GCSE Geography Student Handbook
Name:
Stanley High School Geography
Target Grade:
Page 1
GCSE Geography Student Handbook
Introduction
Your examination is made of two different papers. Paper 1 is “Physical Geography”. You
need to answer three questions on this paper. These are “Restless Earth”, “Water on
the land” and “The Coastal Zone”. Paper 2 is “Human Geography”. The three questions
you answer on this paper are “Population Change”, “Changing Urban Environments” and
“Tourism”. This aim of this book is to guide you through these six topics.
This handbook is split into three sections. The first section is a breakdown of each of
the six units you need to study. It begins by breaking down the units into the separate
topics you need to study. There then follows a list of the “Key Ideas” you must
understand before you take your exam. You are encouraged to put a tick next to each
one when you feel you are confident you understand it fully. There then follows a table
of tasks you are expected to be able to do at the end of the unit.
The next part is a scheme of work for you to use whilst completing the unit. The first
part is a guide as to what the AQA syllabus says you need to understand. If it’s
mentioned here they can ask you a question about it. There is also a list of the
vocabulary you would be expected to understand and use if you were going to achieve an
A grade. There then follows a breakdown of what you would be expected to be able to
do for an “E”, “C” and “A” grade. Following this are detailed lists of the resources
available for you whilst completing this unit. These include references in the Oxbook
and other textbooks, power-points, worksheets, websites, class clips and movies. You
are encouraged to tick these when you have read/watched/completed them. An
indication of the tasks you will be completing in class follows although this is a minimum
only and your teacher will almost certainly have other things for you to complete.
There then follows a section for you to record any areas you are finding difficult or
want extra support or help with. Your teacher may also use this page to add comments
about your work. You are expected to review your own work and set yourself targets to
improve your grades/work. There is also an extensive list of exam questions for you to
complete. Hand questions to your teacher to mark, record your marks and look for ways
to improve them in the future. You should always try questions again and improve your
marks.
Stanley High School Geography
Page 2
GCSE Geography Student Handbook
Restless Earth
1: Plate Boundaries and Tectonic Landforms
2: Fold Mountains
3: Volcanoes
4: Supervolcanoes
5: Earthquakes: effects and responses
6: Tsunamis
Key Ideas: Restless Earth
Learning Objectives
Get it! 
I know about the structure of the Earth and the difference between
oceanic and continental crust
I know how and why destructive, constructive and conservative
margins are different
I know that the Earth’s crust is unstable at plate margins
I know how and why fold mountains and ocean trenches form at
destructive plate margins
I recognise the difference between composite and shield volcanoes
I recognise the many ways people can use areas of fold mountains
I understand how people can adapt to living with the difficult
conditions associated with fold mountains
I know where volcanoes are found
I understand the difference between primary and secondary effects of
volcanoes and recognise that they can be positive as well as negative
I know about the immediate and long term responses to eruptions,
including monitoring and prediction
I know how a supervolcano is different from a normal volcano
I understand the potential impact of a supervolcanic eruption in
contrast to a volcanic eruption
I know the features of an earthquake and how they are measured
using both the Richter and Mercalli Scales
Stanley High School Geography
Page 3
GCSE Geography Student Handbook
I know where earthquakes occur and why they are found at
constructive, destructive and conservative plate margins
I know case studies of earthquakes in countries at different stages of
development- their causes, effects and responses
I know how and why the effects and responses are different in these
two areas
I know the ways of trying to reduce the impacts of earthquakes: the
three Ps
I know what a tsunami is and why it is a secondary effect of an
earthquake
I know the causes and effects of, and responses to, a tsunami
I’ve printed a copy of “print your own text book”
I’ve read my “print your own text book”
OxBox “Restless Earth” Exam-style question
OxBox “Restless Earth” question Foundation Tier
OxBox “Restless Earth” question Higher Tier
Printed set of “Restless Earth Word Cards”
“I know all answers on my Restless Earth Word Cards” 
Completed Restless Earth self-assessment sheet
Complete a “Restless Earth Questions Booklet” (F or H)
Read a “Restless Earth Bitesize Revision Booklet”
Complete a “Restless Earth DIY Glossary”
Complete a “Restless Earth Work Booklet”
Stanley High School Geography
/25
/25
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GCSE Geography Student Handbook
1: Plate Boundaries and Tectonic Landscapes
Key Idea: The Earth’s crust is unstable, especially at plate margins
Syllabus says…
Distribution of plates; contrasts between continental and oceanic plates; destructive, constructive and
conservative plate margins
Key Words:
Crust, plates, plate margins, mantle, convection current, oceanic crust, continental crust, inner core,
outer core, Pacific Plate, Ring of Fire, constructive margin, destructive margin, subduction zone,
conservative margin (passive), collision margin, San Andreas Fault, oceanic ridge, Mid-Atlantic Ridge
 Be able to add labels to an existing diagram of a plate
boundary
 Be able to describe location of plate boundaries using a map
E
(Basic)
C
(Clear)

Be able to give differences between oceanic and continental
crust
 Using a diagram, be able to describe what takes place at
each one of the four plate boundaries
 Be able to identify variety of landforms found in association
with different plate boundaries
 Be able to explain why oceanic and continental crust is
different
 Be able to draw and label each of the four plate boundaries
from memory
Textbooks I should use:
Oxbook:
 geog.GCSE p8-9 “The structure of the
 p8-9 “Unstable Earth”
Earth”
 p10-11 “Plate Margins”
 geog.GCSE p10-11 “Plate Margins”
Understanding GCSE Geography (digital)
 AQA Geography A p8-11 “Why is the
earth’s crust unstable?”
 p6-7 “The Earth’s crust is unstable”
 Understanding GCSE Geography p6-7 “The
etextbooks:
Earth’s tectonic plates”
 Types of Plate Margin
 Key Geography for GCSE 1 p52-53 “Where
 Geofile Plate Tectonics (gifted
do earthquakes and volcanoes occur?”
geographers)
 Key Geography for GCSE 1 p54-55 “What
 Plate Tectonics (gifted geographers)
happens at plate boundaries?”
A
(Detailed)
Power-points:
 Continental Drift
 Structure of the Earth
 Plate Margins
 Unstable Earth
 Investigating Tectonic Change (AS-Level)
Websites I should visit:
http://en.wikipedia.org/wiki/List_of_tectonic_plat
es
www.bbc.co.uk/news/science-environment16056192 (Destruction of the Pacific Plate,
Marianas Trench)
http://www.platetectonics.com/book/page_5.asp
Stanley High School Geography
Class Clips I should watch:
 3059 New Zealand Plate Tectonic
Theory
 1490 Evidence of climate change
(tectonics and continental drift)
 7415 Investigating the Great Glen Fault
 8423 Mountain ranges from across the
World
Page 5
GCSE Geography Student Handbook
http://highered.mcgrawhill.com/sites/0072402466/student_view0/chapte
r19/animations_and_movies.html#
(animations of tectonic processes)
Clickview
 “How the Earth Made Us: Tectonics”
 “How the Earth was made: The deepest
place on Earth”
 “How the Earth was made: Iceland”

9117 Structure of the Earth
Movies to watch:
 Tectonics
 Bill Nye the Science Guy (bit silly!)
 Continental Drift Plate Tectonics
 Evidence for Pangea
 Inside the Earth
 Introduction to Tectonics
 The Early Earth and Plate Tectonics
Tasks to be completed:
 Produce a detailed, labelled diagram to show the characteristics of the different layers of the
Earth; make sure you include the role of convection currents
 Complete a labelled map to show the Earth’s tectonic plates
 Produce annotated diagrams to show the main features and processes which take place at
each one of the four types of plate boundary
 Produce a labelled diagram of an oceanic trench
 With the aid of a diagram, explain what happens at a compressional or destructive plate
margins. (6)
 With the aid of a diagram, explain what happens at a tensional or constructive plate margins.
(6)
 Learn the plate boundary karate moves!
 Learn to sing the “subduction zone song”
 Fun… after school (?)… make plasticine models of the different plate boundaries
Worksheets:
Done it…
 5.1 Earthquakes and Volcanoes
 Plate Boundaries cut “n” stick
 Plate Tectonics
 Plate Margins Table
 Plate Tectonics maps from memory
 Tectonics Plates
Stanley High School Geography
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GCSE Geography Student Handbook
2: Fold Mountains and Ocean Trenches
Key Idea: Unique landforms occur at Plate Margins. People use these landforms as a resource and
adept to the conditions within them
Syllabus says…
Location and formation of fold mountains, ocean trenches, composite volcanoes and shield volcanoes
A case study of one range of fold mountains. The ways in which they are used- farming, hydro-electric
power, mining, tourism and how people adapt to limited communications, steep relief and poor soils
(suggested case studies: Alps, Andes)
Key Words:
Fold Mountain, Ocean Trench, syncline, overfold, anticline, subsistence, HEP, tourism, Andes, Alps,
Himalayas, irrigation, terraces/terracing, communications, avalanche, subduction, Mariana, (Clever
Clogs Bonus Word “Orogenesis”, “Orogeny”)
 Be able to use a World Map to describe location of fold
mountains/ocean trenches
 Describe some simple characteristics of ocean trenches
 Identify types of land use from photographs
 Using provided diagrams, explain how fold mountains are
formed
 Name an example of a range of fold mountains
 Explain the location of fold mountains
 Describe clearly how fold mountains and ocean trenches are
formed
 Be able to explain the characteristic land uses of fold
mountain areas and justify why mountains are used for
these activities
 Describe some of the problems facing people living in fold
mountain areas
 Produce a detailed, annotated diagram showing how fold
mountains are formed
 Draw a labelled diagram to show the processes involved in
the formation of an ocean trench; higher end will name
trench and plates involved in formation
 Explain why earthquakes can happen in fold mountain areas
 Be able to use a named case study to describe the problems
facing people living in fold mountain areas and outline ways
in which people have tried to overcome these difficulties
Textbooks I should use:
Oxbook:
 geog.GCSE p12-13 “Collision Zones”
 p12-13 “Landforms at plate margins”
 AQA Geography A p12-13 “What
 p14-15 “Using fold mountains- the
landforms are found at different plate
Himalayas”
boundaries?”
 AQA Geography A p14-16 “How do people Understanding GCSE Geography (digital)
use an area of fold mountains?”
 p8-9 “Landforms at plate boundariesfold mountains and ocean trenches”
 Understanding GCSE Geography p8-11
“Fold Mountains” (Case Study: Alps)
 p10-11 “Case Study: The Alps”
Power-points:

Websites I should visit:
Class Clips I should watch:
 8426 “Life in the Pyrenees-roads”
E
(Basic)
C
(Clear)
A
(Detailed)
Stanley High School Geography
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GCSE Geography Student Handbook
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/natural_hazards/fold_mountains_rev1.shtml
http://en.wikipedia.org/wiki/Fold_mountain
http://simple.wikipedia.org/wiki/Folded_mountai
n
http://www.geography.learnontheinternet.co.uk/t
opics/foldmountain.html
http://www.scool.co.uk/gcse/geography/tectonics/reviseit/fold-mountains (has some good animations)

8423 “Introduction to the mountains of
the World”
Movies to watch:
Simulation of Himalayas forming:
http://www.youtube.com/watch?v=HuSHOQ6g
v5Y
David Attenborough: Living Planet “Formation
of the Planet… 1 hour documentary… has some
excellent parts in it:
http://www.youtube.com/watch?v=Ap54bVoN0
gc
Tasks to be completed:
 Produce a labelled diagram to show the location of Ocean Trenches and Fold
Mountain ranges; good maps will have named examples on them
 Draw a diagram to show processes at work at a subduction zone leading to the
formation of an ocean trench
 Draw labelled diagram to show stages in formation of young fold mountain ranges
 Produce a case study for a fold mountain range of your choice (Alps, Himalayas,
Andes are good possibilities) outlining how people use them for energy, mining,
tourism and farming
 Produce a mind-map to show the problems facing people who live in fold mountain
areas
 Gather photographs for your notebooks to illustrate the different ways people have
used to solve the difficulties of living in areas of fold mountains (you could show this
as a mood board)
 Describe the events leading to the formation of a group of Fold Mountains. You may
use diagrams as part of your answer. (6)
 For a range of Fold Mountains you have studied, describe how they have been used
as a resource by people (6)
Worksheets:
 Formation of fold mountains
 Fold Mountains
 Human activities in the Alps
Stanley High School Geography
Done it…
Page 8
GCSE Geography Student Handbook
3: Volcanoes
Key Idea: Volcanoes are hazards resulting from tectonic activity. Their primary and secondary effects
are positive as well as negative. Responses change in the aftermath of an eruption
Syllabus says…
Location and formation of composite volcanoes and shield volcanoes. Characteristics of different types
of volcanoes. A case study of a volcanic eruption- its cause, primary and secondary effects are positive
as well as negative impacts; immediate and long term responses. Monitoring and predicting volcanic
eruptions (Suggested case studies: Mt Etna (2001), Montserrat (2007), Iceland.
Key Words:
Primary effect, secondary effect, aid (short, medium and long term), immediate and long term
responses, lahars, composite, shield volcano, vent, crater, ash, lava, mudflow (lahar), acid lava, basic
lava, hot spots, magma chamber, volcanic bombs, pyroclastic flows, destructive margin, constructive
margin, seismometer, tiltmeter
 Name the different parts of a volcano
 Describe places volcanoes are likely to be found using a map
 Describe differences between shield and composite
volcanoes
 Describe how volcanic eruptions can have an impact on
peoples’ lives
 Explain the differences between shield and composite
volcanoes
 Explain the location of volcanoes in relation to plate
boundaries
 Identify the key differences between primary and secondary
effects of volcanic eruptions
 Be able to clearly describe the effects of the Montserrat
eruption/other volcanic eruption
 Be able to explain how different types of plate boundary can
lead to differences in volcanic eruptions
 Be able to differentiate between the short and long term
responses to the Montserrat eruption
Textbooks I should use:
Oxbook:
 geog.GCSE p20-23 “Volcanoes”
 p16-17 “Volcanic eruption-Montserrat”
 geog.GCSE p24-25 “Montserrat- an LEDC
Understanding GCSE Geography (digital)
case study”
 p12-13 “Volcanoes and supervolcanoes”
 geog.GCSE p26-27 “Mt St Helens: an
MEDC case study”
 p14-15 “Effects of volcanoes on people”
 AQA Geography A p17-21 “How do
 p16-17 “Soufriere Hills volcano,
volcanoes affect people?”
Montserrat”
 Understanding GCSE Geography p12-13
etextbooks:
“Volcanoes”
 “Advantages of living in a volcanic area”
 Understanding GCSE Geography p14-15
“Montserrat Case Study”
 “Icelandic Eruption 2010”
Power-points:
 “Montserrat Case Study summary”
 “Shield and Strato Volcanoes”
 “Montserrat”
 “Drawing a volcano cross-section”
 “Using satellites to monitor volcanoes”
E
(Basic)
C
(Clear)
A
(Detailed)
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GCSE Geography Student Handbook
 “Montserrat eruption”
 “Predicting volcanic eruptions”
 “Volcanoes Exam Questions”
 “Mt St Helens”
 “Volcanoes Boardworks”
Websites I should visit:
http://geology.com/
http://www.extremescience.com/earthscience.htm
http://www.olywa.net/radu/valerie/StHelens.html
http://www.bbc.co.uk/science/earth/natural_disa
sters/volcano
http://www.bbc.co.uk/news/scienceenvironment-13703888
http://environment.nationalgeographic.co.uk/envi
ronment/natural-disasters/volcano-profile/


“Volcanic activity: causes and
consequences”
“Volcanoes- why are some more
hazardous than others?”
Class Clips I should watch:
 1503 “Mount Pinatubo”
 3063 “New Zealand Volcanoes”
 3066 “New Zealand Volcanoes: North
Island”
 6356 “Volcano erupts in Chile”
 7114 “Abseiling into a live volcano”
 10532 “Volcanic activity in the
Galapagos”
 10728 “Icelandic volcanoes- eruptions
and disruptions”
 10891 “Ash and aircraft”
 10909 “Volcanic eruption”
 3069 “Lahars in Indonesia”
Movies to watch:
 “Montserrat”
 “Bill Bryson: Mt St Helens”
 “Mt St Helens 1”
 “Mt St Helens 2”
Tasks to be completed:
 Produce labelled diagrams to show the key characteristics of composite and shield volcanoes
 Produce a detailed case study relating to the Montserrat. Make sure you include location,
type of plate margin, effects and both short and long term responses
 Print yourself a copy of the “Montserrat Case Study summary”… make sure you can
remember all the key facts and statistics on the sheet
 Using one or more examples of a volcanic eruption, describe the effects on the physical
environment/ people (4)
 Be able to describe how volcanoes are monitored. Get some photographs from the internet
to illustrate the different methods used
 Use the powerpoint to make sure you are able to draw a cross-section of a volcano using
contour lines… this is a difficult skill and one that you must be able to master
 Go through the questions power-point and check you are confident in answering all the
questions shown
 Many places which have high population densities are also prone to
earthquakes/volcanoes/both. Why do large numbers of people live in such areas? (6)
 For an earthquake/volcano that you have studied, describe the primary and secondary effects
which occurred (6)
Worksheets:
Done it…
 Read the “FEMA” emergency advice leaflet
 “Geofile: Causes and effects of volcanoes”
 “Montserrat Volcanic eruption: skills exercise”
 “Types of volcanoes”
 “Volcano practice question”
 “Volcanoes”
 “Volcanoes 2”
Stanley High School Geography
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GCSE Geography Student Handbook



