Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 136147)s-cool.co.uk/a-level/geography/deltas-and-estuaries-and-changes-to-coastal-areas/revise-it/sea-level-change Series 25 (20067) No 527: The Coastline of Southern IcelandGeo Factsheet No 324: Coastal Landforms of Sea Level Changeglobal-warming-locations/republic-of-kiribati.html ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCoastal management and sustainabilityStudents should be able to:For (i) and (ii) one regional scale case study of coastal management employing both hard and soft engineering strategies, for example South Devon and Dorset(i) demonstrate knowledge and understanding of the role of Environmental Impact Assessment (EIA), Cost Benefit Analysis (CBA), Sediment Cells and Shoreline Management Plans (SMP) in coastal management; and(ii) evaluate the impact and sustainability of hard engineering (sea walls, revetments, rip rap, gabions, groynes) and soft engineering (beach nourishment, dune regeneration and managed retreat) strategies on the human and physical environments.Discuss the need for and purpose of coastal protectionDiscuss what is meant by cost-benefit analysisStudents make notes from various resourcesConsider map of British Islesand the main sediment cells present along coastlinesLook at examples of how economics determines coastal defencesConsider the hard engineering strategies used in their chosen case study and look at their benefits and impact in different areas.Does their presence have a benefit in one area and a negative impact elsewhere?Thom, M and Armstrong, E. (2017) Geography for CCEA A2 Level (pp 148164)Knight, J. (editor) (2002) Field Guide to the Coastal Environments of Northern IrelandMcKenna, J., MacLeod, M., Power, J. and Cooper, A. (2000) Rural Beach Management: A Good Practice GuideDVDs: Managing the Dorset Coast: Conflicts, challenges and opportunitiesSustainable Coastal Management: Case study - HoldernessNote: you can view an extract from these DVDs at: .uk/shopSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Coastal management and sustainability (cont.)Look at the different methods of soft engineering: are they more environmentally acceptable than hard engineering?; andHow effective is soft engineering in the short term and the long term?Using Internet research, identify other potential hard and soft engineering methodsBeach Management Strategy (booklet and DVD), developed by Dr John McKenna, Professor Andrew Cooper and Professor Derek Jackson and published by Causeway Coast and Glens Heritage TrustGeo Factsheet No 280: A Tale of Two Coastlines: Coastal Management in KentGeo Factsheet No 269: Erosion and Coastal Management at Hengistbury Head, DorsetGeofile Series 25 (20067) No 537: North Norfolk Coast Shoreline Management Plan DMEGeofile Series 22 (20034) No 472: Coastal Management – A New PerspectiveGeofile Series 20 (20012) No 409: North Norfolk Coast Management IssuesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Coastal management and sustainability (cont.)SMPnd.html Past Questions: Unit A2 1 Section ASummer 2015 Q.1 (c); Q.2(b)Summer 2014 Q.1 (a)(i) and (ii); Q.2(c)Summer 2014 Q.2(b)Summer 2013 Q.1(c)Summer 2012 Q.2(c)Summer 2011 Q.2(c)Summer 2010 Q.1 (b); Q.2(c)Unit A2 1: Physical Processes, Landforms and ManagementOption D: Climate Change –Past and PresentSpecification: GCE GeographyUnit A2 1: Physical Processes Landforms & Management. Option D: Climate Change – Past and PresentPrior Learning: This option enables students to develop their understanding of the natural processes of global climate change. They also explore how earlier climates affect current socio-economic development. Students consider the need for, and desirability of, sustainable solutions to the consequences of modern development. Students recognise the human role in present global climate change and appreciate the need for developing sustainable planning policies at a global scale.Students also have the opportunity to develop their investigative skills by collecting and processing data from relevant secondary and/or primary geographical sources.Students should have a good foundation in Geography at AS level in order to progress to this A2 course. The study of related topics inGCSE Geography will provide useful background knowledge for students taking this option. Having completed GCSE Geography Unit 2, students will have relevant knowledge of the following:An understanding of how the greenhouse effect and carbon footprints contribute to climate change;The effects of climate change on:The environment;People; and The economy; andThe 2015 International Climate Change Agreement.Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC News, Sky News and CNN. There are many journals such as Geography Review and Geography as well as websites where additional material can be sourced e.g.:tes.co.uk.uk may find the following resources useful:Byers, A. C., McKinney, D. C., Thakali, S. and Somos-Valenzuela, M. (2014) Promoting science-based, community driven approaches to climate change adaptation in glaciated mountain ranges: HiMAP, Geography, Vol 99 Part 3Clark, D, Ely, J. C. and Doole, J. (2018) Glacial Landforms: a teaching resource in maps and GIS, Teaching Geography Vol 43 Number 2, pp 76-79Pumpkin Interactive Ltd, Glaciation in the UK (DVD – 25 mins) ISBN: 978-1-84377-382-5 Note: available from Geographical Association .ukRoyal Meteorological Society, Climate Change Updates for A Level Geography: 10 Figures from the 2013 Intergovernmental Panel on Climate Change (IPCC) Report, available for download from Simmons, G (2016) Teaching Glaciation, Teaching Geography Vol 41 Number 1Waller, R. and Knight, P. (2017) Glaciated Landscapes, Geographical Association (Top Spec Geography), Sheffield.The BRITICE Project: Since 2012 the University of Sheffield has been collecting data and information on glacial landforms across the British Isles. They have designed an educational poster which includes brief definitions and illustrations of glacial landforms. In partnership with ESRI, the University of Sheffield has launched a freely accessible online interactive BRITICE map. Users can zoom in to see landforms in all their detail and situate them on a base map for their local area or fieldwork site. The GIS functions allow users to manipulate, measure and query landform data online without additional software. The interactive map, GIS data and PDF of the poster map are free to download from . The Royal Meteorological Society has developed a Climate Negotiations Resource, which simulates a world climate change conference. The resource is a free, online and multimedia resource, relevant for both GCSE and A level specifications. It provides a wealth of high-quality, sophisticated and up-to-date materials, including clear instructions and background information vital for developing a full geographical perspective on the potential positions of the different countries. Particularly useful is video input from one of the British delegates to the Paris climate talks which lends authenticity to the process that the students undertake. The resource can be accessed via : This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesNatural Climate Change ProcessesStudents should be able to: (i) demonstrate knowledge and understanding of long- and medium-term climate change processes:evidence (ice cores, pollen analysis and ocean-floor deposits); andcauses (astronomic, solar, continental drift and volcanic);Background: geological time; introduce students to the geological timescale Precambrian to Cenozoic.Vocabulary: it will be useful to introduce students to related vocabulary including:paleoclimatology; stratigraphy; epoch; period; and era.