Coast 2100
Autumn Term
Year 8
Pakefield Middle School
Context: a) Physical and human features, processes and coastal management issues around British coastline.
b) Developing pupils’ fieldwork and graphicacy skills, including use of GIS.
Key Questions Learning
Objectives
Teaching and Learning
Activities
Resources
NC Programme of
Study
Assessment
opportunities
1. What is
Britain’s
coastline like?
 Worksheet ‘Check out
the coastline’.
 News article by head of
Environment Agency.
Pupils note their views
for/against/both about
saving coastal
landscapes. Categorise
and discuss views.
Challenge: Encourage
justification of views.
Support: Google Earth on
IWB for visual learners.
 Recap visit to Pakefield
beach. What did they
learn about waves/
 Use geog.2 and ‘ Waves’
and ‘Tides’ fact sheets
to answer questions.
 Read geog.2, ‘The
waves at work’.
Complete worksheet 1B
‘Wearing the coastline
away’.
Challenge: Use ‘ Waves’
and ‘Tides’ fact sheets and
expect more detailed
explanations.
Support: Use geog.2.
ICT – Google Earth
‘Check out the
coastline’ worksheet
KS3 atlases
Paper to record
individual views.
Key concepts – place,
space, environmental
interaction.
Key processes –
graphicacy (use of
atlas, mapping
locations),
communication
(recording own view).
Literacy – speaking
and listening,
persuasive writing
ECM: Stay Safe
Key concepts – place,
scale, physical
processes.
Can express current
personal view on
saving coastal
landscapes and
knows the views of
others.
NB first lesson
of term so only
½ lesson
available
2. Which
physical
processes
shape our
coastline?
a) To develop skill in
use of atlas to locate
places.
b) To find out
different views on
protecting our
coastline.
a) To learn about
waves, tides and
erosion by the sea.
Geog.2
‘ Waves’ and ‘Tides’
fact sheets
Worksheet 1B
‘Wearing the coastline
away’
Key processes – visual
literacy (understanding
diagrams)
Plenary quiz – use
word cards for quick
game of Jeopardy or
create Jeopardy
cards for homework.
Literacy – reading and
comprehending nonfiction text.
Science – waves and
tides, erosion
1
3. Why do East
Anglian cliffs
collapse?
a) To learn why East
Anglia’s cliffs
collapse so easily.
b) To develop skill in
explaining physical
processes in detail.
 Happisburgh Spot the
Difference PPT starter
debate.
 Look at keyword cards
and check pupils
understand meanings.
Read geog.2, Cliff
collapse! Page.
 Use keyword cards and
diagram sheet to
compose explanations
for cliff collapse. Model
first one.
Spot the Difference
PPT.
Key concepts – place,
space, physical
processes.
Explain the processes
which cause cliffs to
collapse in another
part of our coastline.
Key processes –
geographical
communication
(explanation).
Literacy – explanation
text.
Challenge: Expect detailed
explanations.
Support: Provide with
keywords for each
explanation.
4. How can the
sea create new
land?
a) To learn how the
sea transports and
deposits beach
material.
b) To investigate the
features and
formation of spits.
 Spits starter PPT.
 Spurn Head spit cards –
in pairs sort into date
order and discuss
development.
 Demonstrate longshore
drift. Labelled drawing
from Weathering book.
 Spit formation animation
from High Wycombe
School website.
 Explain how the spit at
Great Yarmouth formed
(Google Earth).
Challenge: Final task,
demonstrating how
processes lead to change.
Support: Use Spurn Head
cards to help with final task.
ISpits starter PPT, spit
formation animation
at:
Weathering and
Connections
textbooks
Spurn Head cards
Key concepts – place,
space, physical
processes.
Able to explain how
Great Yarmouth spit
formed.
Key processes –
enquiry (think critically,
constructively and
creatively),
communication
(labelled longshore drift
diagram).
Literacy – explanation
text.
ICT – Google Earth
2
5. How do
people use the
coastline?
2 lessons
6. What is sea
level?
a) To learn about
examples of how the
coastline is used by
people.
b) To use ICT to
create a presentation
about a human use
of our coastline.
a) To learn what sea
level is.
b) To learn to
describe the relief of
coastal areas.
Lesson 1
 Brainstorm human
features around our
coast, using atlases.
 Show selected clips from
Coast series to illustrate
some human features,
e.g. resorts, ports,
industry.
Lesson 2
 Pupils select a human
feature and plan what
they would like to show
about it.
 Use internet to save
images to a folder then
create presentation in
PhotoStory.
Challenge: Encourage
careful selection of images
and informative text.
Support: Use LSA support
or pair with another pupil.
 Recap meaning of relief .
 Use ‘Foundations’
textbook and
worksheets to
investigate how contour
lines show height and
relief.
 Use Swanage OS map
to compare relief in
different coastal grid
squares.
Challenge: More
challenging worksheets.
Atlases
Coast DVD
Internet – encourage
use of Geograph
website and Flickr.
PhotoStory program
Key concepts – place,
space, human
processes.
Photostory file shows
how humans use one
part of the UK coast.
Key processes –
enquiry (collect and
display information),
visual literacy
(photographs),
communication
(labelled photographs).