“Volcanoes 3”
“Volcanoes 4”
“Volcanoes Question”
4: Supervolcanoes
Key Idea: Supervolcanoes are on a much bigger scale than other volcanoes and an eruption would
have global consequences
Syllabus says…
The characteristics of a supervolcano and the likely effects of an eruption (Case study: Yellowstone)
Key Words:
Supervolcano, Yellowstone, caldera, fissures, geothermal, geyser, hot spot,
 Be able to describe the basic features of a supervolcano
 Be able to give a brief description of the probable effects of
a supervolcanic eruption
E
(Basic)
C
(Clear)
A
(Detailed)
 Be able to contrast the features of a supervolcano with
those of a strato volcano
 Describe the probable impacts of a supervolcanic eruption
on a worldwide scale
 Clearly describe the causes of a supervolcano
 Be able to explain the Volcanic Explosivity Index (VEI)
Textbooks I should use:
 AQA Geography A p22-23 “What is a
supervolcano?”
Power-points:
 “What are supervolcanoes?”
Websites I should visit:
http://www.bbc.co.uk/science/earth/natural_disa
sters/supervolcano
Oxbook:
 p18-19 “Supervolcanoes”
Understanding GCSE Geography (digital)
 p12-13 “Volcanoes and supervolcanoes”
etextbooks:
 “What is a supervolcano?”
Class Clips I should watch:
Movies to watch:

http://www.bbc.co.uk/sn/tvradio/programmes/su
pervolcano/
http://en.wikipedia.org/wiki/Supervolcano
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/natural_hazards/volcanoes_rev4.shtml
http://www.coolgeography.co.uk/GCSE/AQA/Rest
less%20Earth/Supervolcanoes/Supervolcanoes.ht
m
Tasks to be completed:
 Draw a labelled cross-section of a supervolcano
 Describe the characteristic features of a supervolcano; name some examples of
supervolcanoes
 What is the VEI? Explain using examples
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GCSE Geography Student Handbook
 Produce a mind-map to show the probable Worldwide effects of a supervolcanic eruption
Worksheets:
Done it…
 “Supervolcanoes”
5: Earthquakes
Key Idea: Earthquakes occur at constructive, destructive and conservative plate margins (remember
topicality) The effects of earthquakes and responses to them differ due to contrasts in levels of
wealth (remember topicality)
Syllabus says…
Location and cause of earthquakes. Features of earthquakes- epicentre, focus, shock waves and the
measurement of earthquakes using the Richter and Mercalli Scales. A case study of an earthquake in a
rich part of the World and one from a poorer area- their specific causes; primary and secondary
effects; immediate and long term responses- the need to predict, protect and prepare. Contrasts in
effects and responses will be clear.
Key Words:
Earthquake, focus, epicentre, seismic waves, seismologist. Seismometer, longitudinal waves,
transverse waves, primary waves, secondary waves, Richter Scale, Mercalli Scale, logarithmic scale,
recurrence interval, Primary Effect, Secondary Effect, long term effects, immediate responses, long
term responses, Kobe, Sichuan (?), Haiti, prediction, protection, preparation, Three Ps
 Recognise difference between focus and epicentre
 Use a map to describe the distribution of earthquake
 Be able to describe the difference between and effect and a
response
 Describe, in general terms, the effects and responses to
earthquakes
 Explain why earthquakes take place, describe distribution of
earthquakes without use of World Map
 Clearly explain the Richter and Mercalli Scales and be able
to highlight the differences between them
 Explain why earthquakes may causes differing amounts of
damage
 Be able to differentiate between primary and secondary
effects/ short and long term responses
 Describe the effects and responses to an earthquake you
have studied
 Be able to describe differences in the effects and responses
to earthquakes in countries of differing levels of economic
development
 Be able to name the 3 P’s and give examples of each
 Use examples to explain why some earthquakes cause more
damage than others
 Evaluate the effectiveness of different methods of
earthquake prediction, protection and preparation
 Describe, in detail, the effects and responses to a named
earthquakes; using range of exact statistics and facts
 Clearly describe and explain how developmental factors can
influence the effects and responses to earthquakes
Textbooks I should use:
Oxbook:
 geog.GCSE p14-15 “Earthquakes”
 p20-21 “Earthquakes”
 geog.GCSE p16-17 “Kashmir- an LEDC case
 p22-23 “Two countries- two
study”
earthquakes-1”
E
(Basic)
C
(Clear)
A
(Detailed)
Stanley High School Geography
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GCSE Geography Student Handbook

geog.GCSE p18-19 “Los Angeles- an MEDC
case study”
 AQA Geography A p24-26What are
earthquakes and why do they occur?”
 AQA Geography A p27-31 “How do the
effects of earthquakes differ in countries
at different stages of development?”
 Understanding GCSE Geography p16-17
“The earthquake hazard”
Power-points:
 “Earthquake Theory”
 “Earthquake Boardworks”
 “Haiti Earthquake 2010”
 “Kobe Earthquake Case Study”
 “The Three P’s”
 “Earthquake Case Study Questions”
 “Earthquake Theory Exam Questions”
Websites I should visit:
http://www.seismo.unr.edu/
http://news.bbc.co.uk/1/hi/sci/tech/7533950.stm
http://www.bbc.co.uk/science/earth/natural_disa
sters/earthquake
Latest news on earthquakes around the World
http://earthquake.usgs.gov/earthquakes/
http://www.emsc-csem.org/#2w
http://video.nationalgeographic.co.uk/video/envir
onment/environment-naturaldisasters/earthquakes/earthquake-101
http://environment.nationalgeographic.co.uk/envi
ronment/natural-disasters/earthquake-profile/

p24-25 “Two countries- two
earthquakes 2”
Understanding GCSE Geography (digital)
 p18-19 “The earthquake hazard”
etextbooks:
 “Canadian Earthquake Advice”
 “China Earthquake, 2008”
 “Earthquakes: why do some places
suffer more than others?”
 “Haiti Earthquake 2010”
Class Clips I should watch:
 3070 “The Kobe Earthquake”
 5722 “1989 Santa Cruz Earthquake,
California”
 5723 “Preparing for Earthquakes”
 5724 “Understanding plate tectonics
and earthquakes”
 5725 “Engineering earthquake proof
structures”
 5726 “Earthquake at Bhuj, 2001”
 6045 “Earthquakes in Great Britain”
 6046 “2009 Costa Rica earthquake”
 6997 “Italian earthquake- the
aftermath”
 6998 “Italian earthquake- emergency
responses”
 11522 “Impacts of the Haiti Earthquake”
 11524 “Story of a Haiti aid worker”
 11525 “Mayor of a community in Haiti”
 11526 “Surviving the Haiti earthquake”
 11527 “Story of a Haiti businessman”
 11528 “Soldier bringing aid to Haiti”
 11529 “Haiti’s economic problems after
the earthquake”
 11530 “Preventing cholera in Haiti”
Tasks to be completed:
 Draw a diagram to show the focus, epicentre and seismic waves released by an
earthquake
 Explain the difference between P and S Waves
 Write definitions for all the key earthquake words and terms
 Explain how the Richter and Mercalli Scales are different
Stanley High School Geography
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GCSE Geography Student Handbook
 Make sure you know all the answers on the “Quick Quiz Question” cards
 Explain the differences between primary and secondary effects of an earthquake
 Produce a detailed case study for both the Haiti and Kobe earthquakes. Include the
causes, facts relating to the quakes (time of day, magnitude etc.), effects (both
primary and secondary) and short & long term responses
 Produce a table to summarise the key differences between the Haiti and Kobe
earthquakes
 Produce a summary/mindmap/moodboard to show how the effects of earthquakes
and responses to earthquakes can be different in MEDCs and LEDCs
 Explain the meaning of “The 3 P’s”; give examples of each saying how they could
reduce deaths in earthquakes, try to find examples where each has been used,
collect images/pictures to illustrate examples of the 3 P’s
 For an earthquake/volcano that you have studied, describe the primary and
secondary effects which occurred (6)
 How can people try to reduce the damage caused by earthquakes (4)
 Using examples of earthquakes, explain why some may cause more deaths than
others (6)
 Using named examples, describe how the short term responses to earthquakes in
MEDCs are different from the short term responses in LEDCs (8)
Worksheets:
 “Earthquake Question”
 “Earthquakes”
Stanley High School Geography
Done it…
Page 14
GCSE Geography Student Handbook
6: Tsunamis
Key Idea: Tsunamis are a specific secondary effect and can have devastating effects in coastal
areas. (remember topicality)
Syllabus says…
A case study of a tsunami- its cause, effects and responses (Case study Indian Ocean, 2004)
Key Words:
Tsunami, megathrust earthquake
 Be able to describe a tsunami
 Describe, in general terms, the effect and responses to a
tsunami
E
(Basic)
C
(Clear)
A
(Detailed)
 Explain, in general terms, the cause of a tsunami
 Describe the effects and responses to the Boxing Day
tsunami
 Explain, in detail (draw a labelled diagram?), the causes of a
tsunami
 Describe, in detail, the primary and secondary effects and
short and long term responses to the 2004 Boxing Day
tsunami
Textbooks I should use:
Oxbook:
 AQA Geography A p32-33 “Why is a
 p26-27 “Tsunami”
tsunami hazardous?”
Power-points:
Understanding GCSE Geography (digital)
 “Tsunamis”
 p20-21 “The Asian tsunami”
 “Tsunami Exam Questions”
etextbooks:
 “Tsunamis”
Websites I should visit:
Class Clips I should watch:
What causes a tsunami?
 3195 “Asian tsunami- causes and
http://www.bbc.co.uk/schools/gcsebitesize/geogr
effects”
aphy/natural_hazards/tsunamis_rev1.shtml
 3196 “Eyewitness accounts of the
tsunami”
How earthquakes trigger tsunamis…
 3197 “Tsunami- disease”
http://www.bbc.co.uk/news/science 3198 “Tsunami- eye witness accounts”
environment-12739417
 3200 “Asian tsunami- damage to coral
reefs”
http://environment.nationalgeographic.co.uk/envi
 3201 “Asian tsunami- effects on
ronment/natural-disasters/tsunami-profile/
tourism”
 3202 “Asian tsunami- variable impacts”
 3203 “Asian tsunami- predicting future
events”
Tasks to be completed:
 Draw a labelled diagram to explain the causes of a tsunami
 Explain why a tsunami is a secondary effect of an earthquake
 Produce a case study of the 2004 Indian Ocean Tsunami. Include facts about the earthquakes,
primary and secondary effects, short and long term responses; include places effected (use a
map) and photographs to illustrate your work
Stanley High School Geography
Page 15
GCSE Geography Student Handbook
Worksheets:
 “Tsunamis”
Done it…
Targets/Areas I need to improve:
Stanley High School Geography
Page 16
GCSE Geography Student Handbook
Levelled Exam Questions… tracker
Question
Mark
Improve by…?
Using named examples, explain why
some earthquakes kill more people than
others (6)
Using a named example, describe the
impacts of a volcanic eruption on people
and the environment (6)
With the aid of a diagram, explain what
happens at a destructive plate margin (6)
With a diagram, explain what happens at
a compressional plate margin (6)
Using an example you have studied,
describe how people use a range of fold
mountains (8)
Describe the primary and secondary
effects of an earthquake you have
studied
(6)
How can people try to reduce the effects
of earthquakes? (6)
Give reasons why people live in areas of
earthquakes and volcanoes (6)
Describe the distribution of earthquakes
(3)
Draw a labelled diagram to show why
earthquakes take place at conservative
plate margins (4)
Describe how earthquakes are measured
using the Mercalli Scale (4)
How is the Mercalli Scale different from
the Richter Scale (6)
(Using examples) Describe how the
effects of an earthquake in a richer part
of the World are different from one in a
poorer part of the World (6-8)
With the aid of a diagram, explain the
formation of ocean trenches and young
fold mountains (8)
Explain how the Richter Scale is used to
measure earthquakes (4)
Stanley High School Geography
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GCSE Geography Student Handbook
(Using examples) Describe how the
responses of an earthquake in a richer
part of the World are different from one
in a poorer part of the World (6-8)
Describe the likely worldwide effects of a
supervolcanic eruption (6)
Use a case study to describe the effects
of a tsunami on a coastal area (6)
Use a case study to describe the
responses to a tsunami (9)
Why do some earthquakes kill more
people than others? (6)
Describe the immediate effects of a
volcano you have studied (6)
Explain the characteristics of shield
volcanoes and how they are formed (6)
Fold Mountain areas suffer from steep
slopes, poor soils and limited
communications. Describe how people
have coped with one or more of these
problems (6)
Draw a labelled sketch to show the
characteristics of a strato or composite
volcano (6)
Explain how volcanoes form at
constructive plate margins (6)
Describe the ways in which a
supervolcano is different from a
“normal” volcano (6)
Describe the relationship between
magnitude and frequency of earthquakes
(4)
Stanley High School Geography
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GCSE Geography Student Handbook
Test yourself…
1) The Earth’s crust is divided into plates. What are the places where they meet called?
2) What causes the plates to move?
3) How quickly do plates move?
4) What type of plate margin is caused by diverging plates? Give an example.
5) Draw and label a plate margin with diverging plates and explain what’s happening.
6) What type of plate margin is caused by converging plates? Give an example.
7) Draw and label a plate margin with converging plates and explain what’s happening.
8) What type of plates cause conservative margins? Give an example.
9) Draw and label a conservative plate margin and explain what’s happening.
10) Draw a full diagram of the world on a sphere you’ve made from snowflakes. Ignore that, but
think yourself lucky, that’s the sort of question they used to get in geography.
11) What are fold mountains? How are they formed?
12) Name two plates and two ranges of fold mountains.
13) Where is the World’s main volcanic zone and what’s it called?
14) Where do most earthquakes occur on the Earth’s crust and why?
15) When studying earthquakes what are: the focus, the epicentre, seismic waves?
16) How much bigger is a 6-point earthquake than a 5-pointer on the Richter scale? Why?
17) What is a volcano? (Use the proper technical words in your answer – ‘ug big-fire-rock’ won’t
do.)
18) What are extinct, dormant and active volcanoes? Give one example of each.
19) What is a composite volcano made up of? Name an example.
20) What are the pieces of rock called that fly out of an erupting volcano?
21) What is the difference between lava and magma?
22) Draw a diagram of a composite volcano. Label the vent, crater, magma, ash and lava.
23) Shield and dome volcanoes are both made of lava. How do they differ in shape and
composition? Name an example of each.
24) Give four reasons why people live near volcanoes or earthquakes.
25) What do scientists look for to judge whether a volcano is about to erupt?
26) What do they look out for to predict earthquakes?
27) What scientific instrument is used to record movements in the ground?
28) Explain eight ways that the risk of damage in an earthquake zone can be reduced.
29) What are the three main factors that affect the seriousness of a tectonic hazard?
30) What do MEDC and LEDC stand for?
31) Write a short account describing how MEDCs deal with disaster.
Stanley High School Geography
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GCSE Geography Student Handbook
32) Write a mini-essay describing the problem LEDCs have when there’s a tectonic disaster.
Water on the land
1: River Processes
2: River Landforms
3: Hydrographs
4: Floods Theory: causes, effects and responses; managing floods
5: Water Supply
Key Ideas: Water on the land
Learning Checklist
Get it!
I know the features of a river basin (watershed, source, mouth,
confluence, drainage basin)
I know how the long profile and cross-section of a river changes with
downstream; including changes in channel, velocity and load
I can draw a cross section across a river valley
I can draw and interpret an isoline graph
I can describe drainage patterns and identify watersheds
I know the four ways a river erodes
I can explain how v-shaped valleys are formed
I can describe what happens at a waterfall and how a gorge is formed
I know how a river transports material
I know the features and formation of meanders, ox-bow lakes
I know the features of a flood plain and levees
I understand how and why a river deposits its load
I can identify river and valley landforms on an OS Map
I can annotate photographs relating to river landforms
I can draw and label simplified diagrams of both the water and
drainage basin cycles
I can identify a wide variety of reasons why a flood may happen
Stanley High School Geography
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GCSE Geography Student Handbook
I know how the amount of water in a river varies and can give
reasons for this
I can draw and interpret hydrographs
I know in detail a case study of a flood from an MEDC
I know in detail a case study of a flood in an LEDC
I recognise how the frequency of flooding seems to be increasing and
can suggest reasons for this
I know a variety of short, medium and long term strategies used to
manage floods in LEDCs/MEDCs
I recognise the differences between “soft” and “hard” engineering
techniques, can give examples of each
I understand the debate between the merits of “hard” and “soft”
management strategies. I can evaluate the strategies and give a
supported view about them
I understand why there is an increasing demand for water in the UK
I know that there are areas of surplus and others were there is a
deficit. I recognise that transfer occurs between them
I can describe the economic, social and environmental issues
resulting from this transfer
I’ve printed a copy of “print your own text book”
I’ve read my “print your own text book”
OxBox “Water on the land” Exam-style question
OxBox “Water on the land” question Foundation Tier
OxBox “Water on the land” question Higher Tier
Printed set of “Water on the land Word Cards”
“I know all answers on my Water on the land Word Cards”
Completed “Water on the land self-assessment sheet”
/25
/25
/25
Complete a “Water on the land” Questions Booklet” (F or H)
Completed an “Exam Board Practice Questions Booklet”
Completed a “Water on the Land” DIY Glossary
Printed and read an AQA Revision Booklet
Printed and read the Bitesize Revision Book
Printed and completed the Bitesize Work Booklet
Completed a “Water on the land self-assessment form”
Stanley High School Geography
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GCSE Geography Student Handbook
1: River Processes
Key Idea: The shape of a river valley changes as rivers flow downstream due to the
dominance of different processes
Syllabus says…
Processes of hydraulic action, abrasion, attrition, solution; vertical and lateral erosion. Processes of
transportation- traction, saltation, suspension and solution. Deposition and reasons for it. Long
profile and changing cross profile
Key Words:
river, erosion (vertical and lateral), transportation, deposition, sorted material, velocity, basin,
tributary, watershed, catchment area, drainage basin, source, channel, mouth, estuary, bed, banks,
load, bedload, sediment, confluence, long profile, cross profile, hydraulic action, attrition, abrasion,
corrasion, corrosion, traction, saltation, suspension, solution, drainage pattern (radial, trellis,
dendritic)
 Be able to define a limited number of Fluvial (river) terms
 Identify using diagrams, the ways that rivers erode and
transport material
 Label the main features of a river drainage basin on a map
 Identify a significant range of specialist fluvial (river) terms
(majority of those listed in key terms)
 Be able to describe how cross and long profiles change along
a river from source to mouth
 Know an extensive range of specialist, river, terms (all those
listed in key words)
 Be able to identify, and name, different drainage basin
patterns
 Describe and explain, in detail regarding actions, water
velocity, land scape features etc), the differences in long and
cross profile along a river from source to mouth
Textbooks I should use:
Oxbook:
 geog.GCSE p66-67 “Introducing Rivers”
 p96-97 “River valleys in their upper
course”
 AQA Geography A p100-103 “How and
why do river valleys change
Understanding GCSE Geography (digital)
downstream?”
 p80-81 “River basins and discharge”
 Understanding GCSE Geography p32-33
“River basins”
 Understanding GCSE Geography p48 “How etextbooks:
 “River Long Profiles”
a river changes as it flows downstream”
 Key Geography for GCSE 1 p4-5 “What are
the main features of a river basin?”
 Key Geography for GCSE 1 p6-7 “How do
rivers shape the land?”
E
(Basic)
C
(Clear)
A
(Detailed)
Stanley High School Geography
Page 22
GCSE Geography Student Handbook
Power-points:
 “River Processes”
Websites I should visit:
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/water_rivers/
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/water_rivers/river_processes_video.shtml
http://revisionworld.co.uk/gcserevision/geography/river-landscapes/riverprocesses
http://www.i-study.co.uk/Rivers.html
http://www.geographyalltheway.com/igcse_geogr
aphy/natural_environments/river_processes/river
_processes.htm
Class Clips I should watch:
 340 “The course of the River Severn”
 400 “Weathering, erosion and
corrasion”
 401 “Hydraulic action”
 3238 “Watersheds and drainage
basins”
 7930 “How a river is formedtributaries and confluences”
 7931 “How a river is formed- flood
plains and sandbanks”
 8424 “Changing landscapes:
Snowdonia”
 3237 “River Conwy- erosion and
deposition”
Tasks to be completed:
 Draw cross-sections of a river during its three main stages; draw a long profile and label
different characteristics of a river during each of its three main stages
 Produce labelled diagrams to show features of a river drainage basin
 Produce a labelled diagram identifying main features along the course of a river
 Draw an annotated field sketch of a river in its upper course
 Draw labelled diagrams to illustrate how a river erodes and transports material
 Describe the reasons why a river deposits material
 Learn the river transportation dance!
Worksheets:
Done it…
 “1.1 River Basin features”
 “1.6 How do rivers shape the land?”
 “7A Reading a river map”
 “River erosion, transportation and deposition”
 “The River Valley”
2: River Landforms
Key Idea: Distinctive landforms result from different processes as rivers flow downstream
Syllabus says…
Landforms resulting from erosion: waterfalls and gorges; landforms resulting from erosion and
deposition: meanders and ox-bow lakes; landforms resulting from deposition: levees and flood plains
Key Words:
v-shaped valley, vertical erosion, waterfall, undercut, (swan’s neck) meander, thalweg, river cliff,
slip-off slope, gorge/ gorge of recession, plunge pool, cap rock, lateral erosion, interlocking spurs, oxbow lake, floodplain, terraces, levees, silt, alluvium, terraces, estuaries, (bird’s foot and arcuate)
delta, distributaries, mudflats
 Identify the parts of a waterfall
 Identify how a river erode and transports material
E
Stanley High School Geography
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GCSE Geography Student Handbook
 Use given photographs or diagrams to identify the features a
range of river landforms
 Clearly explain the processes which lead to the formation of
a waterfall
 Explain the processes which lead to the formation of a
meander and ox-bow lake, flood plain and levees
 Explain how a river erodes and transports material, explain
why a river might deposit material
 Produce detailed diagrams to show formation of landforms
found along course of a river
 Use a wide range of specialist vocabulary in relation to
development of river landforms
Textbooks I should use:
Oxbook:
 geog.GCSE p68-69 “The river’s upper
 p96-97 “River valleys in their upper
course”
course”
 geog.GCSE p70-71 “The river’s middle
 p98-99 “River valleys in their middle
course”
course”
 geog.GCSE p72-73 “The river’s lower
 p100-101 “River valleys in their lower
course”
course”
 AQA Geography A p104-107 “What
distinctive landforms result from changing Understanding GCSE Geography (digital)
river processes?”
 p82-83 “The upper course of a riververtical erosion”
 Understanding GCSE Geography p34-35
“The upper course of a river”
 p84-85 “The middle and lower courses
of a river- lateral erosion and
 Understanding GCSE Geography p36 “The
deposition”
middle course of a river”
 Understanding GCSE Geography p37-38
etextbooks:
“The lower course of a river”