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 165)Geofile Series 27 No 593 (2008-2009) Climate Change over the past 21 000 years Waller, R. and Knight, P. (2017),(pp6–7)Establish the pattern of climate change that has occurred over the last 1000 million years. Give students a diagram such as Fig. D1 on page 165; students describe the changing pattern of the earth’s temperature since the Precambrian period.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 165)Students work in pairs or small groups to investigate the evidence for climate change; each group chooses one of the following:ice cores;pollen analysis;radio-carbon dating;dendrochronology; andocean-floor deposits.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 166–169)Geoactive Series 20 (2009) Recent evidence of a warming worldSpecimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 8(a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesNatural Climate Change Processes (cont.)Students should be able to: Students report back to the class covering how the technique is used to provide evidence for climate change along with any limitations.Thought shower: what factors could influence the earth’s climate? Working in the same groups as above, students investigate the main causes of climate change by choosing one of the following: astronomic forcing;solar forcing;atmospheric chemistry;volcanic eruptions; andcontinental drift.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 169–172)Global Climate Change:–1.phpClimate Change: evidence and causes: climate change: then follow the links to resources followed by investigating climate changeChanging climates - Can climate change? then search ‘can climates change’Note: this is aimed at Key Stage 3Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 7(b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.Natural Climate Change Processes (cont.)Students should be able to: (ii) demonstrate knowledge and understanding of the end of the last glaciation and the arrival of the Holocene.Spatial context requirement:For (i) and (ii) general reference to places for illustration purposes.Students make notes covering the end of the last glacial period and the arrival of the Holocene. There are key terms here to be added to their vocabulary list including:interglacial;stadials;interstadials;last glacial maximum; andfluvioglacial.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 172–178)Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 8(b)Discussion: should the Holocene be renamed the Anthropocene?Castree, N. (2015) The Anthropocene: a primer for geographers, Geography Vol 100 Part 2, (pp 66–75)2.Lowland Glacial Landscapes(i) demonstrate knowledge and understanding of the formation of glacial ice sheets and associated glacial and fluvioglacial processes of erosion, transportation and deposition; and Using a diagram such as Fig. D20 on page 180, students describe and explain the formation of an ice sheet and distinguish between the zone of accumulation and the zone of ablation.Students make notes covering the processes of erosion, transportation and deposition.Distinguish between glacial erosion and fluvioglacial erosion.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 179–182)Waller, R. and Knight, P. (2017), Chapter 2 covers glacial mass balance, ice sheets, struxctureof a glacier, glacial advance and retreat.Chapter 3 covers glacial landforming processes.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2.Lowland Glacial Landscapes (cont.)Students should be able to: Describe and explain the role of water in erosion, transportation and deposition.Geofile Series 27 No 573 (2008-2009) Glacier and fluvioglacial deposition: case study in Iceland Geofile Series 25 No 533 (2006–2007) Fluvioglacial activity in Eastern YorkshireGeofile Series 22 No 459 (2003–2004) Glacial erosion in lowland areas(ii) demonstrate knowledge and understanding of glacial and fluvioglacial landforms – till, drumlins, eskers, erratics, outwash plains and moraines, including ribbed moraines. Using photographs (sourced from the Internet or taken by department staff) introduce students to key landforms such as drumlins, glacial till and erratics. Students describe the landform and make notes explaining its formation. Complete for remaining landforms. Sort landforms into:those deposited by ice; andthose deposited by meltwater.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 182–187)Waller, R. and Knight, P. (2017), Chapter 4 covers Glacial landforms, landscapes and landsystemsSpatial context requirement:For (ii) and (iii) a regional scale case study of a lowland postglacial environment, for example County Down.The case study requirement provides an opportunity for field visits.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp190–194)(iii) demonstrate knowledge and understanding of the benefits and problems of socio-economic development in lowland post-glacial environments;A field visit also provides an opportunity for students to see at first hand aspects of the socio-economic development in lowland post-glacial environments. Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 187–190)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2.Lowland Glacial Landscapes (cont.)Students should be able to: Students should focus on opportunities presented by the lowland glacial environment in relation to agriculture, building materials and scenic value. They also need to consider the problems associated with the landscape such as poor drainage.Waller, R. and Knight, P. (2017), Chapter 5 covers human activity on glacial environmentsSpecimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 7(c)3.Current Global Climate Change: Human Causes and Impacts(i) demonstrate knowledge and understanding of the evidence for recent climate change and links to human activity (enhanced greenhouse effect);Students use a graph such as Fig, D49 on page 196 to establish the recent trend in global climate change. They identify the key evidence for this short-term global climate change:global temperatures;melting glaciers and ice sheets; andenvironmental evidence.