Literacy – descriptive
writing.
ICT - PhotoStory
‘Foundations’ textbook
Selection of contours
worksheets
Swanage OS map
extract
Key concepts – place,
space, environmental
interaction and
sustainable
development.
Can describe the
relief of a place in any
coastal grid square.
Key processes –
graphicacy (use maps).
Support: Simpler
worksheets.
3
7. What are the
predictions
about sea level
rise?
a) To investigate
actual and predicted
sea level rise
amounts.
b) To identify bias in
sources when
investigating issues.
 Recap what sea level is.
 Use ICT to create a table
to record claims about
sea level rise.
 Use the internet to
investigate different
claims about sea level
rise amounts. Record
results in table.
 Discuss enquiry results,
likely bias and where
the truth may lie.
Internet access
a) To learn about the
physical and human
causes of sea level
rise.
b) To understand
some impacts of sea
level rise on
coastlines.
 Recap predictions about
sea level rise.
 Read geog.2, Help,
we’re going under and
Sea Level Change fact
sheet.
 Demonstrate sea level
rise with tank of water
and block of wood or
sponge.
 Pupils use a double
page in their notebook
to show/record the
causes and effects.
 Do Your Turn activities in
geog.2 to investigate
effects on places around
British coast.
Completed table
shows predicted sea
level rise rate from
more than 1 source.
Key processes –
enquiry (collect, record,
display, analyse and
evaluate evidence, plan
geographical
enquiries).
ICT – use of search
engine in internet
Numeracy –
understanding of rates
of sea level rise.
Challenge: Encourage to
identify more/less reliable
sources.
Support: Help with reading
text online. Supply with
table template.
8. Why are sea
levels rising
and how might
this affect
coastlines?
Key concepts – place,
space, human
processes,
environmental
interaction and
sustainable
development, diversity.
geog.2 textbook
Sea Level Change
fact sheet
Tank of water, block
of wood or sponge
with present sea level
marked
Key concepts – place,
space, physical and
human processes,
environmental
interaction and
sustainable
development.
Can explain some
causes of sea level
rise and describe
changes in coastlines
which might result.
Key processes –
enquiry, graphicacy
(use maps),
communication.
ECM: Stay Safe
Citizenship
4
Challenge: Encourage to
identify more/less reliable
sources.
Support: Help with reading
text online. Supply with
table template.
9. How can
coastlines be
protected?
10. Southwold
enquiry
NB In future
years this will
include
fieldwork, i.e. a
visit to
a) To find out about
soft and hard sea
defences.
b) To understand
who is responsible
for protecting our
coastline.
a) To plan a
geographical enquiry,
suggesting
appropriate
sequences of
investigation.
b) To investigate and
present an enquiry
 Look at Happisburgh
photos again. How
were/are the cliffs being
protected.
 Explain that
responsibility lies
between landowners,
local councils and
Environment Agency.
 Use various resources to
research types of soft
and hard sea defences.
Pupils can choose how
they present the
information.
 Speed dating – pupils
quiz each other on sea
defences and award
score out of 5.
Challenge: Use more
technical resources.
Support: Use simpler
resources.
Lesson 1
NB Enquiry could be
presented as a booklet or on
A3 sheet.
 Pupils list questions they
should ask about a
settlement which is on
Suffolk’s coast and
Spot the Difference
PPT.
‘Coastline
management’ fact
sheet
geog.2 and Rivers
and Coasts textbooks
‘How can we protect
the coast’ worksheet
‘Ways of protecting
the Norfolk coast’
sheet
Key concepts – place,
space, physical and
human processes,
environmental
interaction and
sustainable
development.
Speed dating plenary
shows understanding
of types of sea
defence.
Key processes –
enquiry (collect, record,
display, analyse and
evaluate evidence),
graphicacy (draw
diagrams),
communication.
Numeracy – relative
costs of schemes
ECM: Stay Safe
Citizenship
Newspaper/internet
articles about
protecting our
coastline.
Google Earth.
OS maps from
Getamap.
Photographs, e.g.
Key concepts – place,
space, physical and
human processes,
interdependence,
environmental
interaction and
sustainable
development.
Assess completed
case study against
attainment target
descriptions.
5
Southwold
involving a
transect walk
from north to
south along the
sea front.
4 lessons +
fieldwork
into the future for
Southwold by 2100.
threatened by the sea.
August 2008 articles
about not protecting
parts of our coast.
 Mapwork. Use a base
map to trace and label
relevant features of the
town and the area
around it.
Lesson 2
 Describe location,
physical features,
human features.
Lesson 3
 Analyse threat to the
town from sea level rise,
coastal erosion, flood
surges. Evaluate
present sea defences
and future needs.
Lesson 4
 Conclusion – Present
views for and against
the suggestion that
coastal land should be
abandoned to the sea.
from Geograph.
Notes from previous
lessons.
Key processes –
enquiry, graphicacy,
communication,
(fieldwork).
ICT – Google Earth,
Getamap, Geograph,
etc
Literacy
ECM: Stay Safe, Enjoy
and Achieve
Citizenship
Challenge: Encourage to
achieve level 6.
Support: Sentence starters,
encourage to look back at
preceding work, etc.
SW/PMS/08
6