Students learn about coastal processes, landform and management. Students learn how and why our coastline changing. In addition, they learn to empathise with different interest groups faced with a rapidly retreating coastline.
The wearing away of land by water.
The main wind direction experienced by an area.
The distance the wind has travelled over water.
The water that moves up a beach after the breaking of a wave.
The water that travels back down the beach after the breaking of a wave.
The movement of sediment along a beach. The direction of movement depends on the direction of the prevailing wind.
A coastline that is made out of one rock type. The coastline will erode at the same rate.
A coastline that is made of alternating layers of hard and soft rock. Soft rock will erode faster than hard rock causing bays and headlands to form.
A form of erosion where water forces air out of cracks. Cracks widen over time and the cliff starts to break down.
A type of erosion where rocks are picked up by the sea and thrown at the cliff face. This smooths the cliff face down over time and wears it away.
A type of erosion where sediment carried by the sea is thrown into each other. Sediment becomes smaller, smoother and rounder.
A type of erosion where sediment is dissolved by salts and chemicals in the water.
Understanding of how we need to work together for a better future.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Students study China as a place that is experiencing rapid change, an emerging super power; an example of the dynamic nature of Geography. They consider the similarities and differences between the UK and China, and how and why these may change in the future. They investigate the key concepts of interdependence and sustainability. China exemplifies how economics and politics interact, nationally and internationally.
An area with a large amount of people in it, e.g. East China.
An area with few people in it, e.g. West China.
A high income country, e.g. The UK.
A low income country, e.g. Bangladesh.
Gross Domestic Product - The total value of everything produced by all the people and companies in the country.
The spread of people across the world or an area.
Five countries with rapidly growing economies. They include: Brazil, Russia, India, China & South Africa.
The process by which a country changes and improves over time.
Meeting the needs of today's generation without harming the needs of future generations.
Occurs between countries when they rely on each other in some way.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
In this unit students will learn about the patterns and processes associated with volcanoes, earthquakes and tsunami. They compare the impact and response to of this types of activity on High and Low Income Countries. The focus of this unit is describing patterns and processes and explaining the complexities of tectonic activity.
The outermost layer of the earth. This is the layer that we live on.
The layer between the crust and the outer core. The mantle is the thickest layer.
The third layer of the earth. The liquid outer core is found between the mantle and inner core.
The innermost, sold layer of the earth. The inner core is made or iron and nickel.
The scale used to measure the power of earthquakes. The scale ranges from 0-10.
The cyclical movement of the semi-molten material in the mantle. The heat from the centre of the Earth causes the material to rise and powers the currents. Convection currents cause tectonic movement.
Occurs when two plates move away from each other. Earthquakes and volcanoes are found here.
Occurs when two plates move towards each other. Earthquakes and volcanoes are found here.
Occurs when two plates slide past each other. The strongest earthquakes are found here.
Occurs at a destructive plate margin when an a heavier, oceanic plate sinks underneath a light, continental plate. Volcanoes will often form on the boundary of a subduction zone.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
Goods, companies, information, jobs and fashions are moving more and more easily around the world. The world is shrinking! Some say we live in a global ’village’. Students learn how they are linked to real people all over the world through the things they and their families buy. Students develop an understanding of the global nature of economic activity and development through a study of the global fashion industry. They look the benefits and problems globalisation may bring. They consider the moral, ethical and environmental issues associated with the global trade in consumer They finish the unit by considering how fair trade rules would help Less Developed Countries escape from poverty.
When goods are brought into a country from abroad for sale.
When goods are sent abroad for sale.
Occurs between countries when they rely on each other in some way.
The process by which the world is becoming increasingly interconnected as a result of massively increased trade and cultural exchange.
Transnational Corporation - A company that operates in more that one country across the world.
A factory or workshop, where manual workers are employed at very low wages for long hours and under poor conditions.
A process by which TNCs send work to other countries so that it can be completed for a lower price.
World Trade Organisation - The only global international organisation dealing with the rules of trade between nations.
World Bank - An international financial institution that provides loans to countries of the world.
Trade between companies in developed countries and producers in developing countries in which fair prices are paid to the producers.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
Students are encouraged to link their lives to the global implications of climate change and think about the future. This unit removes the ’fear factor’ and ‘blame culture’ that surrounds the issue of climate change. Students need to be aware of the impact their decisions may have and the changes, as well as challenges, that they will face throughout their lives. A case study on Antarctica is included.
Meeting the needs of today's generation without harming the needs of future generations.
A change in regional or global climate patterns.
The gradual increase in the Earth's average temperature.
A gas that contributes to global warming. Examples of greenhouse gases are carbon dioxide, methane and nitrous oxide.
A period of time with below average rainfall.
The amount of carbon dioxide released into the atmosphere as a result of the activities of a particular individual, organisation, or community.
The release of pollution into the atmosphere.
The trapping of the sun's heat in the Earth's atmosphere. This occurs due to a build up of greenhouse gases.
Energy sources that will not run out. Examples include solar, wind and water.
Energy sources that will run out (they are finite). Examples include coal, oil and gas.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
This module allows students' to ‘brush up’ on their map skills through the contemporary topic of Music Festivals. By providing a thematic approach to the teaching of map skills, students are able to develop a variety of map skills as well as using maps to explore wider issues in relation to festivals, such as environmental impacts and flooding. Students can engage with maps at a wide range of scales and building on their map interpretation skills. This module also provides opportunities for decision making, group work and engagement with a variety of relevant, online resources.
The actual position/location of something.
The position of something in relation to the surrounding human and physical features.
All the visible features of an area of land.
The height and shape of land.
The length of the space between two points.
Towns or cities.
Countryside areas.
A course along which someone or something moves.
Brown lines on an OS map that join areas of equal height.
Land that is used for different farming methods, e.g. growing crops or animal grazing.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.