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 195–198)Introduce the Greenhouse Effect or revise as required. Describe and explain the role of carbon dioxide in enhancing the greenhouse effect. See Fig. D52 for a comprehensive diagram showing the operation of the greenhouse effect.Discussion: to what extent does the evidence point to human activity as the main cause of global climate change?Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3.Current Global Climate Change: Human Causes and Impacts (cont.)Students should be able to: (ii) demonstrate knowledge and understanding of the present and potential impacts of climate change;Spatial context requirement:For (i) and (ii) general reference to places in both MEDCs and LEDCs for illustration purposes.Students should consider the present and potential impacts of climate change using headings such as:extreme climate events;sea level change;ecosystem impacts;human related impacts such as health.Consideration should be given to impacts in both LEDC and MEDC areas.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 198–204)4.Managing global climate change(i) demonstrate knowledge and understanding of attempts to address global climate change through mitigation (carbon capture and reducing greenhouse gas emissions) and adaptation (reducing vulnerability); andIntroduce this aspect of the specification by outlining human impact on climate through air pollution since Victorian times.Split the class into two groups. Give one group the following statement: ‘the best way to manage global climate change is by mitigation’. Give the other group the following statement: ‘the best way to manage global climate change is by adaptation’.Then debate ‘this house believes that the only way to manage global climate change is by adaptation, that is adjusting natural and human systems in response to actual and expected climatic stimuli or their effects’. Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 206–212)Specimen assessment materials: Unit A2 1 Option D: Climate Change – Past and Present Q. 8(c)Geofile Series 32 No 700 (2013–2014) Responses to climate change Geoactive Series 28 (2017) Climate Change – adaptation and mitigationSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources4.Managing global climate Change (cont.)Students should be able to: (ii) evaluate the progress of international action on climate change, including the Kyoto Protocol and the role of the Intergovernmental Panel on Climate Change (IPCC).Spatial context requirement:For (i) and (ii) general reference to places at an international scale.Background knowledge: the United Nations Framework Agreement on Climate Change and the Kyoto Protocol. Use Fig. D66 on page 213 to help assess how successful the Kyoto Protocol has been.Students use the Internet to investigate the role of the Intergovernmental Panel on Climate Change.International action on climate change is ongoing. Students should be aware of the International Climate Change Agreement (Paris Agreement, 2015) and the criticisms thereof.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 212–215)Knight, S & Adger, N. (2015) Climate Change – emerging scientific issues, Teaching Geography Vol 40 No. 3Note: a case study on the impact of climate change on the Patuakhali district of Bangladesh, plus teaching ideas accompanies this article. Go to .uk/tg and click Autumn 2015 (there is no charge for the case study).Unit A2 2: Processes and Issues in Human GeographyOption A: Cultural GeographySpecification: GCE GeographyUnit A2 2:Processes and Issues in Human Geography. Option A: Cultural GeographyPrior Learning: This option enables students to develop their understanding that significant spatial and social differences in culture exist, in spite of globalisation. Students also examine the significance of social constructions on nature and the landscape. This unit also gives students an awareness of the complex nature of migration as well as its social, economic and political impacts at a range of scales. Students will develop an appreciation of the cultural transformations that the development of cyberspace has brought about.Students also have the opportunity to develop their investigative skills by collecting and processing data from relevant secondary and/or primary geographical sources.The study of related topics in GCSE Geography will provide useful background knowledge for students taking this option.Background Reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC News, Sky News and CNN. There are many journals such as Geography Review and Geography as well as websites where additional material can be sourced e.g.:tes.co.uk.uk must be taken when using past papers/questions from the legacy specification to ensure that they match the requirements of the revised specification.Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCultural GeographyStudents should be able to:(i)understand and explain:why cultural groups exist;the differences between cultural groups; andthe expression of cultural nationalism;Class discussion – what is culture? Students should consider:values;attitudes;behaviours/actions/activities.Students make a list of factors that affect culture such as:age;gender;religion;social class etc.This will help them to understand why cultural groups exist.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 218–220)In small groups, students identify and profile cultural groups to draw out the differences between their chosen cultural groups.Teacher gives students a definition of cultural nationalism. Working in small groups, students select a country and research how it expresses its cultural nationalism. Students prepare a presentation for the rest of the class.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 221–222)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCultural Geography (cont.)Students should be able to: (ii) understand and explain social inequalities (social exclusion and discrimination) in relation to ethnicity, gender, race, religion, sexuality and social class;Distinguish between social exclusion and discrimination.Students should make notes on social inequalities in relation to:ethnicity;gender;race;religion;sexuality; and social class.