Topic 5: Coastal Change and Conflict
How are different coastlines produced by physical processes?
Key Ideas
Geological structure and rock type have a major
influence on coastal development and landforms.
Content
Contrasts between a named soft rock coast and a
named hard rock coast in terms of cliff profiles,
cliff features and erosional land forms.
Investigating concordant and discordant coasts
(headlands and bays), and the influence of joints
and faults.
Marine processes, sub-aerial processes, mass
movement and climate change are also important.
Investigate how destructive waves, sub-aerial
processes and mass movement create a range of
erosional landforms, including cliffs, wave-cut
platforms, caves, arches and stacks and how
constructive waves, deposition and longshore
drift create beaches, bars and spits.
What you need to understand
 To understand that hard rock such as
granite is more resistant than soft rock
such as boulder clays.
 To know how the type of rock affects
the shape of the cliff
 To know how the type of rock affects
the types of features found on a coast
such as headlands and bays.
 To know the differences between
concordant (alternating rock parallel)
and discordant (right-angles) coasts.
 To know the different coasts can
produce different features.
 To know that points of weakness such as
cracks and joints become eroded more
quickly than the surrounding rock.
 To know this can lead to erosional
landforms such as caves, arches, stacks
and stumps.
 To know that Hydraulic Action and
Abrasion are two processes in which
waves can erode.
 To understand the differences between
constructive and destructive waves.
 To know that constructive waves will
build up a beach
 To know that destructive waves will
produce a steep beach profile.
 To understand and be able to explain
the process of longshore drift.
 To know that longshore drift can
produce spits and bars.
 To understand what is meant by the
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Explore the possible consequences
of climate change on marine erosion
and deposition, including an increased
frequency of storms and rising sea level.
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Why does conflict occur on the coast, and how can this be managed?
Physical processes lead to coastal change and
Investigate a coastline experiencing rapid
retreat, which threatens people and property and
coastal retreat, e.g. Holderness, to examine why
generates conflicting views.
rates of erosion vary and the threats posed to
people and the environment by rapid erosion.
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There is a range of coastal management options
from traditional hard engineering to more modern
Exploring the conflicting views of how the case
study coast should be managed.
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For a named coastline, investigating the costs and
benefits of traditional coastal engineering
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term sub-aerial process.
To be able to explain the main forms of
weathering – mechanical, chemical and
biological.
To be able to explain the processes of
rock fall and slumping.
To know the key impacts that rising sea
level and increased storm activity will
have on the coast.
To understand how climate change lead
to stronger and less predictable storms
in the UK which could increase erosion.
To understand that sea level rises could
submerge or erode depositional
features such as beaches.
To understand the impacts of sea level
rises and storms.
To be able to describe the location of
the Holderness Coast and some key
facts.
To understand why Holderness is
experiencing rapid erosion.
To understand how the rapid erosion is
affecting the Holderness Coast.
To understand the impacts of coastal
erosion such as Sue Earle on Cowden
Farm.
To understand that people will have
different opinions about how the
Hodlerness Coast should be managed
e.g. local people living in the towns of
Mappleton and Hornsea, farmers such as
Sue Earle, Environmentalists, old people
vs young people, local council, politicians.
To be able to evaluate the positives and
negatives of hard engineering
holistic approaches.
structures.
Considering the costs and benefits of more radical
approaches such as ‘do nothing’ and ‘strategic
realignment’ linked to Integrated Coastal Zone
Management (ICZM) and whether they are
sustainable.
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structures such as groynes, seawalls,
gabions etc. in a named area e.g.
Holderness.
To know what is meant by the term
‘Holistic Approaches’.
To understand what is meant by ‘do
nothing’ and ‘strategic realignment’
To learn the advantages and
disadvantages of such approaches.
Topic 2: Climate and Change
How and why has climate changed in the past?
Key Ideas
Climate has changed in the past through natural
causes, on timescales ranging from millions to
hundreds of years.
Content
Using graphs to examine past climate changes on
different timescales, eg ice ages in the
Quaternary and UK climate since Roman times.
Briefly considering the natural causes of climate
change including orbital changes, volcanic activity
and solar output.
Natural climate change in the past has affected
people and ecosystems.
Examining the impact of a short-term, historical
event such as the Little Ice Age on people and
farming.
Considering the role of geological climate events in
past extinction events, eg the extinction of
megafauna at the end of the last ice age.
What challenges might our future climate present us with?
The Earth’s climate today appears to be changing
Examining the sources of carbon dioxide emissions
What you need to understand
 Understand the temperature of the
earth’s atmosphere has changed over
time.
 100 million years ago at the time of the
dinosaurs the temperature was much
warmer.
 The Pleistocene, the last major cold
period, or ice age, started 1.8 million years
ago and ended 10,000 year ago.
