Natural Hazards (13 % of GCSE) -
Students will focus on natural hazards both globally and in the UK. A range of case studies are looked at ranging from earthquakes & volcanoes to tsunamis & flooding.
The effect that these natural hazards have on people will be studied as well as responses from all around the world.
End of unit written exam - (50 mins) Students will be assessed on natural hazards both globally and in the UK. The assessment will focus on the effect that these natural hazards have on people and the global response. Students understanding will be assessed through a range of case studies, ranging from earthquakes & volcanoes to tsunamis & flooding.
Natural hazard caused by the movement of tectonic plates (i.e. volcanoes and earthquakes)
An opening in the Earth's crust from which lava, ash and gases erupt
An area of low pressure with winds moving in a spiral around a calm central point called the eye of the storm - winds are powerful and rainfall is heavy
A sudden or violent movement within the Earth's crust followed by a series of shocks
Two plates sliding alongside each other, in the same or different directions
Tectonic plate margin where rising magma adds new material to plates that are moving apart/diverging
Tectonic plate margin where two plates are converging/moving towards each other. The oceanic plate sinks down/is subducted underneath the continental plate. There could be violent earthquakes and explosive volcanoes.
Probability or chance that a natural hazard may take place
Reaction of people as the disaster happens and in the immediate aftermath
Money, goods and services given by single governments or an organisation (e.g. World Bank or IMF) to help the quality of life and economy of another country
Later reactions that occur in the weeks, months and years after the event
Recording physical changes (i.e. tracking a tropical storm by satellite) to help forecast where and when a natural hazard might strike
Action taken to reduce the long-term risk from natural hazards, such as earthquake-proof buildings or international agreements to reduce greenhouse gas emissions
Actions taken to enable communities to respond to, and recover from, natural disasters
The border between two tectonic plates
Initial impact of a natural event on people and property, caused directly by it (i.e. the buildings collapsing following an earthquake)
Actions taken before a hazard strikes to reduce its impact, such as educating people or improving building design
After-effects that occur as indirect impacts of a natural event, sometimes on a longer time scale (i.e. fires due to ruptured gas mains, resulting from the ground shaking)
The effect of an event on the lives of people or community
Students learn about the consequences of natural hazards on society and the economy. They learn how the development of a country directly impacts upon its ability to cope with a hazard or risk of hazard. Students gain a greater understanding of the differences in communities around the world.
Students develop a greater empathy for communities from less developed countries who are unable to support themselves during or after a natural hazard.
The Changing Economic World (12% of GCSE) -
Students will focus on global economic variations. Strategies to reduce the development gap along with changing patterns in the UK’s economy will also be investigated.
This unit will be assessed through the year 11 mock exam/ 1hr 30 mins):
Students will be assessed on global economic variations. Strategies to reduce the development gap along with changing patterns in the UK’s economy.
Mock Exam:
Paper 1 – Living with the Physical Environment (1 hour 30 minutes)
88 marks including 3 for SPaG
35% of GCSE
Paper 2 – Challenges in the Human Environment
1 hour 30 minutes
88 marks including 3 for SPaG
35% of GCSE
Or intermediate technology, is technology suited to the needs, skills, knowledge and wealth of local people and their environment
The number of births a year per 1000 of the total population
The number of deaths in a year per 1000 of the total population
When a country cannot pay its debts, often leading to calls to other countries for assistance
Cancellation of debts to a country by a global organisation such as the World Bank
The progress of a country in terms of economic growth, the use of technology and human welfare
Difference in standards of living and wellbeing between the world's richest and poorest countries
Chances for people to improve their standard of living through employment
Producers in LICs given a better price for their goods such as cocoa, coffee and cotton
Measurement of economic activity calculated by dividing the gross (total) national income by the size of the population
A country with GNI per capita (person) higher than $12,746 (World Bank, 2013)
A method of measuring development where GDP per capita, life expectancy and adult literacy are combined to give an overview
Relative proportion of the workforce employed in different sectors of the economy
Differences between poverty and wealth, as well as wellbeing and access to jobs, housing, education, etc.
Number of babies that die under one year of age, per 1000 live births
employment outside the official knowledge of the government
The average number of years a person is expected to live
Percentage of people in a country who have basic reading and writing skills
Countries that have begun to experience high rates of economic development, usually along with rapid industrialisation
Students understand the different quality of life that people in other countries have. They appreciate their quality of life and develop an understanding of ways in which their lifestyle choices can positively impact others.
Students learn about activities they can practice in order to help other people to have a better quality of life e.g. buying Fairtrade products.
Fieldwork preparation and skills development along with Geographical Applications that coincides with the pre-release content by AQA. (Pre-release booklet for synoptic Paper 3 is released around 12 weeks before the exam)
Students will begin their revision of Paper 1 content (Resource Management)
Paper 3 – Geographical Applications Exam question
The side-by-side cross section of a river channel and/or valley
The gradient of a river, from its source to its mouth
Fieldwork data which you collect yourself (or as part of a group)
Information that another person/group/organisation has collected
All quantitative data techniques need equipment and involve numbers or counting.
This includes techniques that don't involve numbers of counting. They are subjective and involve the judgement of the person collecting the data.
Means work carried out in the outdoors
Students develop practical fieldwork skills. They experience natural environments and develop a greater appreciation for natural landscapes.
Students develop team work in order to work together to complete their field studies projects.
Preparation for final GCSE exams.Term 5: Revision Paper 1, 2 and 3
Revision/Exams -
Paper 1 – Living with the Physical Environment
1 hour 30 minutes
88 marks including 3 for SPaG
35% of GCSE
Paper 2 – Challenges in the Human Environment
1 hour 30 minutes
88 marks including 3 for SPaG
35% of GCSE
Paper 3 – Geographical Applications
1 hour 15 minutes
76 marks including 6 for SPaG
30% of GCSE
The last part of a fieldwork enquiry process which aims to both evaluate and reflect on the process of collecting data and the overall quality of the results and conclusion
make links between different sets of data, identify patterns in data and explain reasons for them; as well as identify anomalies and explain reasons for them
state whether the main aim of your fieldwork investigation was met and outline the most important data that supports this
involves a number of fieldwork techniques that don't involve numbers or counting e.g. field sketches or interviews
fieldwork techniques that require the use of equipment or recording sheets e.g. river width and depth
Students revisit and recap their learning and develop revision techniques to help them to prepare for their final GCSE exams.
Students develop independent learning skills but also support one another by group revision tasks. They also share model answers and peer assess each other's work in order to develop one another's work.