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 223–227)Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 2(b)(iii) understand and explain social constructions of nature and landscape ? landscapes as human systems, natural and cultural landscapes.Spatial context requirement:For (i) to (iii) general reference to places for illustration purposes.Discussion: what is meant by ‘natural landscape’; how does human activity affect the natural landscape?Understand that the interaction between the ‘natural’ landscape and human activity creates the ‘cultural’ landscape. Debate: ‘there is no truly natural landscape remaining on Planet Earth’.Working in small groups, students choose a country and show how its culture has shaped the landscape.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 227–230)Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 1(c)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMigrationStudents should be able to:(i) explain push and pull factors in migration ? economic, social, political, cultural and environmental factors and barriers to migration.Students will have some familiarity with the concept of push/pull factors from their GCSE Geography studies.Students describe and suggest reasons for population movement in terms of push and pull factors.Using examples of migration flows (newspaper cuttings, video clips),students make a list of the different reasons for migration. Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 232–235)A useful introduction to migration can be found in:Hall, R. and Chapman, R. (2011) Changing Populations: the New Europe, Geographical Association, Sheffield [Top Spec Geography series], (pp 24–26)Students use the following headings to classify their list of reasons:economic;social; political; cultural; and environmental factors. Using the same migration flows, students identify possible barriers to migration.Past paper questions:A2 Unit 1 (2016) Q. 1(a);A2 Unit 1 (2015) Q. 2(a)A2 Unit 1 (January 2014) Q. 2(a)A2 Unit 1 (January 2013) Q. 1(b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2.Migration (cont.)Students should be able to: (ii) demonstrate knowledge and understanding of the implications of migration for service provision, economic activity and social stability;Spatial context requirement:For (ii) those implications that are relevant to one small scale case study of out-migration, for example Achill Island, and one urban case study of in-migration, for example DelhiWorking in pairs, students outline the possible impact of migration onlosing and receiving areas andgroup ideas under the following headings:service provision; economic activity; andsocial stability.From this students start to develop an understanding that migration hasimplications for both sending and receiving areas.Case studies: understand the implication of migration on two small-scale case studies.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 236–238)Case Study – Barra and Vatersay(pp 241–244)Case Study Peterborough(pp 245–247)Note: the GCSE Geography Unit 2 Foundation and Higher papers in 2015 included an OS extract of Peterborough and surrounding area. Hall, R. and Chapman, R. (2011) Changing Populations: the New Europe, Geographical Association, Sheffield [Top Spec Geography series], page 28 looks at economic considerations; page 36 looks at the impacts of migration.Useful information can be found at the following website: paper questions:A2 Unit 1 (2016) Q. 1(c)A2 Unit 1 (Summer 2014) Q. 1(c)A2 Unit 1 (Summer 2013) Q. 2(c)A2 Unit 1 (Summer 2012) Q. 2(b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2.Migration (cont.)Students should be able to: (iii) distinguish between voluntary and forced migration and describe migration processes, including those adopted by undocumented migrants;Students need to understand the relevant terminology:voluntary migration;forced migration;documented migrants; andundocumented migrants.Students draw on their knowledge of push and pull factors to consider the factors that might result in:voluntary migration; andforced migration.Discussion: ‘to what extent is migration ever ‘voluntary’?’Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition) (pp 247–251)Specimen Assessment Materials: Unit A2 2 Option A: Cultural Geography Q.1 (b)(iv) discuss immigration (documented and undocumented) as a political issue and governments’ responses to it; Spatial context requirement:For (iv) one case study of government response to immigration at the national or international scale, for example the European Union, USA or AustraliaWorking in pairs, students outline what makes immigration a political issue. In pairs, students consider how the migratory experience of a documented migrant would differ from that of an undocumented migrant.Case study: government response to immigration at the national or international scale.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 251–252)Case Study – Canada (pp 253–258)Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 2(c)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3.The Geographies of CyberspaceStudents should be able to: (i) understand that the development of cyberspace has led to changes in socio-economic activity and has helped to produce international cultures; andUsing a variety of resources, students find definitions of cyberspace. Students reach a consensus on a definition of cyberspace.Students should be familiar with related terminology such as the Internet, World Wide Web (WWW) and Uniform Resource Locators (URLs). Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 260–264)Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 2(a)Working in small groups, students discuss how the development of cyberspace has changed socio-economic activity:retailing;work practices;communication;services such as banking; andsocial interaction.Each group should consider the nature of the change, advantages, disadvantages and wider impacts. Students draw on their knowledge of culture to define ‘international culture’. They identify the aspects of culture that have been most influenced by cyberspace such as sport and entertainment. Discussion: ‘eventually cyberspace will lead to a truly international culture’.