 To know the ‘Little Ice Age’ is a much
more recent event (a few hundred years
ago) when the atmosphere became cold
during 1500 – 1800’s.
 Know that there are 3 natural causes of
climate change: orbital changes, solar
output and volcanic activity.
 Be able to explain how each effects the
climate and why.
 Learn the impacts of the little ice age on
people e.g. death of Napoleon’s troops, ice
fairs.
 Learn impacts on farming e.g. short
growing season, impact on winemaking.
 To understand why megafauna like the
Woolly Mammoth became extinct at the
end of the last Pleistocene Ice Age.
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Know what greenhouse gases are.
as a result of human activity, and future climates
are uncertain.
(activities and countries), plotting their rise since
the mid 19th century.
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Future climates are likely to present major
challenges, to the UK and especially to people in
the developing world.
Considering the role of human activities in
producing carbon dioxide and other greenhouse
gases and how they lead to the enhanced
greenhouse effect.
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A brief consideration of the range of projections
for global temperature and sea level rise.
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Examining the range of possible economic and
environmental impacts of future climate change in
the UK, and in a named developing country, eg
Bangladesh.
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To know what activities are increasing the
amount of carbon dioxide in the
atmosphere.
To know that some countries are
producing more greenhouse gases than
others e.g. developed countries e.g. USA,
Europe, and more recently China and India
To know that the greenhouse effect is
natural and we would not survive on earth
without it.
To know that humans are contributing to
the enhanced greenhouse effect – this is
where human produced greenhouse gases
are trapping more heat in the earth’s
atmosphere.
To know carbon dioxide concentrations
are increasing.
To understand the impacts of this
increase on global temperatures and sea
levels e.g. below 550ppm = increase no
more than 2°C, sea level rise of 1metre.
More that 550ppm = increase of 6°C and
major flooding of land meaning billions of
people will lose their homes due to sea
level rises.
Economic – wealth and business.
Environmental – land, wildlife, vegetation.
Impacts in the UK can be both positive
and negative. Learn a range of the
impacts, (could also use Greenland).
Understand the impacts on a poorer
country e.g. Bangladesh.
Understand why developing countries are
more vulnerable.
Topic 3: Battle for the Biosphere
What is the value of the biosphere
Key Ideas
The distribution of global biomes reflects climate
as well as other localised factors.
Content
Defining a biome, and them mapping the
distribution of major biomes across the planet.
Considering the role of temperature and
precipitation in biome location, plus local factors
such as altitude.
The biosphere acts as a life support system,
providing a wide range of goods and services.
The biosphere has a crucial role in providing
services, such as regulating the composition of the
atmosphere, in maintaining soil health, and
regulating the hydrological cycle.
The biosphere provides humans with a range of
goods such as food, medicines (gene pool) and raw
materials.
What you need to understand
 To learn a definition for Biome.
 To learn a definition for Biosphere.
 To know the location of biomes such as
Tropical rainforest, Deserts, Deciduous,
Coniferous and Tundra.
 Know about the key characteristics of the
different biomes.
 To be able to use key terms such as
equator, high latitudes, Tropic of Cancer
in your descriptions.
 To be able to explain reasons for the
differing location of biomes.
 To understand that latitude is key in
biome distribution due to the differences
in air temperature as a result of the
concentration of solar energy at the
tropics and dispersion at the poles.
 To know how precipitation influences the
location of biomes.
 To understand how local factors (small
scale) also affect biomes e.g. altitude
(height of land), distance inland, drainage
and geology.
 Know how the biosphere regulates the
atmosphere by absorbing carbon dioxide
and producing oxygen.
 Be able to explain how the biosphere helps
to maintain soil health by adding nutrients
into the soils and burrowing animals.
 Be able to explain how the biosphere
maintains the hydrological cycle by
intercepting rainwater and slowing down
the speed of water to rivers.
 To learn the foods humans can get from
the biosphere.
 To learn the medicines we can get from
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How have humans affected the biosphere and how might it be conserved?
The biosphere is being degraded by human actions. Using an example, eg Amazonia, to consider the
role of human activity in direct destruction of the
biosphere, eg deforestation, mining, conversion to
farmland or over fishing.
Degradation of the biosphere by indirect means,
eg climate change induced stress.
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Management measures, at a variety of scales, are
being used to conserve the biosphere and make
human use of it more sustainable.
Examining contrasting examples of biosphere
conservation, such as a global framework, eg
RAMSAR or CITES, UK National Parks, a tropical
forest reserve.
Examining how the principles of sustainability can
be applied to a named small-scale example of
biosphere management.
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the biosphere.
To learn the raw materials we can get
from the biosphere.
To understand the services the biosphere
can provide.
To be able to explain the economic/social
benefits from the biosphere.