 Key Geography for GCSE 1 p8-9 “How do
rivers and oxbow lakes form?”
 Key Geography for GCSE 1 p10-11 “What
happens to a river as it approaches its
mouth?”
(Basic)
C
(Clear)
A
(Detailed)
Power-points:
 “Upper Course of a river” (Boardworks)
 “Features of the Upper Course”
 “Features of the Middle and Lower Course
of a river”
 “Middle and Lower Course” Boardworks
 “Meanders”
 “Waterfalls”
 “Rivers and Waterfalls”
Websites I should visit:
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/water_rivers/
Stanley High School Geography
Class Clips I should watch:
 402 “River terraces”
 403 “Meanders”
 404 “Waterfalls, plunge pools and
potholes”
 405 “Oxbow lakes”
Page 24
GCSE Geography Student Handbook
http://revisionworld.co.uk/gcserevision/geography/river-landscapes/riverlandforms
http://www.scool.co.uk/gcse/geography/rivers/revise-it/riverfeatures
http://www.coolgeography.co.uk/GCSE/AQA/Wat
er%20on%20the%20Land/Waterfalls/LandformsW
aterfalls.htm
http://www.youtube.com/watch?v=jSL9nQb-ohM



3075 “Rakaia- a braided river valley”
3076 “River Severn- Upper Course”
3077 “River Severn- lower course and
estuary”
 3239 “Waterfalls and gorges”
 4310 River Tay- an overview”
 4311 “River Tay- upper course”
 4312 “River Tay- middle course”
 4313 “River Tay- lower course and
estuary”
 4314 “Waterfalls-geology and
formation”
Movies to watch:
 Landforms- Rivers
 “Sticky does meanders”
 “Waterfalls”
 “Sticky does rivers”
Tasks to be completed:
 Complete the High Force Skills Exercise
 Complete the “River Landforms short test”
 Label the features on the “River Map”
 Complete the “River Tees Meanders” skills exercise
Worksheets:
 “Cross section of a meander”
 “1.2 Formation of an oxbow lake”
 “River features”
 “River Landforms”
 “River Landforms 2”
 “River Landforms 3”
Done it…
3: Hydrographs
Key Idea: The amount of water in a river fluctuates due to a number of reasons
Syllabus says…
Factors affecting discharge- amount and type of rainfall, temperature, previous weather conditions,
relief, rock type (impermeable, permeable, porous and pervious) and land use
Key Words:
evaporation, transpiration, evapotranspiration, surface water, condensation, precipitation,
interception, percolation, surface run-off, groundwater, infiltration, throughflow, groundwater flow,
permeable, impermeable, hydrograph, discharge, cumecs, rising limb, falling limb, lag time, peak
discharge
 Complete a storm hydrograph
 Describe, at a basic level, the causes for changes in river
levels
E
(Basic)
C
(Clear)

Identify a wide range of stores and transfers within the
drainage basin system
 Be able to explain how variations in factors can lead to
changes in water levels
Stanley High School Geography
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GCSE Geography Student Handbook
A
(Detailed)
 Identify differences between hydrographs and begin to
explain the reasons for these differences
 Clearly explain how variations in a range of factors can
influence storm hydrographs
Textbooks I should use:
 geog.GCSE p74-74 “Water- it gets around”
 AQA Geography A p108-110 “How and
why does the water in a river fluctuate?”
 Key Geography for GCSE 1 p12-13 “What
is the hydrological cycle?”
 Key Geography for GCSE 1 p14-15 “What
is the relationship between precipitation
and run-off?”
Power-points:
 “Drainage Basins”
 “The Water Cycle”
 “Hydrological Cycle Theory”
 “Understanding Hydrographs”
 “AS-Level: Hydrological Cycle”
 “AS-Level: Investigating Hydrological
Change”
Websites I should visit:
http://www.bbc.co.uk/bitesize/higher/geography/
physical/hydrosphere/revision/1/
http://geobytesgcse.blogspot.co.uk/2006/11/hydr
ographs-and-river-discharge.html
http://www.bbc.co.uk/scotland/education/int/ge
og/rivers/hydrographs/
Oxbook:
 p102-103 “What affects a river’s
discharge”
Understanding GCSE Geography (digital)
 p86-87 “Flood plains and flooding”
etextbooks:
 “Drainage Basins in different climates”
 “Understanding River Channel
Variables”
 “Storm Hydrographs”
Class Clips I should watch:
 406 “Hydrological Cycle”
 4740 “Introduction to the water cycle 1”
 4741 “Introduction to the water cycle 2”
 7238 “Rivers and the water cycle”
 11070 “The Water Cycle”
Movies to watch:
 “Animaniacs Water Cycle”
 “The Water Cycle” (and with song!)
Tasks to be completed:
 Complete a labelled diagram to show the components of the drainage basin system
 Complete the “Hydrological Cycle Work Booklet”
Worksheets:
Done it…
 “1.3 Flood hydrograph”
 “Factors that affect storm hydrographs”
 “Hydrographs”
 “River Discharge”
 “The drainage basin hydrological cycle”
 “The Storm Hydrograph”
Stanley High School Geography
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GCSE Geography Student Handbook
4: Floods Theory: causes, effects and responses;
managing floods
Key Idea: Rivers flood due to a number of physical and human causes. Flooding appears to be an
increasingly frequent event. The effects and responses to floods vary between areas of contrasting
levels of wealth
Syllabus says…
Content: The causes of flooding: physical- prolonged rain, heavy rain, snow melt, relief; and humandeforestation, building construction. The frequency and location of flood events- in the UK in the last
20 years. A case study of flooding in a rich part of the World and one from a poorer area- the different
effects and responses to flooding
Key Words:
deforestation, urbanisation, flash flood, permeable, impermeable, antecedent rainfall, ploughing,
catchment, MEDC, LEDC, Ganges, Brahmaputra, Himalayas, silt, alluvium, deforestation, typhoid,
cholera, monsoon, infrastructure, levees, hard management, soft management, dredging, flood plain
zoning,
 Describe the impacts of floods on people and the
environment
 Describe how people can respond to floods
 Identify ways which people can use to help prevent floods
from happening
 Use an example to describe the effects of a flood on people
and/or the environment
 Describe how people can respond to floods in both a short
term and a long term context
 Recognise difference between hard and soft management
and be able to explain how examples of each type may be
used to control floods
 Provide a detailed description of the impacts of, and
responses to, a flood in both a rich country and a poor
country
 Clearly explain how development can have an influence on
the impacts of, and responses to, a flood
 Provide an evaluation of the relative advantages and
disadvantages of hard and soft flood management
techniques
Textbooks I should use:
Oxbook:
 geog.GCSE p76-77 “Flooding”
 p104-105 “The 2009 Cumbrian Floods1”
 AQA Geography A p111-112 “Why do
rivers flood?”
 p106-107 “The 2009 Cumbrian FloodsAQA Geography A p113-116 “How and
2”
why do the effects of flooding and the
 p108-109 “The 2010 Pakistan Floods”
responses to it vary?”
 p110-111 “Managing River Floods”
 Key Geography for GCSE 1 p16-17 “Why

do some rivers flood?”
Understanding GCSE Geography (digital)
 geog.GCSE p82-83 “Managing Floods”
 p88-89 “Flood events in the UK since
 geog.GCSE p84-85 “Controlling flooding in
2000”
MEDCs and LEDCs”
E
(Basic)
C
(Clear)
A
(Detailed)
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GCSE Geography Student Handbook

AQA Geography A p117-119 “Hard and
soft engineering: which is the better
option?”
Power-points:
 “Why do floods happen?”
 “Boscastle 2004”
 “Flooding”
 “Pakistan Floods”
 “Tewkesbury”
 “Flooding and river management”
 “Managing Floods Theory”
Websites I should visit:
http://www.environmentagency.gov.uk/homeandleisure/floods/default.asp
x
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/water_rivers/river_flooding_management_r
ev1.shtml
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/water_rivers/river_flooding_management_v
ideo.shtml
http://www.coolgeography.co.uk/GCSE/AQA/Wat
er%20on%20the%20Land/Flooding/Flooding.htm
http://www.stmaryshigh.herts.sch.uk/media/13104/gcse_geoga
rphy_ocr_b_-_rivers.pdf
http://revisionworld.co.uk/gcserevision/geography/river-landscapes/managingrivers-and-flooding
http://www.acegeography.com/flooding-casestudies-gcse.html

p92-93 “Flood control- should hard or
soft engineering be used?”
etextbooks:
 “2007 Flooding in England and Wales”
 “Boscastle Floods”
 “Flooding in the UK 2000-2001”
 “Flooding Tewkesbury”
 “Floods”
 “Flood Management”
 “Flooding and river basin managementthe River Tees”
 “River Management”
Class Clips I should watch:
 3252 “Flooding in the Netherlands”
 5584 “Extreme weather flooding in the
UK”
 5865 “River flooding in Britain- causes
and effects”
 7769 “Summer floods of 2007”
 10731 “Helping the Pakistan flood
victims”
 10732 “Pakistan floods- rescuing
families”
 10733 Pakistan floods- the impacts”
 10769 “Causes of the monsoon floods in
Pakistan”
 10770 “Monsoon floods in Pakistan- the
rescue efforts”
 10771 “Monsoon floods in Pakistanstranded communities”
 10772 “Monsoon floods in Pakistanfood crisis”
 10773 “Pakistan floods- causes and
effects”
 330 “Impact of flooding in the UK: River
Ouse”
 3078 “River management: The
Mississippi”
 3253 “Flood defences on the River
Waal”
Movies to watch:
 “Boscastle Flood”
 “Flooding 2007”
 “July 2007 Floods”
Tasks to be completed:
 Complete a “floods case studies summary sheet”
 “Print off and read (and remember) a “Tewkesbury Case Study summary”
Worksheets:
Done it…
Stanley High School Geography
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GCSE Geography Student Handbook





“Flooding”
“River Floods” work booklet
“Hard vs soft engineering”
“Rivers and their flood plains”
“Soft and hard flood defences”
5: Water Supply
Key Idea: Rivers are managed to provide a water supply. There are a variety of issues resulting from
this
Syllabus says…
The UK- increasing demand for water; areas of deficit and areas of surplus; the need for transfer. A
case study of a dam/reservoir to consider resulting economic, social and environmental issues and
the need for sustainable supplies (measure that can be used to lessen the demand for water)
Key Words:
E
(Basic)
C
(Clear)
 Explain meanings of terms deficit and surplus
 Give reasosn why water consumption is rising