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe Geographies of Cyberspace (cont.)Students should be able to: (ii) recognise that global contrasts remain, brought about by economic, social and political issues.Spatial context requirement:For (i) and (ii) general reference to places for illustration purposes.Working in small group, students outline the factors that lead to the digital divide (the gap between those who use the Internet and those who do not). Using their list of factors, students classify the factors under the following headings:economic;social; andpolitical.Thom, M. and Armstrong, E. (2017) Geography for CCEA A2 Level (2nd edition), (pp 264–266)Specimen assessment materials: Unit A2 2 Option A: Cultural Geography Q. 1(a)Unit A2 2:Processes and Issues in HumanGeographyOption B: Planning for SustainableSettlementsSpecification: GCE GeographyUnit A2 2: Processes and Issues in Human Geography Option B: Planning for Sustainable SettlementsPrior Learning: This option enables students to understand that sustainability relates to both the environment and society by exploring the rationale underpinning sustainability. Students consider the impact of urban settlements, urban systems and transport on the environment. They also consider the role of people in planning and design of settlements in an attempt to try to make them more efficient and sustainable. Students will draw on their knowledge of sustainability and issues facing urban areas in MEDCs gained at GCSE and AS Levels.Background reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Geography Review and websites where additional material can be sourced, for example: tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.ukCare must be taken when using past papers/questions from the legacy specification to ensure that they match the requirements of the revised specification.Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. Sustainable developmentStudents should be able to:For (i) and (ii) general reference toplaces for illustration purposesFor (iii) one case study of a city, for example Belfast orBirmingham(i) explain sustainability with reference to social and environmental considerations;(ii) demonstrate knowledge and understanding of urban ecological and carbon footprints; and(iii) understand how sustainability is related to waste management, energy consumption and water supply.Use newspaper resources to identify problems of urban sprawl, for example look at property pages or magazines to identify where new residential and commercial areas are locatedUse a variety of online calculators to calculate and compare individual carbon footprintsResearch Lisburn City Council committee meetings for details about the John Lewis planning controversyAccess the Belfast Metropolitan Area Plan (BMAP) online to look at an area of growth or developmentStudents make notes on key concepts and ideasInvestigate via online research current strategies for dealing with waste management in BelfastStudent Debate: ‘Waste to energy plants are the sustainable solution to the problems of waste in large urban areas’Thom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint, (pp 267281)Ellis G. (2002) Planning for Sustainable SettlementsNagle G. (1998) Changing SettlementsWaugh, D. (2009, 4th edition) Geography: An Integrated ApproachThe Royal Town Planning Institute (2004) Education for Sustainable Development. A Manual for Schools. Available to download from: .uk/media/8490/Education-for-Sustainable-Development-Manual-for-Schools.pdf.uk/education-and-careers/learning-about-planning/resources-for-schools/.uk/bins-recycling/recycling/recycling.aspxSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. Sustainable development (cont.).uk/government/policies/sustainable-development Series 26 (2007-8) No 548: Management of Waste in Cities – A decision making exerciseGeo Factsheet No 295 Milton Keynes 2012: Towards a Sustainable CitySpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. Sustainable development (cont.)CCEA Past Questions Unit A2 1 Section A Option B:Summer 2015 Q.3(a); Q.4(b)Summer 2014 Q.4(a)January 2014 Q.3(b);Summer 2013 Q.3(b); Q.4(b)January 2013 Q.3(a); Q.4(b)Summer 2012 Q.3(a); Q.4(a)January 2012 Q.4(c)Summer 2011 Q.4(a) and (b)Summer 2010 Q.4(a) January 2010 Q.3(a); Q.4(b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. Urban planning and design in relation to sustainabilityStudents should be able to explain how urban design, planning and management relates to sustainability in: For (ii)-(v): those characteristics that affect or have affected urban planning and design in one city, for example Belfast or Stockholm (i) eco-towns or cities; (ii) residential space: defensible space (and associated housing design);(iii) greenfield and brownfield development;(iv) the environmental and social consequences of the development of retail parks, including their competition with town centres; and(v) leisure and sports facilities, open space and urban parks.Students make notes on key concepts and ideasClass discussion on challenges facing a town/city of which they have experienceUse a questionnaire to establish students’ perceptions of their neighbourhood and defensible spaceUse maps or photographs from local newspapers (such as the Belfast Telegraph or property magazines available from estate agents) to locate derelict land and possible brownfield developmentsField visit to look at industrial, retail and urban areas within a local town or cityFieldwork questionnaire: reaction to shopping centres in city centres and out of townThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint, (pp 283299)Ellis, G. (2002) Planning for Sustainable SettlementsCook et al Geography in Focus (pp 132137)Prosser, R. (1994) Leisure, Recreation and TourismWaugh, D. (2009, 4th edition) Geography: An Integrated ApproachThe Royal Town Planning Institute (2004) Education for Sustainable Development: A Manual for SchoolsAvailable to download from: .uk/media/8490/Education-for-Sustainable-Development-Manual-for-Schools.pdfSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. Urban planning and design in relation to sustainability (cont.)Use newspaper resources to identify new or recent shopping developments, for example Ikea in Belfast, and the reactions to themUse the Internet to research planning issues.uk/education-and-careers/learning-about-planning/resources-for-schools/Newman, O. (1996) Creating Defensible Space, published by the US Department of Housing and Urban Development, Office of Policy Development and ResearchAvailable to download from: publications/pdf/def.pdfportal/publications/pubasst/defensib.htmlGeofile Series 32 (201314) No 698: Case Study of an Urban Centre Undergoing Redevelopment: West BromwichGeofile Series 32 (201314) No 712: An Out-of-town Retail Centre: The Mall, Cribbs Causeway, BristolGeofile Series 31 (201213) No 675: Planning Issues in Today’s MEDC CitiesGeofile Series 27 (20089) No 581: EcotownsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. Urban planning and design in relation to sustainability (cont.)Geofile Series 24 (20056) No 515: Sustainable CitiesGeofile (Jan 1997) No 304: Decision Making Exercise: Planning for urban change in ParisGeofile (Jan 1997) No 299: Los Angeles Urban issues 1996Geo Factsheet No 237: The Controversy of Eco-towns in the UKGeo Factsheet No 258: The Greening of the City: Chicago (USA) and Toronto (Canada)CCEA