With specific reference to the Amazon
Rainforest be able to explain how humans
are directly destroying it.
To know the specific reasons for
deforestation e.g. The Grande Carajas
Development Project, Hydroelectric Dams,
Trans-Amazonian Highway and the impact
of Soya farming.
To understand that humans can also
degrade the biosphere i.e. lowering the
character and quality, indirectly e.g.
climate change.
To be able to give specific examples of
climate change on flora and fauna e.g.
rainforest frogs, polar bears etc.
To be able to explain how a global action is
used to protect biospheres: RAMSAR.
To be able to explain how national action
can be used to protect the biosphere:
National Parks.
Learn specific facts.
To be able to explain how biospheres can
be protected at a small scale e.g.
Chipperfield Common. Learn specific
facts.
Topic 4: Water World
Why is water important to the health of the planet?
Key Ideas
Content
What you need to understand
The hydrological cycle regulates water supply and
links the atmosphere, biosphere and lithosphere.
Investigating the role of the biosphere and the
lithosphere in regulating the hydrological cycle
and ensuring water supply.
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Workings of the hydrological cycle, as a system.
Changes to the hydrological cycle can affect both
human and ecosystem health.
Investigating the impact of unreliable and
insufficient water supply on humans, using a case
study from a vulnerable area, eg South-eastern
Australia or the Sahel.
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Considering the impact of climate change on the
hydrological cycle and ecosystems, in areas which
may experience increased aridity.
How can water resources be sustainably managed?
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To know what the hydrological cycle is.
To learn the key processes of the
hydrological cycle: evaporation,
condensation and precipitation.
To learn the key flows: overland flow,
throughflow and groundwater flow.
To learn where water is stored in the
hydrological cycle.
To understand the link between the
atmosphere and the hydrological cycle.
To understand how the biosphere
captures and stores water, and acts as a
flood defence.
To understand how the lithosphere
stores water.
To know the difference between
permeable and impermeable.
To know what an aquifer is.
To know the hydrological cycle has
inputs, outputs and stores (as above).
To understand the flows within the
hydrological cycle can change over time
and the reasons for this change e.g.
seasonal, natural cycles and climate
change
With reference to a particular area e.g.
Sahel, understand why there may be a
unreliable water supply, and the
consequences of this on the people e.g.
famine, drought etc.
To understand how climate change will
affect water supply and ecosystems in
different places around the world e.g.
UK, USA (Las Vegas) and Asia (impact
of melting of Himalayan glaciers).
There are many threats to maintaining a healthy
hydrological cycle.
Considering the consequences of human
interference on water quality, eg river pollution.
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There is a range of strategies, at a variety of
scales, designed to manage water resources more
sustainably using different levels of technology.
Examining located examples of human
interference which disrupt water supply eg
deforestation, over abstraction of groundwater
and reservoir construction.
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Considering the costs and benefits of large scale
water management projects, eg The Three Gorges
dam, or Colorado River.
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Examining the role of named small-scale
intermediate technology solutions such as water
harvesting in the developing world.
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To know that humans can influence the
quality of water.
To know the three common types of
pollution are Human Excrement, Toxic
Chemicals and Plastic Bags.
To be able to describe how these affect
water quality.
To know that humans can affect water
supply i.e. the amount of water available.
To understand how deforestation and
over-abstraction can change water
supply.
To understand what is meant by ‘largescale water projects’.
To learn the advantages and
disadvantages of one large scale project
e.g. Three Gorges Dam.
To be able to define ‘intermediate
technology’.
To learn one small –scale project e.g.
WaterAid in Burkina Faso. To
understand why the project is
sustainable.
Topic 5: River Processes and pressures
How do river systems develop?
Key Ideas
River systems develop characteristic landforms
and channel shapes along their long profile, from
source to mouth.
These characteristics result from processes of
erosion, transport and deposition, with geology and
slope processes also playing a role.
Content
Investigating landform contrasts in upper courses,
mid-courses and lower courses of rivers.
Investigating how channel shape and
characteristics change along a long profile for a
named river.
Investigating the role of erosion processes,
transport and deposition in river landform
formation.
Investigating the influence of geology and slope
processes on river valley shape and sediment load.
What you need to understand
 To learn the key terms: Drainage basin,
watershed, confluence, tributary, source
and mouth.
 To know what is meant by a river’s ‘long
profile’.
 To know which landforms are found in the
upper course and how they are formed:
interlocking spurs, waterfalls.
 To know which landforms are found in the
middle course and how they are formed:
meanders, ox-bow lakes.
 To know which landforms are found in the
lower course and how they are formed:
floodplains, levees.
 To know how the channel shape changes
from source to mouth.
 To be able to relate to information above
to one named river e.g. River Severn or
Afon Nant Peris.