Be able to explain why some areas of the UK have a deficit
whilst others have a surplus
 Explain how water is collected
 Identify strategies which can be used to help reduce water
stress
 Identify the advantages and disadvantages to collecting
water in reservoirs and dams
 Be able to use a detailed case study from the UK to explain
how water is collected, stored and distributed; be able to
give some of the costs and benefits of such a scheme
Textbooks I should use:
Oxbook:
 AQA Geography A p120-122 “How are the
 p112-113 “Managing our water
rivers in the UK managed to provide our
supplies-1”
water supply?”
 p114-115 “Managing our water
Power-points:
supplies-2”
 “London aquifer”
Understanding GCSE Geography (digital)
 “Managing the UK’s water supply”
 p94-95 “Rivers and water supply in the
 “Saving Water”
UK; Kielder Water in Northumberland”
A
(Detailed)
Websites I should visit:
Stanley High School Geography
etextbooks:
 “Saving water in your home”
Class Clips I should watch:
 539 “Advantages and disadvantages of
dams”
Page 29
GCSE Geography Student Handbook
http://www.coolgeography.co.uk/GCSE/AQA/Wat
er%20on%20the%20Land/Water%20management
/Kielder%20water.htm
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/water_rivers/water_usage_rev3.shtml

334 “How do embankments affect
flood water deposition?”
 343 “Controlling rivers: dams and
embankments”
 4742 “Water treatment in the UK”
 7405 “Water supply infrastructure”
Movies to watch:
 “Kielder Water, Northumberland”
 “Kielder Water”
http://www.slideshare.net/tudorgeog/l11-ukwater-supply-and-demand
Tasks to be completed:
 Complete a detailed case study explaining the development of Kielder Water. Give
arguments for and against the development; explain the concept of multi-purpose, use maps
and photographs to support your work
Worksheets:
Done it…
 “Kielder Water” sheets 1-4
 “Managing the UK’s water”
Targets/Areas I need to improve:
Stanley High School Geography
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GCSE Geography Student Handbook
Exam Questions… tracker… how well can you do?
Question
Mark Improve by…?
Describe the different ways in which a river
can transport material (4)
Describe how a river erodes (4)
Explain the processes which lead to the
formation of a gorge of recession (6)
Draw a labelled diagram to show the
formation of a waterfall (4)
Explain the formation of an ox bow lake (6)
Using an example you have studied, describe
the factors which lead to a flood taking place
(6)
Using an example from an MEDC, describe
the effects of flooding on people and the
environment (6)
Using an example from an LEDC, describe
the effects of flooding on people and the
environment (6)
Describe the changes which take place in
long and cross profile of a river as it travels
from source to mouth (6)
How can preparation lead to a reduction in
the damage caused by flooding? (4)
Using examples, describe how hard
management can be used to reduce the risk
of flooding (6)
Using examples, describe how soft
management can be used to reduce the risk
of flooding (6)
Explain the formation of a flood plain (4)
Stanley High School Geography
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GCSE Geography Student Handbook
Use a case study to describe the effects of
flooding (6)
Use a case study to describe the responses
to flooding (8)
Draw a labelled diagram to show the outside
of a meander is different from the inside (4)
Explain how flooding can be managed using
hard engineering strategies (6)
Explain how the water demand in the UK is
met (9)
Explain why the water demand for the UK is
increasing (6)
Hard and soft management strategies can be
used against flooding. Choose either hard or
soft and explain why it is the better strategy
(8)
Describe the advantages and
disadvantages of different types of soft
engineering in controlling flooding (6)
Using an example from an MEDC,
describe the effects of a flood on people
and the environment (6)
Describe the causes of a flood you have
studied (6)
With the aid of diagrams, describe and
explain the formation of an ox-bow lake
(6)
Explain how a river cliff and slip-off slope
are formed (4)/Explain how the features
of a meander are formed (4)
Describe flood plain zoning and explain
why it may be considered sustainable (6)
With the aid of diagrams, explain how
levees are formed (6)
Explain the formation of a waterfall (6)
Describe how the outside of a meander
is different from the inside of a meander
(6)
Explain the advantages of soft
engineering in preventing flooding 6)
Explain the formation of a delta (6)
Stanley High School Geography
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GCSE Geography Student Handbook
Test yourself…
1)
2)
3)
4)
What are the three types of vertical transfer within the hydrological cycle?
What are the four means of horizontal transfer?
How can water be stored: a) above the ground? b) Below the ground?
How is water returned to the atmosphere? (Name two ways + what’s the extralong word that describes them both together?)
5) Draw a fully labelled diagram of the water cycle. (Hint: There are 10 processes to
label.)
6) Describe what each of these means: Drainage Basin; Catchment area; Watershed.
7) Draw a diagram of the River Basin as a system. Mark on 1 input, the 6 flows and
the 3 inputs
8) Where does the energy come from in a river system?
9) Name the following features: a) where the river starts,
b) A branch of a main river,
c) Where the river flows in to the sea, (2 possible answers. How are they
different?)
d) The place where two rivers join each other.
10) What do the following terms mean when referring to rivers?
Load, discharge, bed, velocity, banks, channel.
11) Draw cross- and long-profiles for the upper, middle and lower stages of a river.
Add labels to show the differences between them.
12) What are the four ways a river erodes? Describe each briefly.
13) What is meant by lateral erosion, headward erosion, and vertical erosion?
14) Name and describe the four ways a river transports its load.
15) When does a river deposit its load?
16) What are interlocking spurs? At what stage of the river are they found?
17) Draw diagrams to show how a waterfall is formed.
18) How can rapids form?
Stanley High School Geography
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GCSE Geography Student Handbook
19) Draw a cross section of a river meander. Add these labels: river cliff, point bar,
strong current, weaker current, deep channel, shallow channel.
20) What is an ox-bow lake? How is it formed? Draw a diagram to show this.
21) What are alluvial deposits, flood plains, and levees?
22) What is a delta? Describe, with diagrams to help you, the three main types.
23) Name five uses of the land in a Drainage Basin.
24) Who manages drainage basins and who regulates them?
25) Draw a storm hydrograph. Label: base flow, rising limb, falling limb, rainfall, lagtime.
The Coastal Zone
1. Coastal Processes
2. Coastal Landforms
3. Coasts and Climate Change
4. Coastal Erosion
5. Saving the Land
6. Coastal Ecosystems
Key Ideas: The Coastal Zone
Learning Checklist
I know how waves are formed and the factors influencing their
formation
I recognise the different characteristics of constructive and
destructive waves
I know the difference between weathering and erosion
I can describe and explain mechanical and chemical weathering
I can explain what mass movement is
Get it 
I can explain the different processes of coastal erosion: hydraulic
action, corrosion, abrasion, solution and attrition
Stanley High School Geography
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GCSE Geography Student Handbook
I can recognise the different ways in which the sea can transport
material (traction, saltation, suspension and solution) and
understand the process of longshore drift
I understand the processes which lead to the formation of
headlands and bays
I can identify the features of a cliff and a wave-cut platform and
explain what is happening
I know how a crack can turn into a stump
I understand the characteristics of a beach and explain how they
are formed
I can describe and explain how a spit and a bar are formed
I can recognise coastal features on an OS Map
I know “real” examples of coastal features from a stretch of UK
coastline
I understand the causes of sea-level rises
I can describe the economic, social, environmental and political
impacts of rising sea-levels on a named coastal area
I can recognise how cliff collapse can cause problems for people
and how the actions of people can make the situation worse
I can name a variety of different methods which can be used to
help prevent coastal erosion and describe how each one works
along with the advantages and disadvantages of each
I know the distinctive characteristics of saltmarsh and can name
some of the important species found within them.
I recognise why saltmarsh is important and can identify ways
they can be managed sustainable by people
I’ve printed a copy of “print your own text book”
I’ve read my “print your own text book”
OxBox Coastal Zone Exam-style question
OxBox Coastal Zone question Foundation Tier
OxBox Coastal Zone question Higher Tier
“I’ve completed a Coastal Zone DIY Glossary”
Printed set of “Coast Word Cards”
“I know all answers on my Coast Word Cards” 
“I’ve completed a Coastal Zone Key Ideas sheet”
Revision: complete the “Coastal Work Booklet”
Stanley High School Geography
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/25
/25
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GCSE Geography Student Handbook
Completed Coastal Zone self-assessment sheet
Complete a “Coastal Exam Work Booklet”
Complete a “Coastal Exam Questions Booklet” (F or H)
1: Coastal Processes
Key Idea: The coast is shaped by weathering, mass movement, erosion, transportation and deposition
Syllabus says… Weathering processes- mechanical, chemical. Mass movement- sliding and slumping.
Constructive and destructive waves. Processes of erosion: hydraulic action, abrasion, attrition and
solution. Processes of transportation- longshore drift, traction, saltation, suspension and solution.
Deposition and the reasons for it
Key Words:
coast, beach, wave, crest, swash, backwash, fetch, constructive wave, destructive wave, hydraulic
action, corrosion/abrasion, corrosion, solution, attrition, traction, suspension, saltation, longshore
drift, stratified, prevailing wind, mass movement, sliding, slumping, adhesion, angle of repose
 Recognise differences between swash and backwash
 Locate beaches and describe what they are made from
E
(Basic)
C
(Clear)




Differentiate between constructive and destructive waves
Describe concept of mass movement
Describe how the sea erodes
Describe the processes of mechanical and chemical
weathering
 Describe process of longshore drift
 Identify why the sea will erode the coast at different rates
 Explain how waves sort material
 Explain how beaches transport material up a beach as well
as along a beach
 Differentiate between sliding, slumping and rotational slip
Textbooks I should use:
Oxbook:
 Key Geography Book 1 p24-25 “How does
 p34-35 “Rocks and Weathering” (tasks
the sea transport material?”
questions 1-4)
 Understanding GCSE Geography p62-63
 p140-141 “Waves” (tasks 1-4)
“How is the coast eroded?
 p148-149 “Collapsing cliffs”
 geog.GCSE p88-89 “All about waves”
etextbooks:
 geog.GCSE p92-93 “Coastal transport”
 How is the coast eroded?
 AQA Geography A p37-39 “What is
weathering and how does it operate?”
 The waves at work
 AQA Geography A p144-145 “How do
 Waves and tides
waves shape the coastline?”
 Weathering and mass movement
A
(Detailed)
Stanley High School Geography
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GCSE Geography Student Handbook


AQA Geography A p146-147 “Which land
processes shape our coastlines?”
AQA Geography A p148-149 “Which
marine processes shape our coastlines?”



What else shapes the coast
What is weathering?
The Landslide Hazard (gifted
geographers)
Power-points:
 “Waves”
 “Mass Movement v2”
 “Coastal Environments AQA”… waves
(gifted geographers)
Websites I should visit:
https://en.wikipedia.org/wiki/Longshore_drift
http://www.georesources.co.uk/leld.htm
http://www.geography.learnontheinternet.co.uk/t
opics/deposition.html
http://www.geographysite.co.uk/pages/physical/coastal/longshore.html
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/coasts/
http://coolgeography.co.uk/GCSE/AQA
/Coastal%20Zone/Coastal%20zone.htm
Class Clips I should watch:
 4704 “Chemical weathering in upland
limestone areas”
 3085 “Blowholes and Cliff Slumping”
 8429 “Coastlines”
 8432 “Coastlines: caves, arches and
stacks”
 8433 “Beach Formation”
 8439 “Coastal Erosion”
 8434 “Drastic Erosion”
 8430 “Coastlines: Erosion”
 8440 “Coastlines: Longshore Drift”
 8442 “Explanations: beach formation”
 4022 “Weathering, erosion and coastal
features”
 9964 “The nature and origin of sand”
 4018 “Understanding wave formation”
 9967 “Coastal erosion at Hallsands:
causes and effects”
Movies to watch:
 Longshore Drift
 Mass Wasting
Tasks to be completed:
 Define key terms: fetch, swash and backwash, constructive and destructive waves,
 Produce labelled diagrams of constructive and destructive waves
 Collect photographs to illustrate a constructive and a destructive wave; label your
photographs
 Draw a cross-section of a beach to show how material changes size between high and low
water marks
 Produce a labelled diagram showing how a house is weathered
 Explain the difference between mechanical and chemical weathering. Explain (using
diagrams?) how different types of weathering operate… freeze-thaw, onion-skin, chemical,
biological
 Explain the meaning of mass movement; use diagrams to show the different types of mass
movements in particular sliding and slumping
 Find some photographs which show mass movement, add suitable labels
 Describe the different processes of coastal erosion
 Describe (using diagrams) the different ways in which material can be transported up a beach
Stanley High School Geography
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GCSE Geography Student Handbook
 Draw a labelled diagram to show how longshore drift operates
 Produce a table showing the key differences between constructive and destructive waves
 Interpret a range of coastal photographs
 Produce annotated photographs of various beaches and coastal cliffs
For fun…
 Learn the words to the “I’ve got a beach full of sorted material song”
Worksheets:
Done it…
 Coastal Weathering and Erosion
 Coastal transportation and deposition
 1B Wearing the coastline away
 1.2 What is weathering (table in books)
2: Coastal Landforms
Key Idea: Distinctive landforms result from different processes
Syllabus says “Landforms resulting from erosion- characteristics and formation of headlands and
bays, cliffs and wave cut platforms, caves, arches and stacks. Landforms resulting from depositioncharacteristics and formation of beaches, spits and bars (case studies could include Flamborough
and Spurn Head)
Key Words:
Headland, bay, cave, arch, stack, stump, wave-cut notch, wave-cut platform, wave refraction, spit
recurved, saltmarsh, tombolo, bar
 Identify a range of coastal landforms… cliff, arch, stack
E
C
 Explain how a cliff retreats
 Describe processes leading to formation of features such as
arches, stacks, spits (contrast with bars), wave-cut platforms
 Identify coastal features on maps
A
 Explain how wave refraction is an important factor in
depositional features
Textbooks I should use:
 Key Geography GCSE 1 p22-23 “How do
landforms result from deposition by the
sea?”
 Understanding GCSE Geography p64-65
“Landforms of coastal erosion”
 Understanding GCSE Geography p66-67
“Transport and deposition along the
coast”
 geog.GCSE p90-91 “Coastal erosion”
 geog.GCSE p94-95 “Coastal deposition”
Stanley High School Geography
Oxbook:
 p142-143 “Coastal Erosion” (tasks 1-5)
 p144-145 “Coastal transport” (tasks 12)
 p146-147 “Coastal deposition” (tasks
1-4)
etextbooks:
 How does the sea shape the land?
 Landforms of coastal erosion
 Landforms of coastal deposition
Page 38
GCSE Geography Student Handbook