Past Questions Unit A2 1 Section A Option B:Summer 2015 Q.4(c)Summer 2014 Q.3(a) and (b); Q.4(b) and (c)January 2014 Q.3(c); Q.4(b)Summer 2013 Q.3(a); Q.4(c)January 2013 Q.4(c) Summer 2012 Q.3(b); Q.4(c)January 2012 Q.3(a); Q.4(b)Summer 2011 Q.3(b); Q.4(c)January 2011 Q.3(a) and (b); Q.4(c)Summer 2010 Q.3(b); Q.4(c)January 2010 Q.3(b) and (c)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Traffic and transportStudents should be able to:For (i) and (ii) one case study of a city, for example Belfast or Cambridge(i) demonstrate knowledge and understanding of the impact on sustainability of different modes of transport by sea, air and land; and(ii) evaluate urban traffic management strategies including public transport, integrated transport networks, restrictions on car usage, car parking, and pedestrian and cycling policies.Research the amount of freight transported annually to and from Northern IrelandClass discussion about the potential implication of this movement and relative impacts of the various modes of transport on people and environmentUsing maps describe public transport provision across Belfast. Compare with historical maps to note temporal variation in public transport provision in the cityFieldwork questionnaire to gauge public opinion about cycle policies in Northern IrelandUse maps of Cambridge or Belfast to:identify cycle paths, bus lanes, one-way systems;interpret statistics relating to car park prices in Belfast; andinterpret photographs of traffic management strategiesThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint, (pp 300313)Ellis G. (2002) Planning for Sustainable SettlementsFlint, C. & Flint, D. (2000) Urbanisation: Changing EnvironmentsWaugh, D. (2009, 4th edition) Geography: An Integrated ApproachPacione M., The Future of the City – Cities of the future Geography Vol 86 (4)Geofile Series 32 (201314) No 702: Integrated, Efficient and Sustainable Transport SystemsGeofile Series 28 (200910) No 619: Reimaging SettlementsGeofile Series 27 (20089) No 596: Switzerland: Integrated Public TransportGeofile Series 24 (20056) No 515: Sustainable CitiesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Traffic and transport(cont.)Students should be able to:Group work: Plan a new traffic management strategy for your nearest urban areaUse the Internet to assess the impacts of traffic management strategiesStudents make notes on key concepts and ideasField investigation to look at traffic management strategies in your own town and evaluate their effectivenessGeofile No 449: UK Transport Planning in the Twenty-first CenturyGeofile Series 21 (20023) No 444: Transport Planning in the 21st CenturyGeofile Series 21 (20023) No 437: Environmental Assessment and the British Planning SystemGeofile Series 20 (20012) No 43: Managing Oxford’s CBD: A Decision Making ExerciseGeofile Sept 1998 No 336: Inner Cities: Policies (19451998)Hogg, N. and Jones, S. (Mar 2002): Transport Policy and Urban Pollution. Geography Review (pp 3437).uk/changes-to-planning.uk/index/advice.htmBelfast City Council Transport Policy: .uk/business/regeneration/transportpolicy.aspx.uk/northern-irelandSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Traffic and transport(cont.).uk/articles/new-approach-regional-transportation.uk/articles/northern-ireland-transport-holding-company Cambridgeshire Local Transport Plan 2011-2031 can be downloaded from: .uk/info/20006/travel_roads_and_parking/66/transport_plans_and_policiesnewlistener.co.uk/home/green-transport-policy-for-cambridge/futures2/public-transport.htmCCEA Past Questions Unit A2 1 Section A Option B:Summer 2015 Q.3(c)Summer 2014 Q.3(c)January 2014 Q.4(a) and (c)Summer 2013 Q.3(c) Q.4(a)January 2013 Q.3(c); Q.4(a)Summer 2012 Q.3(c); Q.4(b)January 2012 Q.3(b)Summer 2011 Q.3(a) and (c)Summer 2010 Q.3(c)January 2010 Q.4(a)(i)Unit A2 2: Processes and Issues in Human GeographyOption C: Ethnic DiversitySpecification: GCE GeographyUnit A2 2: Processes and Issues in Human Geography Option C: Ethnic DiversityPrior Learning: This option enables students to understand how to define ethnicity. They investigate the processes that create and maintain ethnic diversity and evaluate the social, economic and spatial outcomes of this diversity. Students enhance their understanding of the causes, the nature of and possible responses to conflict. It is helpful if students have:an awareness of the factors influencing ethnicity;an awareness of current international conflicts; andan awareness of the issues faced by regions in conflict.Background Reading: It is important to note that a wide variety of texts and assessment activities are included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Time magazine and websites where additional material can be sourced, for example:tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.uk Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. The definition of ethnicityStudents should be able to:For (i) and (ii) general reference to places for illustration purposes only(i) explain the factors that define ethnicity ? race, nationality, language and religion; and(ii) explain how role, residential concentration, age and gender influence perceived ethnic and social identity.Students write a definition of ethnicity before beginning topic and share ideasUse census data to look at ethnicity in different areas and make comparisons. Use ICT to chart data and interpret valuesCarry out research on family and different age groups to see how factors influence perceptions of ethnicityThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint Educational, (pp 316324)news/britain/21595908-rapid-rise-mixed-race-britain-changing-neighbourhoodsand-perplexing.uk/ons/ninis2..uk/CCEA Past Question Unit A2 1 Section A:Summer 2015 Q.5(a)(i)Summer 2014 Q.5(a)(i)January 2014 Q.6(b)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. The definition of ethnicity (cont.)Summer 2013 Q.6(a)(i)January 2013 Q.5(c)Summer 2012 Q.6(c)January 2012 Q.6(a)Summer 2011 Q.6(a)January 2011 Q.5(b); Q.6(a)(i)Summer 2010 Q.6(c)January 2010 Q.5(a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. The processes that create and maintain ethnic diversityStudents should be able to:For (i) the role of those processes that created ethnic diversity in one country, for example Jamaica or FranceFor (ii) and (iii) the role of those processes and their outcomes for one ethnically diverse city, for example Jerusalem or Belfast(i) demonstrate knowledge and understanding of the processes creating ethnic diversity ? colonisation, annexation and international migration;(ii) demonstrate knowledge and understanding of the processes maintaining ethnic diversity ? segregation and multiculturalism; and (iii) demonstrate knowledge and understanding