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Geography Department GCSE Topic Summary:

GCSE AQA, Syllabus A Coasts Module


Remember that for examinations you must be able to quote relevant case studies throughout, where appropriate. If they are places you know about first hand (i.e. they could be local) and you write with accuracy, the examiners will award you marks for this. At the end of the unit, read through the list of key questions, issues and case study information and tick the appropriate box. This will highlight any areas that may need extra revision for the examination!

Key Questions, Issues and Case Study Information


The earths crust is modified by coastal processes which result in distinctive landforms: How waves are formed and why they break. The difference between constructive and destructive waves. Processes of erosion (hydraulic power, corrosion, corrasion; attrition). Processes of weathering chemical and mechanical. Processes of mass movement sliding, slumping, flows and falls. Processes of transport (traction, saltation, suspension, solution, longshore drift) Causes of deposition. Landforms of erosion: headlands and bays, wave cut platforms, cliffs, caves, arches, stacks, Landforms of deposition: beaches, spits and bars. Erosional coastline likely to be the Dorset Coast Lulworth Cove, Durdle Door etc. or the Holderness Coast from Flamborough Head to Spurn Point. Depositional Coastline likely to the Hampshire coast from Hengistbury Head to Hurst Castle Spit or similar. Be able to identify coastal features from photographs and OS maps. Sea level rise and coastal erosion: Reasons for rising sea levels. The social, economic, environmental and political consequences of sea level rise case study of East Anglia in the UK. A case study of an area affected by cliff collapse rates of erosion, reasons why some areas are more susceptible than others, how humans can make the problem worse and the impact on peoples lives and the environment Barton-on-Sea, Hampshire. How can coastlines be managed? What is a shoreline management plan (SMP)? The debate between traditional hard and more sustainable soft engineering solutions/strategies. Hard engineering schemes sea walls, groynes and rock armour. Soft strategies beach nourishment, dune regeneration, marsh creation and managed retreat. Case studies could include a variety of locations e.g. Minehead in Somerset, Wallasea Island in Essex, Bournemouth in Dorset etc Coastal habitats: A case study of a coastal environment sand dunes or saltmarsh. The environmental characteristics of the area; the resulting habitat and species that inhabit it and reasons why. Strategies to ensure the environment is conserved, but also allow sustainable use of the area E.g. Keyhaven Marshes in Hampshire or Oxwich Bay Dunes, Wales.

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Geography Department GCSE Topic Summary:


GCSE AQA, Syllabus A Tourism Module
Remember that for examinations you must be able to quote relevant case studies throughout, where appropriate. If they are places you know about first hand (i.e. they could be local) and you write with accuracy, the examiners will award you marks for this. At the end of the unit, read through the list of key questions, issues and case study information and tick the appropriate box. This will highlight any areas that may need extra revision for the examination!

Key Questions, Issues and Case Study Information


Growth of Tourism: The growth of tourism globally and its economic importance. The factors which have allowed the rapid growth of tourism. Role of tourism in different economies MEDC/LEDC The environments that encourage tourism physical, human, cultural etc Tourism in the UK: Changes in UK tourism patterns and its importance to the UK economy. An understanding of the 6 stages of the Butler model of resort growth. External factors affecting UK tourism economic depression and terrorism. UK National Parks what they are and who visits them. Mass Tourism: Know a definition of mass tourism. What economic and environmental impacts mass tourism has on the receiving area. How these impacts can be managed. A case study of a tropical region receiving mass tourism Antigua. Tourism in extreme environments: A definition of extreme environment tourism and why people visit these areas. Understand why this sector is growing. Be able to discuss the impacts of tourism in wilderness areas. A case study of extreme environment tourism Antarctica. Sustainable Tourism: Understand why there is a need for conservation and stewardship of tourist destinations. What is ecotourism and what are its main aims? Understand how ecotourism can contribute to sustainable development. A case study of ecotourism The Galapagos Islands, or Sarawak, Malaysia. Reading list: Geoactive 260 Impact of tourism in Thailand Geoactive 264 The Brecon Beacons National Park Geoactive 383 Too late for the Inca Trail? Geoactive 292 Ecotourism in Antarctica Geoactive 334 The Cairngorms National Park Geoactive 338 Ecotourism in Sarawak, East Malaysia Geoactive 369 Environmental Conflict in the Galapagos Islands Geoactive 379 Exmoor National Park GeoActive 420 Tourism in Blackpool GeoActive 426 Sustainable Tourism on Knoll beach, Dorset GeoActive 428 Dubai Sustainable development in the desert

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GeoActive 430 Mass tourism on Tropical coral reefs GeoActive 438 Recent patterns and trends in global tourism

Geography Department GCSE Topic Summary: GCSE AQA, Syllabus A Population Change
Remember that for examinations you must be able to quote relevant case studies throughout, where appropriate. If they are places you know about first hand (i.e. they could be local) and you write with accuracy, the examiners will award you marks for this. At the end of the unit, read through the list of key questions, issues and case study information and tick the appropriate box. This will highlight any areas that may need extra revision for the examination!