AQA Geography A p150-151 “What are
the distinctive landforms resulting from
erosion?”
AQA Geography A p154-155 “What are
the distinctive landforms resulting from
deposition?”
Websites I should visit:
www.bbc.co.uk/schools/gcsebitesize
/geography/coasts/
http://coolgeography.co.uk/GCSE/AQA
/Coastal%20Zone/Coastal%20zone.htm
Power-points:
 “Features formed through coastal
erosion”
 “Features formed through coastal
deposition”
 “Coastal processes and landforms”
 “Coastal Environments AQA”… Coastal
landforms (gifted geographers)
Class Clips I should watch:
 3084 “Coastal landforms: West Wales”
 3085 “Blowholes and cliff slumping”
 9965 “Landforms created by
longshore drift and coastal
deposition”
 9966 “Coastal Erosion and landforms”
 8432 “Coastlines: caves, arches and
stacks”
 8434 “Drastic erosion”
 8435 “Harbours and estuaries”
 8439 “Coastal Erosion”
 3086 “Longshore Drift and Spits”
 3087 “Coasts: Kaitorete Spit, New
Zealand”
 4023 “Depositional Coastlines”
 8441 “Coasts: descriptive writing”
 3245 “Old Harry Rocks- coastal
processes and landforms”
 3244 “Old Harry Rocks”
 3246 “Formation of Spits”
 4021 “Wave cut platforms and
headland erosion”
Movies to watch:
 Landforms- Coasts
Tasks to be completed:
 Labelled diagram(s) showing how a cliff is eroded
 Labelled diagram(s) showing arch and stack formation
 Explain how beaches, spits and tombolos are formed
 Produce diagrams showing how cliffs and bay are formed and why a cliff retreats
 Draw a series of diagrams to show how a spit is formed
 Labelled sketch of Hurst Castle Spit, Hampshire
 AQA Geography A p152-153; “Coastal Erosion at Swanage” skills exercise, questions 1-3
 Perform the longshore drift dance to someone (whilst singing the words to the song if you
feel like it)…then explain what it means!
 Produce annotated photographs of erosional coastal features, for example cliffs, arches
and stacks
 Produce an annotated sketch or photograph to show the relevant features of a spit.
Spurn, Hurst Castle or Exmouth are all good examples to use
 What problems could longshore drift cause for people?
Stanley High School Geography
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GCSE Geography Student Handbook
Worksheets:
 The Power of the Sea…sheets 1-3
 Coastal landforms caused by erosion sheets 1 and 2
 Coastal deposition 1 and 2
 Coastal landforms formed by deposition
 2.1 Erosion of a headland
 2.1 Coasts, erosion and deposition (answers in notebook)
 2.2 Coastal Spits
 2.2 Rock Types
 Coastal Erosion on the Dorset Coast (skills exercise)
 OS Practice Worksheet (Hurst Castle)
 Spits Skills
Done it…
3: Coasts and Climate Change
Key Idea: Rising sea levels with have important consequences for people living in the Coastal Zone
Syllabus says “Reasons for rising sea levels. A case study to illustrate the economic, social,
environmental and political impact of flooding. Case studies could include Bangladesh, the
Maldives, Venice and London”
Key Words:
Global warming, climate change, thermal expansion, isostatic readjustment, raised beach, ria
 Explain why climate change is happening
 Give simple effects of rising sea levels
 Describe range if effects climate change will have on low
lying coastal areas
E
C
 Describe range of social, economic and environmental
impacts of climate change on a specified case study
 Evaluate range of strategies which may reduce impact of
rising sea levels
 Differentiate between natural and man-made sea level rises
Textbooks I should use:
Oxbook:
 geog.GCSE p96-97 “The effects of
 p152-153 “Rising sea-levels and the
changes in sea level”
Maldives” (tasks 1-3)
 AQA Geography A p158-159 “How will
rising sea levels affect the coastal zone?” etextbooks:
 The global warming debate
Power-points
 “Maldives v2”
 “Coastal Environments AQA”…. Sea level
change (gifted geographers)
A
Websites I should visit:
www.archive.cyark.org/hazard-map
http://flood.firetree.net/
Clips I should watch:
 4025 “Coastlines affected by sea-level
changes”
 1497 “Evidence for global warming:
sea-level change”
http://coolgeography.co.uk/GCSE/AQA
Stanley High School Geography
Page 40
GCSE Geography Student Handbook
/Coastal%20Zone/Coastal%20zone.htm

3192 “Rising sea levels in the
Maldives”
Tasks to be completed:
 Mind-map… the impacts of climate change on the Maldives
 Produce a case study to describe the likely impacts of climate change on the Maldives.
You should include the causes of climate change, the potential environmental, social and
economic impacts and strategies which could be used to minimise the impacts. You
should use maps and photographs to support your work
Worksheets:
Done it…
 Rising sea levels and coastal flooding
4: The Problem of Coastal Erosion
Key Idea: Coastal erosion can lead to cliff collapse. This causes problems for people and the
environment
Syllabus says “A case study of a recent or threatened cliff collapse-rates of coastal erosion; reasons
why some areas are susceptible to undercutting by the sea and collapse; how people may worsen the
situation; the impact on people’s lives and the environment. Possible case studies could include North
Norfolk, East Yorkshire”.
Key Words:
Coastal erosion, social/environmental/economic impacts
 Describe how coastal erosion can affect people
E
C
 Identify reasons why particular areas of the UK are at
particular risk from coastal erosion
 Give a range of impacts of coastal erosion in a specified
location
 Give justified arguments for and against protecting the land
from the sea
 Explain how costal defences are a complex issue and
improving defences in one area can cause problems in other
locations
Textbooks I should use:
Oxbook:
 AQA Geography A p160-161 “How can
 p150-151 “Cliff collapse at Christchurch
cliff collapse cause problems for people
Bay”
at the coast?”
etextbooks:
Power-points
 What is the coastal erosion problem?
 The Holderness Coast v3
A
Websites I should visit:
www.bbc.co.uk/schools/gcsebitesize/
geography/coasts/
http://coolgeography.co.uk/GCSE/AQA
/Coastal%20Zone/Coastal%20zone.htm
Stanley High School Geography
Class Clips I should watch:
 3190 “Dairy Farm, Holderness Coast”
 3189 “Erosion on the Holderness Coast”
 3188 “House threatened by coastal
erosion”
 3187 “Coastal Erosion at Holderness”
Page 41
GCSE Geography Student Handbook








3242 “Hallsands: Destruction of a
coastline”
7361 “Coastal Erosion in Happisburgh
part 1”
7364 “Living with coastal erosion in
Happisburgh part 2”
7413 “Coastal floods on Canvey Island”
3194 “Managed retreat to counter
impact of rising sea levels”
8434 “Coastlines: drastic erosion
(Holderness)”
8439 “Coastlines: coastal erosion
(Holderness)”
9969 “Coastal flooding in the UK”
Movies to watch:
 Erosion on the Holderness Coast (ASlevel Geography)
 The Holderness Coast v3
 Holderness Coast GCSE Case Study
Tasks to be completed:
 Annotate a map of the British Isles to show areas at risk from coastal erosion and the reasons
why these areas are at risk
 Use p151 in Oxbook to describe the social, economic and environmental impacts of cliff
collapse
Worksheets:
Done it…
 Coastal Erosion

Stanley High School Geography
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GCSE Geography Student Handbook
5: Defending the Land
Key Idea: There is discussion about how the coast should be managed. There is debate about the
costs and benefits of “hard” and “soft” engineering (remember topicality)
Syllabus says “Management strategies: hard engineering- sea walls, groynes, rock armour. Soft
engineering- beach nourishment, dune regeneration and marsh creation. Managed retreat. A case
study of coastal management to assess the costs and benefits of the strategies adopted”
Key Words:
Hard and soft engineering/management, , seawall, groyne, revetment, rock armour, rip-rap,
beach nourishment, breakwater, dune regeneration, marram grass, saltmarsh, managed retreat
 Explain why it is important to protect the land
E
C
 Identify a range of coastal defence strategies and explain
how they work
 Differentiate between hard and soft management schemes
 Give examples of coastal defences used within a particular
area
 Evaluate effectiveness of coastal defences
 Assess costs and benefits of a coastal defence scheme
Textbooks I should use:
Oxbook:
 Understanding GCSE Geography p68-69
 p154-155 “Managing the coast 1”
“Human activities and coasts”
(tasks 1-3)
 Understanding GCSE Geography p70-73
 p156-157 “Managing the coast 2”
“Holderness Coast”
(tasks 1-3)
etextbooks:
 geog.GCSE p98-99 “Management of
coastlines” (some relevant case studies
 Coastal Issues in the UK and
also on next few pages)
management
 AQA Geography A p162-165 “How can
 How can coastal erosion be reduced?
coastlines be managed?”
 The war against the sea
Power-points
 “Case Study: Holderness”
 “Coastal Defence Schemes v3”
 Holderness Coastal Management: an
 “Coastal Defences”
update (gifted geographers)
 “Soft Management of the Coast”
 Coastal Erosion- back to nature (gifted
 “Coastal Environments AQA”…coastal
geographers)
protection and management (gifted
 Managed coastal retreat in North
geographers”
Norfolk (gifted geographers)
 “The Holderness Coast v3”
A
Stanley High School Geography
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GCSE Geography Student Handbook
Websites I should visit:
www.buyarockforhappisburgh.com
www.bbc.co.uk/schools/gcsebitesize
/geography/coasts/
http://coolgeography.co.uk/GCSE/AQA
/Coastal%20Zone/Coastal%20zone.htm
Clips I should watch:
 7053 “Home built sea defences”
 3243 “Sea defences in Minehead and
managed retreat”
 3194 “Managed retreat to counter
sea-level rises”
 9968 “Impact of flood defences on the
East Anglian coastline”
Tasks to be completed:
 Explain the difference between hard and soft management techniques
 Produce a labelled sketch showing how a groyne operates
 Produce an appraisal of the different types of coastal defence. You must include a range
of both hard and soft management schemes. Areas to include are how they work, costs,
advantages and drawbacks including effectiveness and environmental impacts. You
should include photographs as part of your work
 Describe and explain the arguments given for and against sea defence schemes; the
format is up to you
 Produce a short information poster explaining what has happened at Hesketh Out Marsh;
include photographs as part of your work
 Using the resources available produce a report describing the problem of coastal erosion
along the Holderness Coast, Yorkshire. You should include specific place names, problem
caused and management solutions being attempted along the coast. Your work should
include a variety of maps and diagrams. You should complete your work with a summary
of your key findings. Links with “Problems of Coastal Erosion above”; your work can be as
a written report, power-point, poster…
 Choose either hard or soft engineering and explain why it is the better management
strategy
Worksheets:
Done it…
 Coastal Management strategies
 Mappleton in Holderness
 Coasts and People, 1 and 2
 Coastal defences at Robin Hood’s Bay (Skills exercise)
Stanley High School Geography
Page 44
GCSE Geography Student Handbook
6: Coastal Ecosystems
Key Idea: Coastal areas provide a unique environment and habitat. There is need for conservation
and this leads to conflict with other land uses
Syllabus says “A case study of a coastal habitat- its environmental characteristics; the resulting
habitat and species that inhabit it and why. Strategies to ensure the environment is conserved, but
also allow sustainable use of the area. Case Studies: Studland, Gibraltar Point”
Key Words:
Saltmarsh, succession, abiotic, organic content, pioneer species, colonisation, constructive coastlines,
NNR, management, sustainable
 Name a coastal habitat; describe some of its features
E
C
A
 Describe how and why plants change on a saltmarsh
 Identify a variety of threats to saltmarshes
 Identify how and why conflict may arise in saltmarsh
areas
 Describe how a saltmarsh can be managed in a
sustainable way, in particular adding to soft coastal
defence strategies
Textbooks I should use:
Power-points:
 AQA Geography A p167-169 “What are saltmarshes and why
 “Saltmarsh v2”
are they special?”
etextbooks:
 Essex Marshes
Coastal habitat and
its management
 Saltmarshes (gifted
geographers)
Websites I should visit:
Clips I should watch:
http://coolgeography.co.uk/GCSE/AQA/Coastal%20Zone/Coastal%20zo
 4024 “Marshes and
ne.htm
mudflats”
http://www.conservancy.co.uk/learn/wildlife/saltmarsh.htm
 4029 “Sands of
Forvie NNR”
Tasks to be completed:
 Produce a cross-section of a saltmarsh showing how both plants and abiotic factors change
with distance from the sea
 Collect photographs of saltmarsh plants and animals
Stanley High School Geography
Page 45
GCSE Geography Student Handbook
 “Threats to saltmarshes”… format up to you
 Complete a saltmarsh conflict matrix
 Produce a piece of work (free choice) describing how the saltmarsh at Marshside has formed,
why it is important and what is being done to protect it. You must use maps, diagrams and
photographs as part of your work
Worksheets:
Done it…
 Coastal habitat
“Coastal Crossword”
“Coastal Zone Literacy” Booklet; crosswords, word-searches and
definitions
“Coasts wordsearch”
Printed and completed Coastal Dominoes puzzle
Targets/Areas I need to improve:
Stanley High School Geography
Page 46
GCSE Geography Student Handbook
Exam Questions… tracker
Question
Mark Improve by…?
Draw a labelled diagram to show longshore
drift (4)
Explain why the size of material changes
down a beach (3)
Explain why deposition can happen along the
coast (3)
Describe the differences between
constructive and destructive waves (3)
Describe how the sea can erode the land (3)
Explain why cliffs may collapse (4)
Describe how a spit is formed (6)
Explain the formation of a wave-cut notch (6)
Explain the formation of headlands and bays
(4)
Explain how a sea stack is formed (6)
Explain how hydraulic action and corrosion
can cause an arch (6)
Use a case study to describe the problems
coastal erosion can cause for people (6-8)
Use a case study to explain why some areas of
the coast are likely to collapse into the sea (6)
Explain why coastal areas use both hard and
soft management strategies (9)
Explain why sea levels are expected to rise (3)
Use a case study to describe the economic
effects of coastal flooding (4)
Stanley High School Geography
Page 47
GCSE Geography Student Handbook
Hard engineering includes sea walls and
groynes. Describe the costs and benefits of
using hard engineering when protecting
coasts (6)
Describe the advantages and disadvantages of
coastal protection schemes (8)
Describe how coastal erosion can be
prevented (6)
Describe the characteristics of a coastal
ecosystem you have studied (6)
Explain how plants have adapted to
survive in a coastal environment you have
studied (6)
Using an example, describe how a coastal
environment may be under threat (6)
Use a case study to describe the strategies
used to conserve a coastal habitat (6)
Describe how a coastal ecosystem you
have studied has been managed in a
sustainable way (6)
Explain the formation of a spit (4)
Using a case study, explain why some cliffs
are more likely to collapse than others (6)
Explain the formation of headlands and bays
(6)
Use a case study to discuss the effects cliff
collapse can have on peoples’ lives and the
environment (6)
For a coastal environment you have studied,
describe the environment and explain why it
is a suitable habitat for the species living
there (6)
Stanley High School Geography
Page 48
GCSE Geography Student Handbook
Test Yourself!
1)
2)
3)
4)
5)
6)
7)
How are waves formed?
What two factors determine the energy of a wave?
Draw a labelled diagram to show a wave’s crest, trough, length and height.
What is meant by the term ‘fetch’ when applied to waves?
Explain the difference between constructive and destructive waves.
What are swash and backwash?
Name the five main types of coastal erosion. Write a brief description of each of
them.
8) Describe with the aid of a diagram the term longshore drift.
9) Draw diagrams to show the formation of cliffs and a wave-cut platform.
10) How does a headland and bay coastline form?
11) Describe how a crack in a headland can turn into a stack. Use the diagrams to help
you.
12) Name an example of: a) a series of stacks b) an arch.
13) Describe how: a) beaches, b) spits, c) barrier beaches are formed. Give an
example of each feature and draw labelled diagrams to show the formation and
main features.
14) What is a tombolo? Give an example.
15) Name five hard engineering methods used to control coastal erosion. Explain what
each one is.
16) Give four disadvantages of hard engineering techniques.
17) What is the difference between soft engineering and hard engineering?
18) Give four soft engineering examples of coast management.
19) Describe three main conflicts that may exist between various groups of people in
coastal areas
20) What will happen to sea levels if global warming continues?
21) Draw the symbol they use to show cliffs on a map.
22) Draw a sketch to show what a spit would look like on a map.
Stanley High School Geography
Page 49
GCSE Geography Student Handbook
Population
Change
1: The Population Explosion and the Demographic Transition Model
2: Rising Birth Rates
3: Ageing Populations
4: Migration
By the end of this unit or before your exam you should have…
Printed a copy of “print your own text book”
Read “print your own text book”
OxBox “Population Change” Exam-style question
OxBox “Population Change” question Foundation Tier
OxBox “Population Change” question Higher Tier
Completed a “Population Change DIY Glossary”
Printed a set of “Population Change Word Cards”
Know all answers to my “Population Change Word Cards”
Printed and used (and laminated) a GCSE answers mat”
/25
/25
/25
Completed a “Population Change Exam Questions Booklet”
Stanley High School Geography
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GCSE Geography Student Handbook
Completed the GCSE “Quick Questions for Population Change”
Completed the “Population Change Work Booklet”
Completed a “Population Change self-assessment form”
Completed “Exam Board Practice Questions”
Tried the “Population Longer Exam Questions”
Printed/read an “AQA Revision Book” for Population Change
Printed/read an “The Wider World Population Pages”
Printed/read “GCSE Bitesize Revision Book”
Completed a “GCSE Bitesize Work Booklet”
Completed a “Population Change Revision Booklet”
Added all the new key terms to my DoG
Key Ideas: Population Change
Learning Objectives
Get it! 
Describe changes in total World population
Understand the meanings of the key terms relating to population
change
Know how to calculate population change
Be able to draw and interpret population pyramids with differing
shapes
Describe and explain the changes in the Demographic Transition
Model
Recognise the factors which can lead to changes in population
growth
Explain the meaning of the term “sustainable population”
Recognise the need for and results of the One Child Policy in China
Give alternative means to controlling population growth
Understand the causes and characteristics of an ageing population
Recognise the effects an ageing population will have on a country
Offer different ways in which a country may try to solve an ageing
population; evaluate the effectiveness of these
Case study of problems and strategies adopted by one EU country to
deal with an ageing population
Explain the concept of migration with particular reference to push
and pull factors
Give both positive and negative impacts of international migration
Identify the causes of migration within the EU
Identify the causes of migration into the EU and the reasons people
have for wanting to move here
Stanley High School Geography
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GCSE Geography Student Handbook
Explain the difference between voluntary economic migrants and
refugees
Explain the benefits and difficulties of international migration for EU
countries
1: The Population Explosion and the Demographic
Transition Model
Key Idea: Over time the global population increases and the population structures of different
countries change
Syllabus says… The exponential rate of world population growth.
Countries pass through different stages of population growth as shown in the five stages of the
Demographic Transition Model (birth rate, death rate and natural population changes). Changing
population structure.
The impact of increasing urbanisation, agricultural change, education and the emancipation of
women on the rate of population growth.
Key Words:
Population, demography, population density, Demographic Transition Model, death rate, birth rate,
natural increase (decrease), population explosion, J curve, exponential growth, life expectancy,
fertility rate, carrying capacity population structure, urbanisation, emancipation, NICs, LEDC, MEDC,
gender structure, population pyramid
 Read information from a population pyramid/add
information to a population pyramid
 Identify population pyramids from LEDCs and MEDCs; give
basic reasons for differences
 Define key terms: birth and death rate, infant mortality, life
expectancy
 Read information from a demographic transition model
 Give basic reasons why populations are growing in LEDCs
 Identify changes in demographic transition; begin to give
reasons for changes
 Calculate natural increase
 Identify factors which can lead to changes in birth rates and
death rates
 Give detailed contrasts between population structures of
LEDCs and MEDCs
 Predict how population structures are likely to change in the
future and identify the implications of these changes
 Draw population pyramids to represent each of the five
stages of demographic transition
E
(Basic)
C
(Clear)
A
(Detailed)
Stanley High School Geography
Page 52
GCSE Geography Student Handbook
Textbooks I should use:
 AQA Geography A p170-172 “How does
population grow?”
 AQA Geography A p173-177 “What is the
demographic transition model?”
 AQA Geography A p178-180 “How do we
use population pyramids?”
 geog.GCSE p150-151 “World population
increase”
 geog.GCSE p152-153 “The demographic
transition model”
 geog.GCSE p154-155 “Population
contrasts”
 Key Geography for GCSE 1 p66-67 “How
do birth and death rates affect population
growth?”
 Key Geography for GCSE 1 p70-71 “How
do population structures differ?”
 Understanding GCSE Geography p106-107
“Population change”
Power-points:
 How does population change?
 World Population Issues
 World Population Growth v2
 Population Change
 Demographic Transition Model v2
 Demographic Transition Model Exam
Questions
 Population (or age-sex) pyramids
 Population pyramids
 Population Pyramids v2
Websites I should visit:
www.worldmapper.org
http://www.poodwaddle.com/worldclock.swf
http://www.geography.learnontheinternet.co.uk/t
opics/popn.html
http://coolgeography.co.uk/GCSE/AQA/Populatio
n/PopulationChange.htm
http://www.gapminder.org/
http://www.populationmatters.org/?gclid=CLv1lv
KLnbgCFaTItAodoCwAUA
http://www.bbc.co.uk/news/world-15391515
Stanley High School Geography
Oxbook:
 p162-163 “World population growth”
 p164-165 “Why is the World’s
population growing?”
 p166-167 “Changing population
structures”
 p168-169 “Rapid population growth”
etextbooks:
 Population Pyramids explained
 Demographic Transition 1 and 2
 The Demographic Transition Model
 Future Trends 1 & 2
 Global Population Change
 Population Growth 1 & 2
 Population Pyramids 1 & 2
 Population Issues in the 21st Century
(gifted Geographers)
 Demographic Transition Model (gifted
geographers)
 Effects of changing population
structures (gifted geographers)
 Population characteristics of countries
at different levels of economic
development (gifted geographers)
Class Clips I should watch:
 514 Changes in Global Population since
1800
 3212 How mortality rates change over
time
 531 Is the World’s population out of
control
Movies to watch:
 7 billion…how did we get so big so fast?
 7 billion people…everybody relax!
 7 billion…National Geographic Magazine
 The Science of Overpopulation
 Demographic Transition Model
 Demographic Transition Model
explained
 The Demographic Transition Model
Page 53
GCSE Geography Student Handbook
http://www.ons.gov.uk/ons/interactive/historicuk-population-pyramid/index.html
http://www.neighbourhood.statistics.gov.uk/HTM
LDocs/dvc183/#0/0/7/null/null/false/false/na/1