of the economic, social and spatial outcomes of ethnic diversity.In groups students prepare a presentation on a colonial or annexed country or one experiencing international migrationExamine the location of different ethnic groups around the UK using census data, then focus on one city and observe if segregation of ethnic groups is evident.Skills development: there are opportunities for GIS here as data is mappedDebate the role of multiculturalism and whether it has 'failed' in the UKThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level Colourpoint Educational, (pp 325341)bbc.co.uk/history/british/abolition/scramble_for_africa_article_01.shtml ContentLearning OutcomesTeaching and Learning ActivitiesResources2. The processes that create and maintain ethnic diversity (cont.)Multiculturalism:articles/western-europe/2015-03-01/failure-multiculturalism bbc.co.uk/news/magazine-12381027 Geofile Series 33 (201415) No 740: Multicultural Society in PeruOutcomes of ethnic diversity:ethnicity.ac.uk/medialibrary/briefingsupdated/ethnicity-and-deprivation-in-england-how-likely-are-ethnic-minorities-to-live-in-deprived-neighbourhoods%20%281%29.pdf ethnicity.ac.uk/medialibrary/briefingsupdated/how-are-ethnic-inequalities-in-education-changing.pdf Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. The processes that create and maintain ethnic diversity (cont.)parliament.uk/documents/post/postpn276.pdf news/datablog/2014/jun/12/ethnic-minorities-employment-and-social-mobility-see-the-research-findings CCEA Past Questions Unit A2 1 Section A:Summer 2015 Q.5(a) (ii) and (b); Q.6(b)Summer 2014 Q.5(b); Q.6(a) and (c)January 2014 Q.5(a) (i) and (ii)Summer 2013 Q.5(b); Q.6(a) (ii)January 2013 Q.5(b); Q.6(b)Summer 2012 Q.5(a) and (c); Q.6(a)January 2012 Q.5(a) and (c); Q.6(b)Summer 2011 Q.5(b); Q.6(c)January 2011 Q.5(a) and (c); Q.6(a) (ii)Summer 2010 Q.5(c); Q.6(b)January 2010 Q.5(b); Q.6(c) Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Ethnic conflictStudents should be able to:For (i) to (iii) the role of those processes that affect or have affected one national case study of ethnic conflict, for example Israel or Sri Lanka(i) explain the causes of ethnic conflict ? territorial disputes, historical animosities, racism, sectarianism, cultural conflicts, human rights abuses and discrimination;(ii) understand the nature of ethnic conflict, including civil disobedience, civil war and terrorism; and (iii) demonstrate knowledge and understanding of the outcomes of ethnic conflict ? social and economic impacts, territorial division, autonomy, ethnic cleansing, international intervention and peace processes.Students research examples of the different types of conflict outlined in 3 (i) and explain why conflict arose in those situationsUsing their chosen case study, students examine the conflict from different viewpoints and role play the various issues faced by, for examplethe government;the military;local business owners;young men;young females; school children; anddifferent ethnic groups living thereDiscuss the issues around solving ethnic conflict and the approaches taken by different countries, for example Israel, Northern Ireland, Sri Lanka, IraqThom, M. & Armstrong, E. (2017) Geography for CCEA A2 Level, Colourpoint Educational, (pp 342364)Geo Factsheet No 293: Ethnic Cleansingglobal/global-conflict-tracker/p32137#!/conflict/civil-war-in-south-ic-guides/conflict/ Cordell, K. & Wolff S. (2010) Ethnic Conflict, Polity PressIsrael:Thom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 355364)bbc.co.uk/news/world-middle-east-14628835 world/israel bbc.co.uk/news/world-middle-east-11103745 Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Ethnic conflict (cont.)Sri Lanka:bbc.co.uk/news/world-south-asia-11999611 bbc.co.uk/news/world-south-asia-11393458 CCEA Past Questions Unit A2 1 Section A:Summer 2015 Q.6(a) (i) and (ii)Summer 2014 Q.5(a)(ii); Q.6(b)January 2014 Q.5(b); Q.6(a) (i) and (ii)Summer 2013 Q.5(a) (i) and (ii);Q.6(b)January 2013 Q.5(a); Q.6(a) (i) and (ii)Summer 2012 Q.5(b); Q.6(b)January 2012 Q.6(c)Summer 2011 Q.5(a) and (c); Q.6(b)January 2011 Q.6(b) Summer 2010 Q.5(a); Q.6(a)January 2010 Q.5(c); Q.6(b) (i) and (ii)Unit A2 2:Processes and Issues in Human Geography Option D: Tourism Specification: GCE GeographyUnit A2 2: Processes and Issues in Human Geography Option D: Tourism Prior Learning: This option enables students to develop their understanding of the changing nature and characteristics of tourism and to appreciate the role of tourism in the global economy. They have an opportunity to understand the challenges that may arise because of tourism development in a region or country and the role of management policies to address these issues. Students also consider the issues associated with ecotourism and its regulation. The study of related topics in GCSE Geography will provide useful background knowledge for students taking this option.Background reading: It is important to note that a range of texts and assessment activities is included in the schemes so that teachers may select relative to their resources. It is recommended that students familiarise themselves with key geographical events by following current events using global media such as in BBC news, Sky news and CNN. There are many journals such as Geography Review and Geography as well as websites where additional material can be sourced e.g.:tes.co.uk.ukHomePage.htmnational-geographic-magazine.co.ukgeographical.co.ukCare must be taken when using past papers/questions from the legacy specification to ensure that they match the requirements of the revised specification.Assessment: This assessment unit is a one hour 30 minute examination. It has four parts. Each part corresponds to one of the four options listed in Section 3 of the specification. Each part has two structured questions.Candidates must answer two questions, one from each of their chosen options. Each question is worth 35 marks and has at least one extended element with a minimum of 15 marks.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. The changingnature of tourismStudents should be able to:For (i) to (iii) general reference to places for illustration purposes only.