Key Questions, Issues and Case Study Information


Key terms in the study of demography: You must be able to define and use the following: Natural increase/decrease, Birth and Death rate, life expectancy, infant mortality Be familiar with the factors that affect these key terms. Be able to undertake a natural change calculation. Understand that world population has grown exponentially. Be able to describe the difference between a J curve and an S curve growth graph. The Demographic Transition Model (DTM) and Population Pyramids: Students must be able to label a DTM graph correctly and describe what is happening in each of the five stages. Students must be able to explain why population is changing in each stage factors affecting Birth Rate and Death rate for example agricultural change, the role of women, education and urbanisation. Be able to give examples of countries in each stage. Students must be able to draw, label and explain what a population pyramid is and what it shows. You must be able to recognise the shape of a population pyramid that relates to a particular stage of the DTM. Be aware of how the use of population pyramids can show future population change. How can a population become sustainable? Be able to define the concept of a sustainable population Be bale to give an example of the social, economic and environmental consequences of population change and link these to the idea of why sustainability in population growth is needed. You will examine a variety of case studies of population policies that seek to control growth: 1. Chinas One Child Policy why it was needed, how it worked, its costs and benefits and how it has changed today. 2. Population control in Kerala The issues and opportunities of an ageing population: Be able to explain what an ageing population is and how it is caused. Be able to give specific examples of the issues it has created and the opportunities it can bring to an EU country (probably the UK). What are the impacts of international migration? Be able to define the following: Push/Pull factors, migration, immigrant, emigrant, voluntary and forced migration. Students should be able to discuss the positives and negatives that migration into a country can cause for the host country, the country of origin and the migrants themselves by using an example (Polish people to the UK). Students need to be able to contrast migration within the EU to migration into the EU from outside. Students need to be able to define the term refugee and be able to discuss the scale of this issue, as well as give an example of a refugee crisis.

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Recommended Reading: Geoactive 230, Series 12 Ageing Populations Geoactive 248, Series 12 Rural to Urban Migration in Gambia Geoactive 256, Series 13 Migrant Workers Geoactive 269, Series 13 Ageing Populations the Geographical implications Geoactive 276, Series 14 - The Demographic Transition Model: Italy and Kenya Compared Geoactive 287, Series 14 Population pyramids explained Geoactive 308, Series 15 Population distribution in Brazil Geoactive 343, Series 17 Sudanese migrations Geoactive 372, Series 18 Migrant workers in the UK Geoactive 375, Series 18 Pro-natalist policies GeoActive 409, Series 20 Immigration to the UK a good or bad thing? Geoactive 412, Series 20 Chinese population policies an update

GCSE AQA, Syllabus A Living World Module


Remember that for examinations you must be able to quote relevant case studies throughout, where appropriate. If they are places you know about first hand (i.e. they could be local) and you write with accuracy, the examiners will award you marks for this.

Geography Department GCSE Topic Summary:

At the end of the unit, read through the list of key questions, issues and case study information and tick the appropriate box. This will highlight any areas that may need extra revision for the examination!

Key Questions, Issues and Case Study Information


What is an ecosystem?
Definition of the terms ecosystem and biome and understanding of the difference between them. Understand how an ecosystem works the interdependence between biotic and abiotic factors and the concept of balance. Understand what happens if an abiotic or biotic factor changes. Understand the concept of food chains and webs producers, consumers, decomposers, nutrient cycling. A knowledge of the characteristics of three major ecosystems TDW, TRF and Hot Deserts. Understand the role of climate and soil in the distribution of these three major ecosystems. Understand the differing nature of the climate and soils in these three ecosystems and how the vegetation has adapted to these conditions.

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What are the characteristics of global ecosystems?


Temperate deciduous woodlands (TDW)


In depth knowledge of a case study of Epping Forest, Essex. Be able to describe how the forest is used by humans and show an awareness of the impacts this can cause. Knowledge of how the area is managed to reduce this impact. In depth knowledge of a case study of Tropical Rainforest probably Malaysia. Know the causes of deforestation. Be able to discuss the economic, social, and environmental impacts of deforestation. Be able to outline how a Tropical rainforest can be sustainably managed including selective logging, education, ecotourism, and reducing debt. Knowledge of two case studies of hot deserts one from an MEDC and one from an LEDC. Be able to outline the economic uses of each of these regions and understand how they differ. Understand how these areas can be managed to ensure sustainability. Be able to discuss the future challenges that each area faces. Likely case studies to be the Thar Desert, India and the Sonoran Desert, USA

Tropical rainforests (TRF)

Hot deserts

Reading list: GeoActive 232 People and the Tropical Rainforest Ecosystem GeoActive 241 Desert Ecosystems GeoActive 291 Brazilian Rainforest destruction GeoActive 294 Sustainable Development GeoActive 316 - Desertification GeoActive 326 Managing resources for a sustainable world. GeoActive 392 Caribbean Coral Reefs Ecosystems under threat

Reading list: GeoActive 284 GeoActive 347 GeoActive 364 GeoActive 376 GeoActive 386 GeoActive 407

Positive Human Impact on the coastline Management of the Jurassic Coast Coastal management at Lyme Regis Managed Retreat on the North Norfolk coast Coastal processes and landforms in Devon and Dorset Holderness coastal management