The Demographic Transition Model
song
Population pyramids
2.1 Kids- stable population
Overpopulation is a myth (Do you agree
with this video?)
Poverty- where we all started
Tasks to be completed:
 Draw and label a “J-curve” to show World Population Growth
 Complete a drawn and labelled demographic transition model (you should be able to draw it
from memory)
 Visit the Worldmapper website and get some interesting maps showing population
distribution, birth rates and death rates
 Use the data from AQA A Geography p 172 to work out the population statistics shown in the
table and then group/classify them
 Produced a mind-map/mood board or whatever else…) titled “The problems of rapidly rising
populations”. Try to find real World examples to support your work
 Drawn and labelled population pyramids for an LEDC and an MEDC
 Match different population pyramid shapes to different stages of the Demographic Transition
Model
 Find a map to show different rates of population growth from around the World
 Visited the gapminder.org and worldmapper websites found some interesting maps to
support your learning
For fun…
 Played “Birth Rate Bingo”
 Completed a demographic transition living graph
Worksheets:
Done it…
 DIY Glossary
 6.2 Population Structures
 6.4 How does population change?
 How is the World’s population changing?
 Population Pyramids
 Population Growth
 Population Growth and Structure
2: How can countries control rising birth rates?
Key Idea: A range of strategies has been tried by countries experiencing rapid population growth.
Syllabus says…
Content: The social, economic and political implication of population change and the need to achieve
sustainable development.
The effectiveness of population policies adopted in different countries since the 1990s to include birth
control programmes and other strategies adopted.
A case study of China’s policy since the 1990s and one of a non-birth control population policy.
Key Words:
Birth Control, birth control, contraception, emancipation, literacy, GDP, dependents, young
dependents, old dependents
Stanley High School Geography
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GCSE Geography Student Handbook
E
(Basic)
C
(Clear)
A
(Detailed)
 Give reasons why populations are rising in LEDCs
 Identify some problems caused by China’s one child policy
 Describe a range of strategies which can be used to reduce
population growth
 Evaluate a range of strategies which can be used to control
rising populations
 Explain why non-birth control strategies are more effective
at population control
Textbooks I should use:
Oxbook:
 AQA Geography A p181-183 “How can a
 p170-171 “China’s population growth”
population become sustainable?”
 p172-173 “Population Control: Kerala”
 AQA Geography A p184-185 “What
alternative birth control programmes
etextbooks:
exist?”
 Population Issues: rapid population
 geog.GCSE p162-163 “The problems of
growth
population change”
 Population policies for reducing growth
 geog.GCSE p166-167 “How India is coping”
 How do countries achieve optimum
 Key Geography for GCSE 1 p68-68 “Why
population? (gifted geographers)
do birth and death rates differ?”
 China’s One Child Policy- an update
 Understanding GCSE Geography p108-109
(gifted geographers)
“Population structure”
 China’s Population Structure (gifted
 Understanding GCSE Geography p112-113
geographers)
“Attempts to solve population problems in
 China and the One Child Policy (Stanley
LEDCs”
High pdf)
Power-points:
 Reducing Birth Rates
 China and the One Child Policy v2
 Reforms to the One Child Policy
 Population Control in Kerala
 Population Problems in LEDCs… a
summary
Websites I should visit:
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/population/
http://www.geography.learnontheinternet.co.uk/t
opics/popn.html
http://coolgeography.co.uk/GCSE/AQA/Populatio
n/PopulationChange.htm
http://www.bbc.co.uk/scotland/learning/chinasto
ries/video_stories/liu_xiao/
Class Clips I should watch:
Movies to watch:
 China
 China: One Child policy
 China: Population
 China: One Child Law
 China’s One child policy creates gender
imbalance
 One Child Policy haunts ageing China
 Population: China’s one child policy
 China’s one child policy revisited
 Population: Kerala 1
 Population: Kerala 2
Tasks to be completed:
Stanley High School Geography
Page 55
GCSE Geography Student Handbook
 Produce arguments both for and against China’s One Child Policy
 Cut and stick the “things people would say” statements relating to parents in MEDCs and
LEDCs
 Complete a “dependency table” to summarise the needs of young and elderly dependents
 Completed a concept map to show links between population and other World problems
Worksheets:
Done it…
 5.7 How does population change?
 5.8 How does population change?
 Managing rapid population growth
 Population Control
3: Ageing Populations
Key Idea: An ageing population impacts on the future development of a country
Syllabus says… The relationship between the population structure and population decline and the
impact on the future economic development.
The problems associated with an ageing dependent population.
Government strategies to cope with an ageing population and the incentives suggested for
encouraging an increase in a country’s birth rate. A case study of the problems and strategies in one
EU country with an ageing population
Key Words:
Ageing population, greying population, pro-natalist
 Give basic reasons why populations are ageing in MEDCs
E
(Basic)
C
(Clear)
A
(Detailed)
 Identify the problems caused by increasing numbers of
elderly people
 Identify a range of strategies that can be used to reduce the
problems of elderly populations
 Clearly identify problems which can come from an ageing
population
 Evaluate solutions to ageing populations
Textbooks I should use:
 AQA Geography A p186-188 “What are
the issues and opportunities for an ageing
population?”
 geog.GCSE p164-165 “How is the UK
coping?”
 Understanding GCSE Geography p108-109
“Population structure”
 Understanding GCSE Geography p110-111
“Attempts to solve population problems in
MEDCs”
Oxbook:
 p174-175 “The UK’s ageing population”
etextbooks:
 Ageing Population in the UK
 Population Issues: ageing populations
 Ageing populations (gifted geographers)
Power-points:
 Ageing Britain
 Managing an ageing population
Stanley High School Geography
Page 56
GCSE Geography Student Handbook

Solving population problems in MEDCs (a
brief summary only)
Websites I should visit:
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/population/
http://www.geography.learnontheinternet.co.uk/t
opics/popn.html
http://coolgeography.co.uk/GCSE/AQA/Populatio
n/PopulationChange.htm
Class Clips I should watch:
 3218 Germany’s falling birth rate
 536 Why are family sizes changing in the
UK?
 537 Why is the UK’s population ageing?
Movies to watch:
 Ageing populations
 Ageing populations (excerpt)
 World Ageing Populations
 Populations: ageing in the UK and EU
 French Pro-natal policies
 UK elderly facing crisis that is at
breaking point
Tasks to be completed:
 Write a summary highlighting the problems facing a country with an ageing population
 Produce a case study of pro-natalist policies being adopted in France
Worksheets:
Done it…
 Managing Ageing Populations
 Managing Ageing Populations 2

4: Migration
Key Idea: Population movements impact on both the source regions of migrants and the receiving
countries
Syllabus says… Migration is a result of decision- making push and pull factors which can have positive
and negative impacts.
Economic movements within the EU, refugee movements to the EU and the impacts of such
movements
Key Words:
Migration, push and pull factors, forced and voluntary migration, temporary and permanent
migration, seasonal migration, destination, host country, immigrant, emigrant, source country,
country of origin, EU, refugee, asylum seeker, economic migrant, labour migration, international
migrant, environmental refugee, net migration, migration balance, international migration, internal
migration, rural to urban migration, urban to rural migration, counter-urbanisation
 Identify different types of migration
 Define key terms, eg migration
 Explain difference between push and pull factors
E
(Basic)
C
(Clear)
 Define different types of migration
 Describe in detail the push and pull factors which may lead
to Poles moving to the UK/ refugees moving to Europe
 Give advantages and disadvantages of migration host and
receiving countries
Stanley High School Geography
Page 57
GCSE Geography Student Handbook
A
(Detailed)
 Recognise how different perceptions exist regarding issue of
migration
Textbooks I should use:
 geog.GCSE p156-157 “Migration”
 geog.GCSE p158-159 “Migration and the
UK” geog.GCSE p164-165 “How is the UK
coping?”
 Understanding GCSE Geography p116-117
“Migration”
Power-points:
 Migration v2
 Migration in the European Union v2
 Rwanda and the Congo
Websites I should visit:
http://www.geography.learnontheinternet.co.uk/t
opics/popn.html
http://coolgeography.co.uk/GCSE/AQA/Populatio
n/PopulationChange.htm
http://www.migrationwatchuk.com/
Oxbook:
 p178-179 “Migration- from Poland to
the UK”
 p180-181 “Migration- impacts and
refugees”
etextbooks:
 Migration 1 and 2
 Migration: causes, types and impacts
 Migration issues in the EU
 Movements of people within, and to,
the EU
 International Migration (gifted
geographers)
 Migration from Poland to the UK (gifted
geographers)
 Recent trends in retirement migration
(gifted geographers)
Class Clips I should watch:
 10937 Living as a refugee
Movies to watch:
 International Migration
 Rwanda
 GA: Migration in the EU
 UK asylum seekers live on $1 a day
 Europe and Migration
Tasks to be completed:
 Completed a set of definitions for the various types of migration
 Produced a summary of the advantages and disadvantages of migration to both the losing
and the host country involved
 Produce a summary of the push and pull factors influencing Polish migrants to the UK
 Collect some headlines (from recent newspaper, BBC News website or others) relating to
migration stories to the UK
Worksheets:
Done it…
 5.9 What is migration?
 Patterns of migration in the EU
 Where do people in the UK come from?
 Where do people in the UK come from?
 How many migrants come into the UK each year?
 Migration Crossword
 Population Movements
 Migration
 Migration 2
Stanley High School Geography
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GCSE Geography Student Handbook
Looked at the “AQA Population Change” A-level power-point
For final revision…there is a “Population Revision” Plan… you
don’t do it all (necessarily)… but have a look at what you could
do…
Targets/Areas I need to improve:
Stanley High School Geography
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GCSE Geography Student Handbook
Exam Questions… tracker
Question
Mark Improve by…?
Migration from a country has positive and
negative effects for that country. Describe
these effects (4)
Explain why population growth is expected
to slow during the next century (6) or…
Suggest why birth rates are falling in many
countries (4)
Describe the features of China’s population
policies since the 1990s (6)
Describe the advantages to host and
receiving countries of migration (6)
Describe some of the push factors leading to
a type of migration you have studied (4)
Describe how a named country has tried to
control the problem of rapid population
growth (9)
Using one or more example, explain what
countries are doing to cope with rising
populations (6)
The arrival of many refugees can cause
problems for many countries. Describe some
of these problems (4)
Many countries have an ageing population.
Describe some ways which countries are
trying to encourage higher birth rates (6)
Explain why some countries have high birth
rates and others have low birth rates (6)
Explain why birth rates change at different
stages on the demographic transition model
(4)
Give reasons why some countries have high
birth rates (4)
Stanley High School Geography
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GCSE Geography Student Handbook
Describe the problems which can come from
an ageing population (6)
Describe how a country you have studied is
attempting to deal with the problem of an
ageing population (6)
Explain why the natural increase of some
countries is falling (9)
Describe some of the problems caused by
China’s one child policy (6)
Explain how education women can affect
annual growth rates in poor countries (6)
Changing Urban
Environments
1: Urbanisation
2: Cities in MEDCs: functions, zones and problems
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3: Cities in LEDCs: squatter settlements and other problems (and
ways to solve these)
4: Sustainable Cities
Key Ideas: Changing Urban Environments
Learning Objectives
Get it! 
Recognise what urbanisation is and how does it varies throughout
the World and over time
Identify the causes of urbanisation
Understand how urban areas can have a variety of functions
Describe the characteristics and locations of different urban zones
Recognise that there is a range of issues facing people who live in
urban areas relating to traffic, inner cities, housing, CBD and
multicultural societies
Identify a number of strategies that have been used to address
urban problems
Understand why squatter settlements have developed in LEDCs,
recognise their characteristics and the effects they have on
peoples’ lives
Identify strategies that have been used to improve the lives of
people in squatter settlements and evaluate the effectiveness of
them
Know a case study of a squatter settlement
Recognise the environmental problems resulting from rapid
urbanisation and industrialisation
Be able to explain the attempts that have been made to solve the
problems above
Be able to explain the attempts made to ensure that city life is
environmentally and socially sustainable
Be able to explain the characteristics of a sustainable city
I’ve printed a copy of “print your own text book”
I’ve read my “print your own text book”
OxBox “Urban Environments” Exam-style question
OxBox “Urban Environments” question Foundation Tier
OxBox “Urban Environments” question Higher Tier
Printed set of “Urban Environments Word Cards”
/25
/25
/25
“I know all answers on my Urban Environments Word Cards”
Completed Urban Environments self-assessment form
Stanley High School Geography
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Complete a “Urban Environments Questions Booklet 2003-2010”
(Foundation or Higher)
Completed “Urban Environments 2010-11 Higher Tier” questions
Completed “Urban Environments 2010-11 Foundation Tier”
Completed “GCSE Settlements Revision Booklets”
A* extension… “Managing Urban Change” power-point
1: Urbanisation
Key Idea: Urbanisation is a global phenomenon
Syllabus says…
Students should appreciate the different pace and causes of urbanisation in the rich and poor world
Key Words:
Urbanisation, megacity, urban, rural, millionaire city, LEDC, MEDC, settlement, conurbation,
megalopolis, rural to urban migration, urban sprawl
 Give reasons why cities are growing
 Use data from graphs/tables to support arguments
E
(Basic)
C
(Clear)