(i) explain how mass tourism has developed into a global industry through developments in transport, increase in disposable incomes, package holidays and internet access;(ii) explain how tourism has brought positive social and economic impacts; and(iii) explain how tourist demands and tourist resorts change over time?Pleasure Periphery and the Butler Model.Research tourist figures over time and discuss why students think the changes shown have occurredUse graphs and tables of figures to explore more fully the increasing scale and range of destinations of touristsDiscuss family holidays with students - where have they gone on their holidays? Students map the destinations for the whole class and use this as an introduction to the concept of pleasure peripheryOpportunity to revise graphical techniques e.g. line graphs, flow lines, and to introduce proportional graphsDefine and make notes on the meaning of the following terms in relation to tourism: Pleasure Periphery; andButler ModelThom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 367381)Armstrong, E. & Roulston, S. (2010) Global Issues 1 Nuclear Energy and Issues in Tourism, (pp 4248)Roulston, S. The Changing Nature of Economic ActivityGuinness, P. and Nagle, G. Advanced GeographyNote: this textbook covers all aspects with plenty of examples including graphsProsser, R. Leisure, Recreation and TourismThe following textbooks are very useful but teacher guidance is required: Nagle, G. Advanced GeographyCook et al, Geography in FocusGeofile Series 33 (201415) No 726 Arctic Tourism in SvalbardGeofile Series 32 (201314) No 693 The Growth and Impact of Tourism in ChinaSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1. The changingnature of tourism (cont.)Geofile Series 30 (201112) No 665 Update on Recent Changes in Tourism Including the Current RecessionGeofile Series 28 (200910) No 607 Changes in Global Patterns of TourismGeofile Series 26 (20078) No 561 Recreation Tourism and Carrying CapacityGeofile Series 25 (20067) No 540 Heritage Tourism in New Zealand and the UKGeofile (Sept 2000) No 382 The Future of Tourism in Alaska www2.content/ButlerModelSitgesCalafell.htmCCEA Past Questions Unit A2 1 Section B:Summer 2014 Q.10(a)January 2014 Q.10 (a)Summer 2012 Q.10(a)Summer 2010 Q.10(a)January 2010 Q.10(a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. Challenges andmanagement ofmass tourismStudents should be able to:For (i) general reference to places for illustrationpurposes onlyFor (ii) one tourismmanagement policy at thenational or regional scale, for example Mallorca(i) demonstrate knowledge and understanding of the challenges that may arise from mass tourism – pollution, overcrowding, honeypot sites, competition for resources and social sustainability; and(ii) evaluate strategies used to reduce the negative social and environmental impacts of mass tourism. Research media web sites to find negative media coverage about mass tourism: Students could categorise the nature of the issues being reported; andThought shower session on the possible consequences of tourism – good/badDirect students to think about who are the winners/losers in tourismUsing the Internet and personal experiences, students build up a picture of current tourist provision in MallorcaStudents list the likely impacts of tourism and classify them using the headings: Social; andEnvironmentalUsing a variety of resources students describe strategies used to reduce the negative social and environmental impacts of mass tourismThom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 382395)Armstrong, E. & Roulston, S. (2010) Global Issues 1 Nuclear Energy and Issues in Tourism, (pp 4961)Geofile No 420 (April 2002) Human Impact on the Dorset Coastline – a DME Geofile No 469 (April 2004) Issues & Management in UK National Parks-The Peak District Geofile No 423 (April 2002) Congestion, Crowding & Visitor Management in UK Country Parks Royle, S. (2009) Tourism Changes on a Mediterranean Island: experience from Mallorca, Island Studies Journal, Vol 4 No 2, (pp 225240)Available to download from: islandstudies.ca/node/242.uk/a_tourism_global.htmlSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources2. Challenges andmanagement ofmass tourism (cont.)Debate: the social and environmental impacts of mass tourism are so great that mass tourism should be bannedcopy/had-enough-package-of-shamesustainable-business/six-reasons-mass-tourism-unsustainableCCEA Past Questions Unit A2 1 Section B: Summer 2015 Q.10(c)Summer 2014 Q.10(c)Summer 2013 Q.10(a) and (c)Summer 2012 Q.10(c)Summer 2011 Q.10(a)January 2011 Q.10(c)Summer 2010 Q.10(a)January 2010 Q.10(a)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Ecotourism: opportunities,challenges and regulationStudents should be able to:For (ii) those benefits andnegative impacts that are illustrated in one national or small‐scale case study of ecotourism, forexample from Costa Rica or Belize or a study within a country.For (iii) general reference to places for illustration purposes only(i) define ecotourism;(ii) demonstrate knowledge and understanding of how ecotourism can bring: social, economic and environmental benefits; andnegative impacts:social (displacement of local communities and threats to indigenous cultures); economic (leakage); and environmental (greenwashing and damage to fragile environments); and(iii) discuss the challenges in establishing effective international regulation and explain how each of the following measures is used to regulate ecotourism: the Québec Declaration;Global Ecotourism Conference 2007;Green Globe Scheme; andUNESCO World Heritage Sites.Class discussion on the advantages and disadvantage of unplanned tourismUse pictures (from holiday brochures or web sites of mass tourism e.g. in Spain) to direct students to the need for planning/management of tourismExplain the meaning of sustainability as it applies to tourismUndertake a questionnaire study in a local tourist area or send home a questionnaire with a sample of students to ask their neighbours and friends specific questions relating to a particular aspect of tourismResearch ecotourism using videos and websitesClass debate: ‘International Regulation of Ecotourism is totally ineffective’. Opinions must be backed up by evidenceThom, M & Armstrong, E. (2017) Geography for CCEA A2 Level (pp 397414)Armstrong, E. & Roulston, S. (2010) Global Issues 1 Nuclear Energy and Issues in Tourism, (pp 6270)Geofile Series 33 (201415) No 722 Sustainable Tourism: myth or reality? Geofile Series 30 (201112) No 653 Rainforest Diversity: The Management Challenges - Case StudyGeofile Series 28 (200910) No 618 Ecotourism Case Study - Ecuador Geofile Series 28 (200910) No 598 Ecotourism Case Study Costa RicaGeofile Series 26 (20078) No 555 Sustainable Tourism in Scottish National Parks Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources3. Ecotourism: opportunities,challenges and regulation (cont.)articles-and-topics/articlesnews.bbc.co.uk/2/hi/science/nature/6179901.stmecotourismuem/eco-tour/quebec-declaration.pdf Past Questions Unit A2 1 Section B:Summer 2015 Q.10(a)January 2014 Q.10(c)January 2013 Q.10(c)January 2012 Q.10(c)Summer 2011 Q.10(c)Summer 2010 Q.10(c)January 2010 Q.10(c) ................
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