 To know there are 4 erosional processes:
hydraulic action, abrasion, attrition and
corrosion.
 To be able to explain each.
 To know why a river will deposit its load.
 To be able to explain which process is
dominant in the formation of each
landform.
 To understand what weathering is and
that it takes place on the valley sides.
 To learn the 3 causes of weathering.
 To understand the link between
weathering and the rivers load.
 To understand what mass movement is and
the 2 main processes of mass movement.
 To know that geology will influence the
valley shape and sediment load, and how.
Why do rivers flood and how can flooding be managed?
River flooding has natural causes, but flooding may Investigating the different factors that cause
be made worse by human activities, including those river flooding through the concept of the flood
causing climate change.
hydrograph.
Flood management involves both traditional
hard engineering and more modern, integrated and
sustainable approaches.
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Examining how human actions can alter hydrograph
shape and increase flood risk through urbanisation
and land use change eg deforestation.
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Investigating existing flood defences and the
impacts of flooding for a case study such as
Carlisle (2004), York (2002) or River Severn
(2007).
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Comparing one traditional flood management
schemes, eg York, with one sustainable approach,
eg River Skerne, and assessing costs versus
benefits.
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To be able to read and understand a flood
hydrograph.
To know the natural causes of river
flooding.
To understand how humans can increase
the risk of river floods.
To understand that climate change will
increase global temperatures, resulting in
more rainfall and more frequent storms in
parts of the world which will also increase
flood risk.
To learn the impacts of one flood event
e.g. 2007 Tewkesbury floods.
To know the difference between hard
engineering and soft/integrated
approaches to flood management.
To be able to describe examples of hard
and sustainable approaches to flood
management.
To be able to describe specific examples
of both hard and sustainable approaches:
how they work and how effective they are
e.g. York vs Abingdon.
Topic 6: Extreme Climates
What are the challenges of extreme climates?
Key Ideas
Extreme climates are located in polar regions and
hot arid areas; each has key physical
characteristics.
Content
Investigating the climate of one named extreme
environment either polar, eg Alaska, Siberia
Examining how flora and fauna are successfully
adapted to the chosen climate, but are also
vulnerable to change.
People adapt to the challenges of extreme
climates in a variety of ways.
Investigating the adaptations people make in one
named extreme polar or hot arid climate, such as
farming methods, building styles, clothing,
transport, energy use.
Considering the uniqueness and value of the
culture of peoples living in the chosen extreme
climate.
How can extreme environments be managed and protected from the threats they face?
What you need to understand
 To understand the location of Polar
Regions.
 Know some general characteristics of a
polar area.
 To be able to read a climate graph
showing temperature and precipitation.
 To be able to describe the climate of a
polar region i.e. cold temperatures and
little precipitation.
 Learn some specific data about climate
e.g. -89°C recoded in Antarctica.
 To understand how vegetation has
adapted to polar environments.
 To understand, with examples, how
animals have adapted to polar
environments.
 To know that solifluction and bursting
lakes can put both flora and fauna at
risk.
 To understand how people have adapted
to living in a polar climate with specific
reference to buildings, transport,
farming, clothing and energy use. Be
able to refer to a specific place e.g.
Alaska.
 To learn some unique cultures e.g.
Inupiat whaling ceremony or ‘rotten
shark’ in Iceland.
Extreme climates are under threat from a range
of processes, which include climate change.
Investigating the threats to people and natural
systems in one named polar or hot arid extreme
climate area, such as cultural dilution through
tourism, pollution though resource exploitation,
and land degradation through poor land
management.
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Investigating how climate change could threaten
people and natural systems, eg melting,
desertification or species migration, in the chosen
area.
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Sustainable management
is needed locally and
globally, if extreme
environments are to
survive.
Assessing a range of local actions, eg intermediate
technology, adaptation to changing climates for a
named polar or arid extreme climate area.
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Assessing the role of global actions to protect
extreme environments from the threat of climate
change.
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To understand there are many threats
to people living in polar climates e.g.
cultural dilution in Alaska and loss of
language.
To understand that the environment is
also under threat e.g. oil spill in Alaska
and land degradation due to damage of
permafrost.
To understand that climate change is
having a huge impact in areas of
extreme climate.
To learn some impacts of climate change
on people e.g. Yup’ik people in Alaska =
‘global warming refugees’ as can no
longer fish, or loss of tourism in
Greenland and the economic impact on
the community.
To understand the impact of climate
change on the environment e.g. glacier
retreat, loss of ice and polar bears.
To know that local actions can be used
for more sustainable management of
extreme environments e.g. geothermal
power in Iceland.
To know why geothermal power is an
example intermediate technology.
To know that global action is being
taken to protect extreme environments
e.g. Antarctica Treaty, US polar bears
being placed on endangered species list.