Explain why a range of factors are leading to the growth of
cities
 Differentiate between speed of growth in LEDCs and MEDCs
Stanley High School Geography
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GCSE Geography Student Handbook
A
(Detailed)
 Use a wide range of terms to describe the growth of cities
 Explain, in detail, the factors leading to variations in the rate
of urbanisation around the World
Textbooks I should use:
 geog.GCSE p172-173 “Settlement
function”
 geog.GCSE p174-175 “Settlement
hierarchies”
 geog.GCSE p176-177 “Urbanisation”
 AQA Geography A p194-195 “What are
the characteristics and causes or
urbanisation?”
 Understanding GCSE Geography p128-129
“Urban growth”
Power-points:
 Urbanisation
 Settlements
Websites I should visit:
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/urban_environments/urbanisation_medcs_r
ev1.shtml
http://www.geography.learnontheinternet.co.uk/t
opics/urbanisation.html
Clickview
 Supersized Earth (cities)
Oxbook:
 p184-185 “Urbanisation”
Understanding GCSE Geography (digital)
 p154-155 “Urbanisation”
etextbooks:
 Urbanisation
 Bangkok: a primate city (gifted
geographers)
 Mega Cities (gifted geographers)
 Megacities (gifted geographers)
 Patterns of global urbanisation (gifted
geographers)
Class Clips I should watch:
 511 Urbanisation- why do people move
to the city?”
 514 “Global population growthurbanisation”
 7811 “History of urbanisation in Britain”
 8006 “Urbanisation in China”
 519 “Urbanisation- why do people leave
the countryside?”
Tasks to be completed:
 Draw a graph (line or compound bar are best) to show World Urbanisation over recent
decades
 Create a mind-map/concept map (or however else you choose) to show the advantages and
disadvantages of urban living
 Produce a map to show location of the World’s greatest cities; describe how this has changed
over the past century
Worksheets:
Done it…
 Urbanisation
2: Cities in MEDCs (The UK)
Key Idea: Urban areas have a variety of functions and land uses. There are aspects of urban living in a richer
part of the world that need careful planning in order to support the population and environment of cities and
towns
Syllabus says…
Students should gain an appreciation of different functional parts of a settlement including locations of CBD,
inner city, suburbs and rural – urban fringe
Overview of the issues facing many urban areas.
Stanley High School Geography
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GCSE Geography Student Handbook
Housing – the attempts to satisfy the increased housing needs of the population in different parts of the city.
Impact of Government strategies from the 1990s on the inner city.
Traffic – impact of increased use of road transport on the environment and solutions aimed at reducing the
impact.
Revitalising the image of the CBD by improving the physical environment.
Cultural Mix – factors causing ethnic segregation within urban areas. Strategies aimed at supporting the
multicultural nature of many urban areas
Key Words:
CBD, Inner City, Suburbia, Inner Suburbs, Outer Suburbs, Rural-urban fringe, urban sprawl, terraced
housing, high rise, urban decay, poverty, social factors, infrastructure, ethnic segregation,
community, multicultural, Burgess Theory, Hoyt Sectoral Theory, land use, function, residential,
commercial, industrial, route focus, PLVI, footfall, threshold, vertical zoning, core, frame, sphere of
influence, Pedestrianisation, retail park, RBD, greenfield, brownfield, Counterurbanisation, industrial
decline, gentrification, renewal, regeneration, decentralisation, Green Belt, suburbanisation, City
Challenge, UDCs (Urban Development Corporations)
 Identify the different zones of a town in an MEDC
 Describe the characteristics of the different urban zones
 Identify some problems of living in a major MEDC city
 Offer simple solutions to urban problems
 Describe, in detail, the characteristics of different urban
zones
 Describe the causes of the differing problems in different
parts of a British city
 Identify the advantages and disadvantages of developing
greenfield and brownfield sites
 Identify the different areas which can exist within urban
zones
 Explain why cities are separated into different urban zones
 Describe, in detail, the causes of problems in British Cities
and explain how many of these problems are interlinked
 Use examples from around the UK to illustrate strategies
that have been adopted to improve the problems of urban
areas
Textbooks I should use:
Oxbook:
 geog.GCSE p178-179 “You are entering
 p186-187 “Inside Cities”
the Twilight Zone”
 p188-189 “Urban Issues 1- Richer
 geog.GCSE p180-181 “Urban Zoning- why
World”
does it happen?”
 p190-191 “Urban Issues 2- Richer
World”
 geog.GCSE p182-183 “Urban problems in
MEDCs”
 p192-193 “Urban Issues 3- Richer
 geog.GCSE p188-189 “Traffic- everybody’s
World”
problem”
 p206-207 “Under pressure-1”
 geog.GCSE p190-191 “Urban sprawl”
 p208-209 “Under pressure-2”
 AQA Geography A p196-197 “How does
land use vary in an urban area?”
Understanding GCSE Geography (digital)
 AQA Geography A p198-204 “What are
 p156-157 “Urban morphology in UK and
the issues for people living in urban areas
developing World cities”
in richer parts of the World?”
 p158-159 “Issues in the CBD and inner
 Understanding GCSE Geography p126-127
city in the UK”
“Hierarchy of settlement”
 p160-161 “Key issues in British citieshousing and traffic”
E
(Basic)
C
(Clear)
A
(Detailed)
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GCSE Geography Student Handbook






Understanding GCSE Geography p130-131
“urban morphology”
Understanding GCSE Geography p132-133
“The Central Business District”
Understanding GCSE Geography p134-135
“The inner city”
Understanding GCSE Geography p136-137
“Residential environments”
Understanding GCSE Geography p138-139
“The rural-urban fringe”
Key Geography for GCSE 1 p94-95 “Is
there a typical land use pattern?”
Power-points:
 Settlement Patterns and Hierarchies
 Burgess and Hoyt Urban Theories
 Urban Land Use
 The Central Business District
 CBD Exam Questions
 CBD and Shopping: Word Mat
 Some problems of the city
 The Inner City
 Inner City exam questions
 The Suburbs
 Suburbia exam questions
 The Rural-urban fringe
 Manchester
 Greenfield or Brownfield
 Managing Cities in MEDCs
 Urban problems (developed World)
 Urban Transport Issues
Websites I should visit:
www.police.uk
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/urban_environments/urban_models_medcs
_rev3.shtml
http://www.scool.co.uk/gcse/geography/settlements/reviseit/urban-morphology
http://www.scool.co.uk/gcse/geography/settlements/reviseit/urbanisation
http://www.geography.learnontheinternet.co.uk/t
opics/urbanisation.html#count
Stanley High School Geography
etextbooks:
 Settlement Hierarchies
 Hierarchies 1 and 2
 Patterns of land use 1 and 2
 Urban Growth and Land Use
 Urban Growth in MEDCs
 Urban Morphology in the UK and
developing cities
 An idiot’s guide to bid rent (gifted
geographers)
 Revitalising the CBD (gifted
geographers)
 The Central Business District
 Issues of the CBD and the Inner City in
the UK
 Counterurbanisation
 The Gentrification of the Inner City
 Housing developments in the UK
 Commuter Villages
 Retail Park Case Study
 Congestion charging in the UK
 Urban Regeneration
Class Clips I should watch:
 1578 “Reducing air pollution from
traffic”
 1579 “Improving air pollution across
Europe”
 4725 “Solutions to traffic congestion”
 4735 “Impact of car use in Britain”
 6010 “Vehicles and air pollution”
 9353 “Reclaiming industrial land for
recreation”
 1431 “Urban regeneration and the 2012
Olympics”
 1432 Urban regeneration and the 2012
Olympics 2”
 1433 “Urban regeneration and the 2012
Olympics 3”
 1486 Cities grow upwards and
outwards”
Page 66
GCSE Geography Student Handbook
http://www.geography.learnontheinternet.co.uk/t
opics/urbanisation.html#probs1


http://www.coolgeography.co.uk/GCSE/AQA/Cha
nging%20Urban/Changing%20Urban.htm
http://neighbourhood.statistics.gov.uk/HTMLDocs
/AtlasOfDeprivation2010/index.html










1487 “Cities grow upwards and
outwards 2”
1508 “From brownfield site to cityscape
1”
1509 “From brownfield site to cityscape
2”
1510 “From brownfield site to cityscape
3”
1513 “Greenfield site developments 1”
1514 “Greenfield site developments 2”
7784 “Land Use patterns in Oxford”
7899 “Exploring Manchester 1”
7896 “Exploring Manchester 2”
7891 “Exploring Manchester 3”
7900 “Exploring Manchester 4”
8195 “Out of town shopping centres”
Movies to watch:
 Urban Earth- Bristol
 Urban land use
 Inner City decline
 Greenfield or Brownfield
Tasks to be completed:
 Draw a hierarchy triangle and clearly show changes as you move up/down the hierarchy
 Complete labelled diagrams of the Burgess and Hoyt Model
 Collect photographs which illustrate the different urban zones
 Complete a table or Venn diagram to show the similarities and differences between the
Burgess and Hoyt Models
 Write clear definitions for all the specialist terms used in this topic (use your key words and
DoGs to help you)
 Use the internet to find evidence to illustrate some problems faced by CBDs
 Use the police.uk website to investigate how crime rates change in different parts of a UK city
Worksheets:
Done it…
 Exploring Settlement Patterns
 7.2 Urban Service Hierarchy
 Core-periphery Model
 8.2 Patterns of land use
 8.3 Land Use in a city
 Parts of a city
 Changing City Centres
 The Central Business District
 Oldham’s changing CBD 1-4
 Inner City redevelopment: London Docklands (skills exercise)
 Urban Issues
 Urban Issues 2
 Urban Environmental Issues
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3: Cities in LEDCs
Key Idea: Rapid urbanisation has led to the development of squatter settlements and an informal sector to the
economy. Rapid urbanisation in a poorer part of the world requires the management of the environmental
problems caused
Syllabus says…
Characteristics of squatter settlements.
Effect on the lives of the people of living in squatter settlements.
Attempts by the inhabitants themselves to improve squatter settlements over time.
Self Help, Site and Service and Local Authority schemes to improve squatter settlements.
A case study of a squatter settlement redevelopment
Effects of rapid urbanisation and industrialisation.
Difficulties of disposal of waste, much of which is toxic.
Effects and management of air and water pollution
Key Words:
Slum, shanty town, favela, bustee, rural to urban migration, Bhopal, legislation, industrialisation,
untreated sewage, TNCs, self-help scheme, site and service scheme, rag pickers, Vision Mumbai,
formal employment, informal employment
 Identify problems facing people living in cities in LEDCs
 Give examples of how the lives of people in slums could be
improved
E
(Basic)
C
(Clear)
 Explain the causes of problems for cities in LEDCs
 Give examples of ways in which cities in LEDCs could be
improved
 Use a named example to clearly identify the problems of
people living in LEDC cities
 Recognise the differences between formal and informal
employment
 Explain self-help schemes
 Give clear explanations, using named examples, of the
different ways in which cities in LEDCs are being improved
 Use a range of examples to illustrate the wide ranging
problems of cities in LEDCs
 Describe, and explain, the causes of the distinctive shape of
cities in LEDCs
Textbooks I should use:
Oxbook:
 geog.GCSE p184-185 “Urban problems in
 p186-187 “Inside Cities”
LEDCs”
 p194-195 “Rapid urbanisation 1”
 geog.GCSE p186-187 “Urban models in
 p196-197 “Rapid urbanisation 2”
LEDCs”
 p198-199 “Rapid urbanisation 3”
 AQA Geography A p204-209 “What are
the issues for people living in squatter
Understanding GCSE Geography (digital)
settlements in poorer parts of the World?”
 p156-157 “Urban morphology in the UK
 AQA Geography A p210-212 “What are
and developing world cities”
the problems of rapid urbanisation in
 p162-163 “Problems caused by rapid
poorer parts of the World?”
urbanisation in developing world cities”
 Understanding GCSE Geography p140-144
 p164 “Squatter settlements- what are
“Developing countries: the problems of
the solutions?”
urban growth”
 p165 “Sao Paulo, Brazil”
 p166-167 “Cairo”
A
(Detailed)
Stanley High School Geography
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GCSE Geography Student Handbook

Key Geography for GCSE 1 p92-93 “What
are the problems of urbanisation?”
etextbooks:
 Land Use Models in LEDCs
 Urban problems in Rio
Power-points:
 Problems of cities in LEDCs
 Dharavi
 Cities in LEDCs exam questions
Websites I should visit:
Class Clips I should watch:
http://www.scribd.com/doc/89787525/Geoactive 515 “Contrasting wealth in Rio”
Squatter-Redevelopment-in-Rio
 518 “Urbanisation- Rio de Janeiro”
 1483 “Shanty town growth and
http://www.bbc.co.uk/schools/gcsebitesize/geogr
development in South Africa”
aphy/urban_environments/urban_models_ledcs_r
 1693 “Life in the favela of Rocinha”
ev1.shtml
 3210 “Poverty in India- rural to urban
migration”
http://www.bbc.co.uk/schools/gcsebitesize/geogr
 4608 “Introduction to Mumbai”
aphy/urban_environments/urbanisation_ledcs_re
 4609 “Introduction to Mumbai 2”
v1.shtml
 5913 “Life in Mumbai- housing and
industry”
http://www.geography.learnontheinternet.co.uk/
 7111 “New policy strategy for Rio’s
gcse/settlement.html
shanty towns”
 11961 “Kibarani rubbish dump in
Kenya”
http://revisionworld.co.uk/gcseMovies to watch:
revision/geography/industry/industry-ledcs
 Rio- city of contrasts
 Slumming it… parts 1 and 2
http://www.geographypods.com/ledc.html
http://coolgeography.co.uk/GCSE/AQA/Changing
%20Urban/Urbanisation&environment/Urbanisati
on&environment.htm
Tasks to be completed:
 Produce a mind-map to show the problems of cities in LEDCs
 Produce a fact sheet/mood-board to illustrate the problems facing cities in LEDCs
 Create a list of different examples of problems and solutions from a range of developing
world cities
Worksheets:
Done it…
 7.3 Shanty Towns
 LEDC City structure question
 Pollution Question
 Settlements in LEDCs
 Squatter settlements
 Squatter settlements 2
4: Sustainable Cities
Key Idea: Attempts can be made to ensure that urban living is sustainable
Syllabus says…
Stanley High School Geography
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GCSE Geography Student Handbook
Characteristics of a sustainable city.
Environmental – the importance of conserving the historic and natural environment. Use of Brownfield sites.
Reducing and safely disposing of waste. Providing adequate open spaces.
Social – including local people in the decision-making process. Provision of an efficient public transport system.
A case study of sustainable urban living
Key Words:
Sustainable City, sustainability, recycling, brownfield, BedZED, community, “greening”, integrated
transport, Curitiba, Vauban
 Name some characteristics of a sustainable city
E
(Basic)
C
(Clear)
A
(Detailed)
 Explain meaning of sustainable settlement
 Use examples to explain how settlements have tried to
become more sustainable

 Explain in detail the characteristics of a sustainable
settlement
 Use a detailed case study to describe how a settlement has
become more sustainable
Textbooks I should use:
Oxbook:
 AQA Geography A p213-219 “How can
 p200-201 “Making urban living
urban living be sustainable?”
sustainable-1”
Power-points:
 p202-203 “Making urban living
 BedZed 1
sustainable- 2”
 BedZed 2
Understanding GCSE Geography (digital)
 Curitiba
 p168-169 “How can urban living be
 Sustainable Cities
made sustainable?”
 Sustainable Cities exam questions
Websites I should visit:
http://www.pbs.org/frontlineworld/fellows/brazil
1203/
etextbooks:
 Curitiba
 Ecotowns
 Greening the City
 Sustainable Urban Living

Class Clips I should watch:
 7861 “Zero energy homes in London”
Movies to watch:

http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/sustainability/sustainable_living_rev1.shtml
http://getrevising.co.uk/revisioncards/gcse_geography_sustainable_city_case_stu
dy
http://coolgeography.co.uk/GCSE/AQA/Changing
%20Urban/Sustainability/Urban%20Sustainability.
htm
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Worksheets:
 Sustainable Cities
Done it…
Targets/Areas I need to improve:
Levelled Exam Questions… tracker
Question
Mark Improve by…?
Describe how pollution could be controlled in
poorer parts of the World (4)
Use a named case study to describe the
features of a squatter settlement (6)
Explain why the CBDs of some cities need to
be improved (4)
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GCSE Geography Student Handbook
Use one or more named examples to describe
the features of a sustainable settlement (8)
Explain why many people in ethnic
communities choose to live close together (4)
Use one or more examples to explain how the
problems of squatter settlements can be
reduced (6)
Explain why the disposal of waste in many
cities in poor parts of the World is difficult (4)
Describe how water pollution problems can
be managed in cities in poor parts of the
World (4)
Explain how suitable housing is being
provided in the inner city/suburbs of a city
you have studied (4)
For a CBD you have studied, explain the land
use found there (4)
Using examples, explain the problems of
shanty towns (6-8)
Describe some of the schemes that are being
used to improve the lives of people living in
shanty towns (6)
Describe the problems caused by urban
sprawl (6)
In many cities planners have tried to improve
poor housing, transport and old industrial
sites. For a named city you have studied,
describe how planners have tried to improve
these areas (9)
Tourism
1: The growth of tourism
2: Tourism in the UK
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GCSE Geography Student Handbook
3: Mass Tourism in tropical areas
4: Extreme Tourism
5: Sustainable Tourism
Key Ideas: Tourism
Learning Objectives
Get it! 
Be able to identify the many types of landscapes and holidays which
attract people and give reasons for these
Explain the economic importance of tourism to countries in
contrasting parts of the World
Be able to compare and contrast different tourist regions
Explain the changes in the UK’s holiday patterns
Describe and explain the Butler tourist resort life cycle.
Describe and explain the factors which influence the decline of a
tourist resort
Explain the contribution of tourism to the UK economy
Understand the importance of the National Parks for UK tourism
Recognise the conflict which occur in the UK’s National Parks
Explain the various management strategies that can be used to
manage tourism in the UK’s National Parks
Understand the concept of and causes of mass tourism
Know a case study of an area of an LEDC which attracts large
numbers of tourists
Recognise some strategies used to counter the negative social,
economic and environmental effects of tourism in an LEDC
Understand the meaning of the term “extreme tourism”
Identify environments where extreme tourism might take place
Explain what is happening in Antarctica in terms of tourist
development and the likely consequences of this
Be able to assess whether or not remote areas should be allowed to
develop tourism
Understand the concept of sustainable tourism
Recognise different types of sustainable tourism and be able to
compare these
I’ve printed a copy of “print your own text book”
I’ve read my “print your own text book”
OxBox “Tourism” Exam-style question
OxBox “Tourism” question Foundation Tier
Stanley High School Geography
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/25
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OxBox “Tourism” question Higher Tier
Printed set of “Tourism Word Cards”
“I know all answers on my Tourism Word Cards” 
Completed “Tourism self-assessment sheet”
Complete a “Tourism Questions Booklet” (F or H)
Read the “Tourism Case Studies” booklet
Completed 2003-2010 Foundations Questions booklet
Completed 2003-2010 Higher Questions booklet
Read the “Tourism Case Studies” booklet
Completed a “Tourism Key Ideas” booklet
/25
1: The growth of tourism
Key Idea: The global growth of tourism has seen the exploitation of a range of different environments
for holiday makers
Syllabus says…
Reasons for the global increase in tourism.
The potential of cities, mountains and coastal areas for the development of tourism.
The economic importance of tourism to countries in contrasting parts of the world
Key Words:
Tourism, environment, landscape, domestic tourism, short haul tourism, long haul tourism, mass
tourism, disposable income, physical factors, human factors
 Identify why people would wish to visit cities, mountains or
coastal areas
E
(Basic)
C
(Clear)
A
(Detailed)

Use named examples to explain why people visit cities,
mountains or coastal areas
 Identify a range of factors which have led to the
development of tourism
 Describe how tourism has changed during recent decades
 Explain how many factors which have led to the recent
growth of tourism are dependent and interlinked with one
another
Textbooks I should use:
 geog.GCSE p248-249 “Going anywhere
nice on your holidays?”
 AQA Geography A p295-297 “Why has
global tourism grown?”
 AQA Geography A p298-300 “How
important is tourism in different
countries?”
Stanley High School Geography
Oxbook:
 p272-273 “Holiday!”
 p274-275 “Global tourism is growing”
Understanding GCSE Geography (digital)
 p234-235 “Global growth of tourism”
 p236-237 “Where are the environments
that favour tourism?”
Page 74
GCSE Geography Student Handbook

Understanding GCSE geography p198-199
“Where are the environments that favour
tourism?”
Power-points:
 Importance of tourism
 Tourism is a $600 billion industry
 Tourism Environments
Websites I should visit:
http://www.bbc.co.uk/schools/gcsebitesize/geogr
aphy/tourism/tourism_trends_rev1.shtml
http://www.coolgeography.co.uk/GCSE/AQA/Tour
ism/Tourism.htm
etextbooks:
 Understanding GCSE Geography
Tourism
Class Clips I should watch:
 8422 “Changing landscapes and
tourism”
Movies to watch:

Tasks to be completed:
 Make a mind-map/poster/mood board illustrating all the different factors which have led to
the growth of mass tourism
 Tourism Environments Summary Sheet
Worksheets:
Done it…
 3.3a/b What is the tourism industry?
 3.6a/b What problems does tourism cause?
 Growth in tourism
 Mass Tourism
2: Tourism in the UK: Seaside towns and National Parks
Key Idea: Effective management strategies are the key to the continuing prosperity of tourist areas in
the UK.
Syllabus says…
Contribution of tourism to the UK economy.
Impact of external factors on visitor numbers to the UK.
Tourist area/resort life cycle model.
A case study of either a UK National Park or a UK coastal resort. The reasons for its growth as a
tourist destination. The effectiveness of strategies to cope with the impact of large numbers of
tourists. Plans to ensure the continuing success of the tourism industry in the area
Key Words:
Stanley High School Geography
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GCSE Geography Student Handbook
Resort, domestic, Butler Model (Resort Life Cycle Model), exploration, development, consolidation,
development, stagnation, decline, rejuvenation, management, National Park, honeypot, second
homes, soil erosion, congestion, Countryside Code, diversification
 Give reasons why people may choose to visit Blackpool and
the Lake District
 Give some problems caused by visitors to Blackpool and the
Lake District
 Explain the causes of problems in both Blackpool and the
Lake District
 Describe how a destination may move through the resort
life-cycle model
 Identify the characteristics of places at different stages of
the Butler Model
 Identify strategies which may be used to control the impacts
of tourism
 Identify the wide ranging problems caused by people visiting
Blackpool and the Lake District
 Justify placing a tourism destination on the Butler Model
 Clearly describe how the problems of tourism are being
managed in Blackpool and the Lake District
Textbooks I should use:
Oxbook:
 geog.GCSE; p62-62 “Managing Tourists”
 p276-277 “The Lake District 1”
 AQA Geography A p300-304 “How do we
 p278-279 “The Lake District 2”
manage tourism in the UK?”
Understanding GCSE Geography (digital)
 AQA Geography A p305-309 “What is the
importance of National Parks for UK
 p238-239 “Tourism within the UK”
tourism?”
 p240-241 “The rise and fall of
Power-points:
Blackpool”
 Tourism and the National Parks of England
and Wales
etextbooks:
 Lake District National Park
 Exmoor (gifted geographers)
 National Parks (Orca)
 The South Downs (gifted geographers)
 Blackpool v2
 Lake District Case Study
 The Butler Model
 Tourism in Blackpool
Websites I should visit:
Class Clips I should watch:
www.visitblackpool.com
 7406 “Introducing Britain’s green belt
and National Parks”
www.lake-district.gov.uk
 7411 “Managing tourism in the Peak
District”
http://www.nationalparks.gov.uk/
 7239 “Conflict between local and
second home owners”
http://www.s 8434 “Tourism in Brighton”
cool.co.uk/gcse/geography/tourism-andMovies to watch:
resources/revise-it/tourism-development
 Blackpool
 Blackpool Holiday prog clip
 Blackpool: the development of a tourit
Clickview
destination
 GCSE Bitesize 1 “Human Geography:
 Bring Blackpool back to Britain
National Parks”
 http://www.youtube.com/watch?v=RliT51oaJA
E
(Basic)
C
(Clear)
A
(Detailed)
Stanley High School Geography
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GCSE Geography Student Handbook

Tasks to be completed:
 Produce a labelled map to show the National Parks of England, Wales and Scotland. Find out
how the Scottish Parks are different in terms of age
 “Complete National Park Case Study Summary sheet” for the Lake District
 Complete “National Park and Tourism” booklet
 Complete the extension: possible solutions for tourism in Blackpool thinking skills sheet
 Complete the Butler Model living graph
Worksheets:
Done it…
 3.8 What are National Parks?
 3.9 What are National Parks?
 3.10 What is conflict?
 3.11 What is conflict?
 3.12 What is conflict?
 3.13 What is conflict
 7C Managing a honeypot
 13.4 National Parks
 Blackpool Case Study Worksheet
 UK Tourism 1
 UK Tourism 2
 UK Tourism 3
3: Tropical Mass Tourism
Key Idea: Mass tourism has advantages for an area but strategies need to be in place to reduce the
likelihood of long-term damage
Syllabus says…
The meaning of mass tourism.
A case study of an established tropical tourist area which attracts large numbers of visitors.
The positive and negative effects of mass tourism on the economy and environment.
Strategies for maintaining the importance of tourism in the area and reducing its negative
effects
Key Words:
Stanley High School Geography
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GCSE Geography Student Handbook
Mass Tourism, Host Community, leakage
 Explain meaning of mass tourism
 Identify benefits that tourism may bring to LEDCs
E
(Basic)
C
(Clear)
 Explain why people choose to visit Kenya
 Identify some problems caused by tourists in Kenya
 Explain why tourism may not benefit the economies of
LEDCs
 Give techniques which can be used to help reduce the
impacts of tourism
 Explain how MEDC economies may benefit from the
development of tourism in LEDCs
 Identify a wide range of strategies which have been used in
Kenya to reduce the impacts of tourism
Textbooks I should use:
Oxbook:
 AQA Geography A p310-312 “Why do so
 p280-281 “Jamaica- totally tropical
many countries want mass tourism?”
tourism”
 Understanding GCSE geography p203-205
 p282-283 “Jamaica- tourism and then
“Tourism in an LEDC- Kenya”
environment”
Power-points:
Understanding GCSE Geography (digital)
 International Tourism
 p242-243 “Mass tourism- good or bad?”
 Physical Geography of Kenya
 p244-245 “Kenya- positive and negative
 Impacts of Tourism in Kenya v2
effects of tourism”
 Sustainable Tourism in Kenya
A
(Detailed)
Websites I should visit:
www.slideshare.net/whiskeyhj/the-impacts-oftourism-in-kenya
www.castinet.castilleja.org/private/faculty/peggy
_mckee/aficaweb/betsyandmeagan/TourismKeny
a.htm
etextbooks:
 Tourism in Thailand (gifted
geographers)
 Impacts of tourism in the Caribbean
(gifted geographers)
 Tourism in developing countries 1-3
Class Clips I should watch:
 4506 Tourism in Kenya
 4507 Holidays in Kenya
Movies to watch:
 LEDC Tourism
 Kenya
 Kenya Tourism
 Magical Kenya
 Kenya: one beautiful country
 Kenya: Tourism video
 Kenya- one beautiful country
Tasks to be completed:
 Advantages and disadvantages of tourism ranking exercise
 Complete “Tourism in Kenya Case Study summary”
Worksheets:
 6.17a&b Can development in Kenya be sustainable?
Stanley High School Geography
Done it…
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GCSE Geography Student Handbook
4: Extreme Tourism
Key Idea: Extreme environments are susceptible to environmental damage from the development of
tourism
Syllabus says…
The attractions of extreme environments to tourists.
The increased demand for adventure holidays.
The impact of tourism on an extreme environment.
A case study of one extreme area and the extent to which it can cope with the development
of a tourist industry
Key Words:
Extreme Tourism, Last-chance tourism, ecotourism
 Give reasons why people wish to visit the Antarctic
 Name problems caused by people visiting extreme
environments

 Explain why extreme tourism has developed
 Give a range of problems caused by visiting extreme
environments
E
(Basic)
C
(Clear)
A
(Detailed)
 Explain, in detail, the reasons behind the growth of extreme
tourism using named examples to support answer
 Describe the problems caused by extreme tourism in detail
 Identify a range of strategies that can be used to manage the
development of tourism in extreme environments
Textbooks I should use:
Oxbook:
 AQA Geography A p313-315 “What
 p284-285 “Extreme tourism 1”
attracts people to extreme tourism?”
 p286-287 “Extreme tourism 2”
Power-points:
 Extreme Tourism Definition v2
Understanding GCSE Geography (digital)
 Tourism in Antarctica
 p246-247 “The spread of tourism to
extreme environments”
 p247 “Antarctica”
Websites I should visit:
www.coolantarctic.com
http://www.coolgeography.co.uk/GCSE/AQA/Tour
ism/Extreme%20Environments/Extreme%20touris
t%20environments.htm
Clickview
 “Geographical Eye: Nepal-the Everest
trail”
etextbooks:
 Ecotourism in Kenya

Class Clips I should watch:
Movies to watch:
 Explore our frozen planet
 Antarctica: National Geographic
 G Adventures
 Tourist arrivals up in Antarctica
 Remote Antarctic Tourism booming
 Antarctica: extreme environment
tourism
Tasks to be completed:
 Produce a consequence map to show what the impacts of tourism will be on the extreme
environment if left uncontrolled for the next twenty years (negative and positive)
Stanley High School Geography
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GCSE Geography Student Handbook
Worksheets:
 Tourism in Extreme Environments
Done it…
5: Sustainable Tourism
Key Idea: Sustainability requires the development of ecotourism
Syllabus says…
The need for stewardship and conservation.
A case study of the ways that ecotourism can benefit the environment, the local economy and
the lives of the people.
A consideration that this form of tourism can contribute to sustainable development.
Key Words:
Sustainable Tourism, ecotourism, stewardship, conservation, preservation, management, World
Heritage Site
 Explain the meanings of conservation, preservation,
stewardship and management
E
(Basic)
C
(Clear)
A
(Detailed)
 Describe the characteristics of sustainable tourism
 Explain how tourism can be developed in a sustainable
manner
 Give examples of how tourism can be developed in a
sustainable manner
 Use clear examples to illustrate the development of
sustainable tourism
Textbooks I should use:
 geog.GCSE p256-257 “Green Tourism”
 AQA Geography A p316-317 “How can
tourism become more sustainable?”
 Understanding GCSE Geography p206-207
“The impacts of tourism”
Power-points:
 Sustainable Tourism including the
Galapagos v2
Oxbook:
 p288-289 “Ecotourism in the Amazon
rainforest”
 p290-291 “Ecotourism and sustainable
development”
Understanding GCSE Geography (digital)
 p248 “Ecotourism and responsible
tourism”
 p249 “Kenya- the Masai and wildlife
tourism”
etextbooks:
 Can ecotourism work? (gifted
geographers)
 Ecotourism in Sarawak (gifted
geographers)
Stanley High School Geography
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GCSE Geography Student Handbook

Websites I should visit:
http://www.galapagosisland.net/free-flightgalapagos-cruise-tour-experiment.html
Clickview
 “GCSE Bitesize 1: Human GeographyEcotourism”
Too late for the Inca Trail (gifted
geographers)
 Galapagos Case Studies
 Galapagos Sustainability
Class Clips I should watch:
Movies to watch:
 Sustainable Tourism
 Exploring the Galapagos
 Discovering the Galapagos
 Galapagos Islands 2008
Tasks to be completed:
 Galapagos sorting exercise
Worksheets:
 3.7 What problems does tourism cause?
 Ecotourism
Done it…
Targets/Areas I need to improve:
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GCSE Geography Student Handbook
Levelled Exam Questions… tracker
Question
Mark Improve by…?
Describe how a named area with an extreme
environment is trying to cope with the
problems caused by tourism (6-8)
Explain why a coastal area or city you have
studied has developed as a tourist location (4)
Explain why extreme environments are
attractive to tourists (6)
Explain how tourism can contribute towards
sustainable development (4)
Choose either a National Park or seaside town
in the UK. Explain why your chosen area
attracts many tourists (6)
Describe how ecotourism can benefit future
generations (6)
Describe one or more strategies that a coastal
resort/National Park you have studied, has
Stanley High School Geography
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GCSE Geography Student Handbook
used to maintain a successful tourist industry
(8)
Explain how mass tourism can damage the
environment of an area such as Kenya (8)
Use a case study to explain why a tropical
area attracts large numbers of tourists (6)
Describe the negative effects of mass tourism
(4)
For an area of the UK you have studied,
identify the stage reached on the Butler
Model and give reasons for your answer (4)
Using examples of places you have studied,
give examples of the advantages of tourism
(4)
Why has tourism grown in an LEDC you have
studied? (6)
For an area of the UK you have studied,
explain why the tourism industry developed
there (4)
Explain why the development of tourism can
bring problems to LEDCs (6)
Explain how MEDCs can benefit from the
development of tourism in LEDCs (6)
Describe the physical (and human)attractions
of an LEDC you have studied (6-8)
Explain two environmental threats in a tourist
area you have studied (4)
Use an example of how tourism can develop
without damaging the environment (4)
Explain how some environments can
encourage tourism (4)
Stanley High School Geography
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